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Diversity at ATSU
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Diversity at ATSU

A.T. Still University of Health Sciences is deeply committed to an educational and collaborative environment embracing cultural proficiency. Students striving to become the best healthcare professionals possible must understand and embrace society’s diversity. This is also true for ATSU’s faculty and staff.

Andrew Taylor Still, MD, DO, founder of osteopathic medicine and ATSU, was a licensed physician and surgeon, healthcare innovator, abolitionist, civil war hospital steward, and suffragist who created opportunities for women in medicine as early as the 1890s.

Today, ATSU supports students who learn and serve in diverse, underserved, urban, and rural communities across America. ATSU’s alumni also practice, work, and volunteer across the world. Many hold leadership positions dedicated to bringing quality healthcare to those in greatest need.

Thank you for taking a few moments to explore ATSU’s commitment to cultural proficiency. We invite you to join us on our journey by exploring our website and following us on social media.

Achievements in Diversity and Inclusion

ATSU is expanding community outreach initiatives to create a more educational and collaborative environment embracing diversity. These videos highlight the progress being made and recognized, and underscore ATSU’s ongoing commitment to becoming a more diverse community working toward eliminating healthcare disparities.

VIDEO: See Where We Started

VIDEO: See What We’ve Become

ATSU received the Health Professions Higher Education Excellence in Diversity (HEED) Award from INSIGHT Into Diversity magazine, the oldest and largest diversity-focused publication in higher education. Only 24 health professions schools received the 2017 HEED award. More about ATSU’s HEED award

  • Departmental message +

    • A.T. Still University has positioned diversity at the forefront of the strategic planning process. This only reinforces the historic value the University has for this aspect of our culture. The standard to be a preeminent university for health profession education isn’t a mere statement. ATSU lives these ideals for the sake of osteopathy and the evolution of the health professions. As the birthplace for osteopathic education, ATSU is fully invested in that legacy.

      The first overarching tenet of osteopathy is the unity of body, mind, and spirit. By understanding the precision by which the human body functions, one can appreciate the value of utilizing this amazing instrument to promote healing. Diversity education at ATSU also seeks to embody this tenet to induce inclusion at every level. Our mission is the spirit through which our body operates. Our collective minds deliver on innovation, collaboration and appreciation for differences. By valuing the difference that these differences make, we become increasingly reflective of the communities we serve. Our mission is centered on service. By serving our community partners, students, faculty, staff, and external partners, we are moving from cultural competence to a culturally proficient organization.

      The strength of our progression towards cultural proficiency is our ability to be reflective and to always aspire to move beyond where we are. This measure of excellence compels us to be a work in progress at all times - constantly moving forward. ATSU is a beacon for caring people committed to service, committed to the body as an instrument of healing and committed to inclusivity in its most sincere sense.

      Finally, ATSU believes excellence requires understanding, affirming and valuing human difference.

      I look forward to working on creating an all-inclusive and diverse community at A.T. Still University.

      Clinton J. Normore
      Associate Vice President for Diversity & Inclusion

  • Objective +

    • A.T. Still University strives to create a culturally rich community which embraces all forms of differences, including but not limited to race, ethnicity, gender, disability, sexual orientation, origin of birth, age, religious beliefs, political beliefs, socio-economic status, physical characteristics, military service, title, academic background, and professional experiences. Inherent in ATSU’s mission is the belief excellence is inclusive—academic and intellectual, physical and physiological; cultural and social, spiritual and moral.

      We believe these attributes are expressed in our acceptance of difference, and our collective appreciation provided by these differences guides us in the development of a campus community reflective of the global community of which we are all a part.

      An authentic understanding and appreciation of difference is foundational to reaching cultural proficiency, which, at its core, is based upon the value each human being brings to our society and each person’s access and opportunities to contribute to our University’s cultural proficiency. The strength of our campus community as well as the potential of the global community is realized through this same understanding, affirmation, and value of human difference.

      Review and download the Diversity and Inclusion brochure (pdf)

      Review the 2015-20 Diversity Strategic Plan (pdf)

  • Student insights +

    • Kia Moore

      The day I had my braces removed was the day I decided I wanted to pursue a career in dentistry. After having severe crowding for years, I was overjoyed by how beautiful my smile looked and how confident I felt smiling and laughing. I enjoyed my overall orthodontic experience and hoped to one day provide joyous dental experiences for others. The field of dentistry will allow me to help others physically, mentally, and socially by improving aesthetics, removing decay, and easing discomfort. Oral health truly impacts an individual’s life.

      ATSU’s commitment to serving underserved populations is what originally attracted me to the University. The dual DMD and MPH degree, community health clinic external rotations, commitment to the underserved, and my warm and inviting interview experience at ATSU-ASDOH is truly what completed my decision.

      Kia Moore, dual degree program - doctor of dental medicine and masters of public health- dental emphasis student

      Linda Yonan

      As an ethnic minority member, I fled Iraq in 1990 in search of a better life. The present political situation in the Middle East forces me to consider those currently enduring what I was lucky enough to avoid. Consequently, I work tirelessly towards my education and career goals for myself and for those who are forced to pause their progress because of life’s unexpected adversities. I chose to pursue public health education because I look forward to giving back to a society that has accepted, supported, and developed me into the woman I am today.

      My sister was a member of ATSU’s inaugural SOMA class and spoke highly of the university to me throughout her time as a DO student. I was compelled enough to apply to the MPH program, and before I knew it, my sister and I were both graduating with our respective degrees from ATSU in 2011. My experiences with ATSU during my two years as an MPH student were challenging and helped me realize my passion for public health. I consider myself a lifelong learner, and knew that pursuing a doctorate was in my future. I chose ATSU for a second time because I found that the school fulfilled its mission statement and the health education curriculum aligned with my future aspirations.

      Linda Yonan, doctor of health education student

      Natalie Loyola

      ATSU’s whole person approach to healthcare and their focus on interprofessional education, diversity and underserved populations attracted me from the beginning. ATSU’s mission and vision is everything I wanted when choosing a graduate school, it was a perfect fit!

      Upon graduation, I hope to work in an underserved Spanish speaking community where I can help bridge the gap in miscommunication and quality hearing care. Also, hopefully continue to be involved in humanitarian audiology work and serve those out of the country. There is no better feeling in the world than to be able to help others.

      Natalie Loyola, doctor of audiology student

      James LeeI chose ATSU for a whole myriad of reasons but if I had to pinpoint one reason, it would be for it’s unique and innovative “one plus three curriculum” approach to medicine. Words of wisdom have been passed from senior physicians in my community that “you don’t learn medicine from a textbook” and that experience, seeing first hand, being proactive, and learning from your mistakes are the best skill sets to acquire to becoming a great physician for your patients. Also, did I mention, the faculty and staff at ATSU make you feel at home, away from home? Medical school is a long and difficult journey, but it’s definitely reassuring and gives you a sense of confidence knowing that you have a handful of talented colleagues and extremely supportive, loving faculty by your side, who all believe in and have the same vision.

      James Lee, osteopathic medical student

      Renee Crawford

      I was five years old when I first decided I want to be a doctor, due primarily to the Fisher Price medical kits. I haven’t looked back since. I’ve always desired to work as part of a team, improving the lives of others. I’ve always been active in team sports. Medicine is a field that allows one to work with different individuals, as a team, to accomplish a common goal: work with the patient to improve/maintain a healthy lifestyle. When I went to college on an athletic scholarship, some people believed I would end up changing my mind from being a pre-med/biology major. Others thought my passion for the game would translate to me pursuing a career in coaching. Alas, I stayed focused on my dream of becoming a physician. The skills I attained as a point guard, i.e. the coach on the floor, amazingly are transferrable to the medical field. Physicians are more coaches and teachers for the patient; the goal is to educate the patient on obtaining and retaining health. Regarding the DO program, I applied to ATSU-SOMA because I agree with the osteopathic philosophy; the patient should be treated as a unit comprised of body, mind, and spirit and that all components need to be considered when treating the patient, not just the disease. Medicine is a fascinating field of lifelong learning and commitment. This drew me towards a career in health care.

      I chose ATSU for three main reasons: the emphasis on providing care to underserved populations, the 1+3 model – allowing for 3 years of clinical experience, and the school’s priority of producing great doctors. After one year on the Arizona campus, I am more grateful for the opportunity to learn at this institution. The opportunity for interprofessional exercises, during which students from the various ATSU programs work together to learn concepts being taught in their respective disciplines. The interprofessional education component prepares the student to work with professionals from various disciplines. Another aspect I enjoy is the family atmosphere. Family is an integral component of society and ATSU provides that atmosphere, from faculty to staff to students, where everyone is looking out for one another. Now that I have lived experiences in the ATSU community, there are five reasons I would apply: commitment to the underserved, 1+3 model, priority to produce great physicians, interprofessional opportunities, and family atmosphere.

      Renée J. Crawford, osteopathic medical student

      Thomas Jackson
      I grew up in a rural town that is federally classified as a healthcare desert. I watched family members forfeit their health due to their inability to pay for healthcare services. I saw grandparents cut pills in half, and heard practically all the adults in my family voice their concerns about being able to pay for the healthcare needs of their children. I chose to pursue a career in healthcare to combat socioeconomic, racial, and other demography-based disparities in healthcare.

      I chose ATSU because, as the founding school of the Osteopathic philosophy, ATSU has a rich history of embodying the concept of whole-person healthcare, with the mission to serve all in need. Founder Andrew Taylor Still, DO, himself strove to be inclusive and equitable in his efforts to treat and educate others, and so naturally, ATSU seemed like the best place for me to gain valuable experiences in addressing health disparities.

      My goal is to work in the field of public health, where I will specialize in healthcare policy. With this training, I intend to help evaluate and develop legislation that promotes equity and inclusiveness in healthcare access.

      Thomas Jackson, biomedical sciences student

  • Programs +

    • Cultural Proficiency in Healthcare

      Cultural proficiency in healthcare is a way of being and serving that enables one to effectively respond in a variety of cultural settings to the issues caused by diversity. In a word, diversity means “differences” and one cannot truly value differences if one is unwilling to appreciate the myriad of difference in our society and also work to be inclusive at every opportunity. A culturally proficient organization interacts effectively with its employees, its clients, and its community. Culturally proficient people may not know all there is to know about others who are different from them, but they know how to take advantage of teachable moments, how to ask questions without offending, and how to create an environment that is welcoming to diversity and to changes.

      Dreamline Programs

      The Dreamline Programs are comprehensive community-based collaborations that introduce K12 students to graduate health professions programs offered by ATSU. ATSU and its partners fully understand the need for health professions to reflect the population being served. ATSU has unique relationships with school districts and community based organizations, offering experiential learning opportunities to students in these partnerships. These collaborations introduce young minds to career opportunities in healthcare. Students are nurtured through campus and graduate student engagement opportunities.

      Prep for Success Intensive

      Prep for Success Intensive (PSI) is an intensive week-long colloquium where six pre-medical and six pre-dental students will collaborate under expert facilitation with the primary goal of MCAT and DAT success. This is where you learn how to test smarter and problem solve faster.

      The PSI camp will be held in Kirksville, Missouri on the Truman State University, and A.T. Still University campuses. Learning will be facilitated by university science faculty, and students will be mentored by medical and dental student from A.T. Still University, who underwent the same pressure and succeeded. Learn more about the PSI program

      SafeZone for All

      SafeZone for All program is to create beacons, SafeZone for All allies, whose roles are to be visible ambassadors, so that we ensure the campus climate feels safe, receptive, and accepting to community members regardless of any human condition, characteristic, or circumstance that they may have. Read more about SafeZone for All

      Summer Healthcare Career Experience

      Summer Healthcare Career Experience (SHCE) is a unique partnership between ATSU, Truman State University, and East Central Missouri Area Health Education Center. SHCE is a three-day, two-night program that includes hands-on activities at both ATSU and Truman State University in Kirksville, Missouri for students interested in healthcare as a future profession.

  • Committees +

    • Advisory Council On Diversity

      The mission of the Advisory Council On Diversity (ACOD) is to work to cultivate a culturally proficient community, which embraces all forms of difference and perpetuates the University’s mission to enrich learning experiences of students, faculty, and staff in support of serving the underserved.

      ATSU Diversity Enrichment Committee (Missouri campus)

      The ATSU Diversity Enrichment Committee (Missouri campus) mission is to enrich the culture of acceptance and respect of diversity in all its forms. The committee, created of students, faculty and staff, will work together to promote policies and programs that recognize and celebrate diversity across the community.

      Diversity Enrichment in Education Committee

      ATSU’s Diversity Enrichment in Education Committee (DEEC) is dedicated to creating a more inclusive academic community by encouraging opportunities for students, faculty, and staff to embrace and celebrate diversity and all of its dimensions. The DEEC will enhance the mission of both the A.T. Still University and the Advisory Council on Diversity by promoting campus-wide initiatives that allow individuals to gain a positive understanding of cultural proficiency and the way it impacts holistic wellness.

      School of Osteopathic Medicine in Arizona Diversity Committee

  • Internal scholarships +

    • A.T. Still University is developing a list of scholarships designed to afford you the opportunity to capitalize on the University’s unique mission of service and leadership in whole person healthcare. These scholarships vary in design but have a common purpose: to reduce the most significant barrier to healthcare education – cost.

      By creating financial access through a myriad of new scholarship programs, ATSU will continue to lead the way in educating qualified students who are committed to the ATSU mission of providing healthcare to underserved areas.

      Internal Scholarships

      For more information on internal scholarship opportunities please visit Enrollment Services.

      Graduate Health Professions Scholarship - This award is designed to accentuate the University’s unique mission of service and leadership in whole person healthcare. This scholarship is a targeted approach to attract and educate students whose life contributions and experiences are consistent with ATSU’s mission to serve in underserved areas. Graduate Health Professions Scholarship requirements.

      Agusta T. Tueckes Memorial Scholarship (KCOM) - This award is given to a student who demonstrates significant financial need.

      Alton and Lois Hinks Award (KCOM) - This award is given to a student who demonstrates significant financial need.

      Alvina Britz Memorial Award (KCOM) - This award is given to a student who is active in student organizations, demonstrates financial need, and is active in community service.

      ASDOH Women For ATSU Scholarship - Visit the Women for ATSU site.

      Benj S. Jolly DO Memorial Award (KCOM) - This award is given to a second or third year student from the Moberly, MO area with preference given to a Truman State University graduate.

      Beta Tau Delta Award (KCOM) - This award is given to a student who shows significant financial need.

      Board of Trustees Award (KCOM) - This award is given to a student with significant financial need who has been very active in student organizations and/or community service.

      Claus Rohweder Award (KCOM) - This award is given to a graduating senior who plans to specialize in Internal Medicine.

      Cunningham Family/OMM Award (KCOM) - This award is given to a thrid or fourth year student who plans to specialize in family practice and actively incorporate osteopathic manipulative medicinein a non-urban area.

      Dr. & Mrs. Charles Markle (KCOM) - This award is for a second, third, or fourth year student who demonstrates financial need, plans to become a family practice physician, and shows interest and aptitude for osteopathic manipulative medicine.

      Dr. and Mrs. Walter H. Siehl and Family Scholarship (KCOM) - This award is given to a student from Ohio with preference to someone from either Cincinnati or Dayton who demonstrates family values and financial need.

      Dr. Denzil Reid Award (KCOM) - This award is given to a student who has completed the freshman year, demonstrates financial need, shows academic excellence, and is from Harrison County, MO or close proximity.

      Dr. Florence Alice Covey Memorial Scholarship (KCOM) This award is given to Kansas students who sign a contract stating their definite intent to return to Kansas to practice medicine. Otherwise, this award becomes a loan and must be repaid. This award may be given as a Still-Bright Scholarship.

      Dr. K. Dale & Gretchen Atterberry Award (KCOM) - This award is given to a student who demonstrates significant financial need.

      Drs. Isabelle and Josephine Morelock Scholarship (KCOM) - This award is given to a student from the Pacific area, especially Hawaii.

      E.O. Johnstone Award (KCOM) - This award is given to a student who demonstrates financial need.

      Edith & Mead Cottrell Award (KCOM) - This award is given to a student who shows significant financial need and is very active in student organizations.

      Edith Dovesmith, DO, Memorial Prize (KCOM) - This award is given to a female student in the graduating class who “has achieved excellence in her studies and has expressed interest in continuing her studies in the field of cranial technique.”

      Esther Woolf Davidson, DO Award - This award is given to a second, third, or fourth year female student who plans to become a family practice physician and shows interest in osteopathic manipulative medicine.

      Fred Couts, DO Award (KCOM) - This award is given to a first or second year single male with financial need from Missouri, preferably the St. Louis area.

      Gary H. Campbell Award (KCOM) - This award is given to a student demonstrating financial need and has an interest in becoming a primary care physician.

      George Rea Memorial Scholarship (KCOM) ;- This award is often given to a fourth-year student who has a high degree of interest in Radiology.

      George Snyder-Pressley Crummy “Living Tribute” Scholarship (KCOM) - This award goes to the student who holds the highest combined weighted average in Anatomy.

      Gerhard Flegel Memorial Award (KCOM)- This award is given to a student that demonstrates financial need and has demonstrated interest and involvement in osteopathic professional organizations. Third or fourth year students have priority for this award.

      Guy T. Funk, DO Award (KCOM) - This award is given to a student who demonstrates significant financial need and is actively involved in osteopathic professional organizations.

      Hackney Family Award (KCOM) - Recipient should follow the osteopathic tenets of caring for the whole patient, putting the welfare of the patients and society first. Strong interest in primary care or internal medicine with preference given to rural and Midwest students.

      Helen E. Stoner Scholarship (KCOM) - This award is given to a student in the top 50 percent of the class with financial need.

      J. Crump, DO Scholarship (KCOM)- This award is given to a student with significant financial need. First preference is given to students from Missouri.

      James Adams, DO Memorial Scholarship- This award is given to a student who expresses intent to practice primary care. Preference may be given to a Colorado resident.

      Jerry Alexander Award (KCOM)- This award is given to a Texas student with financial need.

      Joe Gibson Scholarship (SOMA) - This award provides financial assistance to students in good academic standing enrolled in ATSU’s SOMA program.

      Laura Ann Stedman Award (KCOM) - This award is given to a student who demonstrates financial need and is from the state of Maine, Massachusetts, New Hampshire, Vermont, Connecticut, or Rhode Island.

      Lester Myland, DO Award (KCOM) - This award is given to a first or second year student with financial need. Preference will be given to someone from the state of Ohio.

      Michael J. Scott Scholarship (KCOM) - This award is usually presented to KCOM students from the state of Washington who demonstrate academic excellence.

      Natalie Beissel Scholarship (SOMA) - The Natalie Beissel Scholarship is to provide financial assistance to an OMS III or OMS IV medical student enrolled in the School of Osteopathic Medicine in Arizona (SOMA). Applicants must be duly enrolled in ATSU in the School of Osteopathic Medicine in Arizona (SOMA) in the year the award is made and be considered in good academic standing (i.e. not on academic probation).

      O. Kenneth Day Award (KCOM) - This award is given to a student who demonstrates significant financial need.

      Paul and Helen Kuldeko Award - This award is given to a graduating senior in the top 10 percent of the class who has excellent clinical evaluation scores and is involved in osteopathic professional organizations.

      Paul M. Sargentini Memorial Scholarship (KCOM) - This award is given to a graduating senior who is known for compassion, plans to enter medicine designed to focus on patients with cancer or associated illness, earned at least an 80 percent in immunology, medical biology & infectious diseases, and performed well in relevant clinical rotations such as infectious siseases and hematology-oncology.

      Preferred Merchants’ Scholarship (KCOM) - This award is given to residents of Northeast Missouri who have demonstrated leadership and academic excellence. Preference is given to first year KCOM and MOSDOH students (NE Missouri = North of I-70 and East of I-65).

      R. Anton Lester III, DO Award (KCOM) - This award is given to a Texas student who demonstrates significant financial need.

      Rick Watson, DO Student Ambassador Award (KCOM) - This award is given to a second year KCOM student who must have completed one year as a Student Ambassador prior to applying. Volunteer hours as an Ambassador demonstrate exceptional involvement.

      Robert C. Fischer, DO, Memorial Scholarship (KCOM) - This award is given to a Wisconsin student who has a deep understanding of basic osteopathic principles, demonstrated skill in using manipulation, and a great love for his/her fellow man, community, state and nation.

      Ron Gaber student Leadership Award (KCOM) - This award is given to a graduating senior who has been involved in campus organization, community involvement, and has solid academic achievement.

      SOMA Dean’s Award - Award given to one graduating senior OMS IV SOMA student who has demonstrated outstanding leadership and service to the school, their community, and the osteopathic profession.

      SOMA Diversity Award - The student must demonstrate how he/she models respectful treatment when interacting or interfacing with others and promotes an environment free from bias and discrimination by submitting a community service/volunteer curriculum vitae (required), not to exceed one page.

      SOMA Women for ATSU - The student must be female, enrolled full-time and in good academic standing, demonstrate financial need (as verified by Financial Services) and have a minimum GPA of 3.0 (as verified by the Registrar). Preference will be given to permanent Arizona residents.

      Steven McDonald, DO Memorial Award (KCOM) - This award is given to a graduating senior who is committed to emergency medicine as a specialty.

      Sydney Ross, DO Award (KCOM) - This award is given to a student who plans to pursue a career in surgery, and who demonstrates financial need. Third or fourth year students will normally be given priority consideration.

      The Global DO in Memory of Julie A. (Brown) Gibson (SOMA) - The Global DO is a competitive, international community outreach scholarship award for any SOMA student, in good academic standing, interested in improving the lives of underprivileged individuals outside the United States.

      Thomas M. Funk, DO Award (KCOM) - This award is given to a student who demonstrates significant financial need and is actively involved in osteopathic professional organizations.

      Tinning Family Endowment in Memory of Susan G. and James C. Tinning (KCOM) - This award is given to a graduating senior interested in gerontology who has an ability to relate and communicate with senior citizens.

      Tucson Osteopathic Medical Foundation (SOMA) -

      Vick Family Memorial Award (KCOM) - This award is given to a student with financial need who is a member of the UAAO (Changed name to SAAO), and thus has a real commitment to practicing osteopathic manipulative medicine in their practice.

      Walter and Nellie Keller Award (KCOM) - This award is given to a student from Kansas who has at least an 85 percent average.

      Wayne M. Seutter, DO Award (KCOM) - This award is given to a student demonstrating financial need who desires to practice in a small rural community.

      William and Darryl Thurman Award (KCOM) - This award is given to a student who demonstrates significant financial need.

  • Graduate Health Professions Scholarship Program +

    • The A.T. Still University Graduate Health Professions Scholarship (GPS) is designed to accentuate the university’s unique mission of service and leadership in whole person healthcare. This scholarship is a targeted approach to attract and educate students whose life contributions and experiences are consistent with the ATSU mission to serve in underserved areas. The GPS was created for historically underrepresented groups and/or underrepresented minority groups. ​

      Successful candidates must have demonstrated academic success, a commitment to community service, and financial need. Those awarded will receive significant financial support during their residential education (renewable for the second consecutive year). Those awarded will also receive substantial co-curricular experiences, enhancing the academic model of Interprofessional Education.

      A.T. Still University defines “Historically Underrepresented,” and “Underrepresented Minorities (URMs),” as those persons identified by the Civil Rights Act of 1964 and the Health Resources and Services Administration (HRSA). Students admitted to any ATSU graduate health professions education program are qualified to apply for the GPS scholarship and must fully complete the scholarship application and supplemental requirements listed below:

      1. Scholars must be accepted to A.T. Still University.
      2. Scholars must complete and submit A.T. Still University GPS application materials prior to University deadlines.
        • Submit a video (not more than 3 minutes) describing why this scholarship would enhance scholar’s ability to serve the underserved. Please email video to

      3. Scholars must have been Pell eligible or received income based tuition assistance during their senior year of undergraduate school.
      4. Scholars must demonstrate consistent reasonable progress towards a graduate health education program.
      5. Scholars must pay all A.T. Still University application fees prior to deadline.
      6. Scholars understand that University fees are NOT covered by this scholarship.
      7. Scholars are required to participate in the GPS pre-matriculation program prior to their first year of school.
      8. Scholars are required to participate in a University student organization.
      9. Scholars will serve as stewards for the GPS program and encouraged to participate in that capacity for campus wide Diversity Department programs and initiatives.
      10. Scholars must attend a scholars meeting each term.
      11. Scholars must meet with program administrator at least once monthly (administrator may require additional meetings).
      12. Upon degree completion, scholars agree to provide healthcare services in a community healthcare center (at the discretion of ATSU program administrator).
      13. Scholars agree to repay GPS scholarship if he\she does not successfully complete his\her ATSU program.

      For more information on the Graduate Health Professions Scholarship please contact the Diversity Department at or 480.265.8078.

  • Employment +

    • ATSU is a culturally rich community that prepares innovative and compassionate healthcare professionals for service in underserved areas. As an expanding university, we offer a wide range of rewarding and challenging job opportunities that support our prestigious academic environment.

      If you want to be part of our dynamic, diverse and collaborative environment, we encourage you to apply for one of our open positions.

  • Student organizations +

    • A.T. Still University offers a variety of involvement opportunities for our students to connect with smaller social groups. A list of diverse, student groups are provided below. Students may also develop new student groups as the need arises for campus diversity and inclusivity. Questions about existing groups or how to start a new group can email Student Life at

      Cultural organizations Campus
      Asian Pacific American Medical Students Association Arizona
      Hispanic Medical Association Arizona
      Medical Spanish Club Missouri
      Project:Pueblo Arizona
      Society of American Indian Dentist Arizona

      Religious/Spiritual organizations Campus location
      Alpha Omega Arizona
      Christian Healthcare Fellowship Arizona
      Christian Medical and Dental Association (CMDA) Missouri
      Latter-Day Saints Student Association (LDSSA) Missouri
      Secular Student Interest Group Missouri

      Sexuality/Gender organizations Campus
      American Association of Women Dentists Arizona
      Association of Women’s Surgeons Arizona
      Gay-Straight Alliance Missouri
      Medical Students For Choice Arizona
      National Osteopathic Women Physicians’ Association (NOWPA) Missouri

  • Diversity education +

    • Educating culturally competent students and building a community of culturally proficient employees is within ATSU’s mission. The following valuable online tools and resources are available to enhance the value of an ATSU educational experience.

      • Diversity 3.0 Learning Series is offered through the Association of American Medical Colleges.
      • Microagression in Everyday Life is a video defining and understanding what can be done to address microagression.
      • Project Implicit offers online tests that help individuals gain a greater awareness of their own unconscious biases and beliefs.
      • Understanding Prejudice is a resource website exploring the causes and consequences of prejudice.
      • DiversityEdu is a comprehensive web-based diversity training tool. The goal of the program is to develop day-to-day skills which broaden employee and student skills to be more inclusive.
      • Think Cultural Health National CLAS Standards – The National CLAS Standards are a set of 15 action steps intended to advance health equity, improve quality, and help eliminate health care disparities by providing a blueprint for individuals and health and health care organizations to implement culturally and linguistically appropriate services.
      • Think Cultural Health Resources – Find articles, presentations, newsletters, and more about culturally and linguistically appropriate services (CLAS) and the National CLAS Standards.
      • National Education Association Diversity Toolkit – An online toolkit that provides an introduction to the multiple facets of diversity. It offers basic information, a short list of strategies and tools, and suggestions for how to find out more. Neither the short list of topics in this toolkit nor the content within each topic is meant to be exhaustive.
      • Academy of Communication in Healthcare - The Academy of Communication in Healthcare (ACH) is the professional home for all those who are committed to improving communication and relationships in healthcare. The ACH has been in the forefront of research and teaching relationship-centered healthcare communication. If you are looking for ways to improve patient safety, interdisciplinary teamwork, patient satisfaction scores, or just want to develop your individual communication skills, ACH is a great resource.
      • National LGBTHealth Education Center - The National LGBT Health Education Center provides educational programs, resources, and consultation to health care organizations with the goal of optimizing quality, cost-effective health care for lesbian, gay, bisexual, and transgender (LGBT) people.

  • Research +

    • Research is the backbone of the academic process. Diversity has a widely recognized relationship to the vestiges of the healing process. Therefore research on healthcare disparities related to diversity is necessary in a health professions education environment. This section is devoted to internal research by our students, faculty and staff on diversity related topics pertaining to healthcare disparities.

      Lapinski, J., & P. Sexton. Still in the closet: the invisible minority in medical education. BMC Medical Education 2014, 14:171

      Summary: To investigate the relationship between sexual orientation and gender identity in regard to levels of depression; levels of perceived social support; comfort with disclosure of orientation; and the lesbian, gay, bisexual, and transgender (LGBT) campus climate.

  • Academic programs +

    • The mission that drives ATSU includes a specific focus on diversity and underserved populations. The University is mindful of these focus areas, from the student recruitment process through students’ clinical training locations and the populations they serve. With more than 25 programs and growing, ATSU is dedicated to preparing students to become leaders in the healthcare industry. Students can choose from master’s degrees across allied health disciplines; doctorates in athletic training, audiology, health administration, health education, health sciences, occupational therapy, and physical therapy; the doctor of dental medicine; and the doctor of osteopathic medicine.

      Learn more about our academic programs.