Diversity and Inclusion Task Force Report

Page 29

Recommendation 2: Increase the number of BIPOC and other underrepresented groups of faculty at Trinity. Rationale: If Trinity University is serious about their commitment to faculty diversity, and if the university wants to move beyond empty rhetoric to real action and progress that changes statistics and transforms the institutional culture, it must make a concerted effort to educate and hold accountable everyone who serves on the search committee. As Turner (2002) contends, “a solid foundation for campus faculty diversity can be laid by search committee processes—processes which not only reflect the larger institutional commitment to diversity but which, also, serves as occasions for serious campus reflection on the barriers to recruitment and retention of faculty of color,” (p. 28) and other underrepresented groups. Since faculty both educate and serve as mentors to Trinity students as well as serve as mentors for other faculty, any efforts to create, support, and retain a diverse faculty can go a long way toward improving the campus climate by broadening the range of what is taught in the classroom and by enriching the experiences of all students, faculty and staff. These efforts should begin with the recognition that past hiring practices—including practices that have given preference to degrees from specific schools and Trinity alums—may have excluded well-qualified candidates whose background or identity marked them as different from the dominant department or campus culture. In 2018, Academic Affairs created “Expectations for Conducting Fair, Equitable and Lawful Faculty Searches at Trinity University,” a document that outlines a process that academic departments are required to follow in an effort to equitably and legally recruit and hire diverse faculty on the tenure track. The extent to which these guidelines are being followed, however, is inconsistent. Many faculty have not unlearned to employ equitable processes as part of the search committees and many continue to consciously or unconsciously recruit and hire candidates simply because they feel comfortable with them and may have had a shared experience. It is therefore incumbent upon Academic Affairs to assess whether the guidelines as currently written effectively achieve Trinity’s diversity and inclusion goals. Academic Affairs should also create similar guidelines for the hiring of contingent faculty, a category of faculty not currently covered by the document. Stakeholders: Faculty, Staff, Students, Alumni, Board of Trustees Recommended Actions

Performance Indicators

Responsible Parties

Direct Institutional Research and Effectiveness to gather, analyze, and disseminate data regarding the demographic composition of the faculty in each academic department of the University.

Demographic report is completed and provided to the VPAA.

Vice President for Academic Affairs, Executive Director of Institutional Research and Effectiveness

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APPENDIX F: HEDS DIVERSITY AND EQUITY CAMPUS CLIMATE SURVEY

21min
pages 99-113

APPENDIX G: EXECUTIVE SUMMARY OF STAND BY SYSTEMS II (SBS), INC. CAMPUS WIDE INTERVIEWS

9min
pages 114-120

APPENDIX D: TRINITY UNIVERSITY FACULTY STATEMENT IN SOLIDARITY WITH BLACK LIVES MATTER

6min
pages 80-86

APPENDIX C: STATEMENTS FROM STAKEHOLDER GROUPS

10min
pages 74-79

APPENDIX B: GLOSSARY OF TERMS

5min
pages 70-73

APPENDIX A: REFERENCES

1min
pages 68-69

Recommendation 3: Encourage culturally responsive teaching strategies, including anti racist pedagogy. Provide professional development and other resources to support the adoption of such a pedagogy

3min
pages 66-67

Recommendation 2: All academic units must review their curricula and consider how they might incorporate diversity in an appropriate, meaningful fashion

1min
pages 64-65

Recommendation 1: Expand and infuse a commitment to diversity, equity, and inclusion throughout academic departments, interdisciplinary programs, and First Year Experience using appropriate curriculum and instructional practices

3min
pages 62-63

Recommendation 9: Trinity must prepare students to succeed in a diverse, multicultural workplace

1min
page 61

Recommendation 8: Increase the number of opportunities for alumni to receive awards and honors

2min
pages 59-60

Recommendation 7: Create a campus wide oral history project which will include a

2min
pages 57-58

Recommendation 6: Support staff education and training efforts that build individual awareness of and capacity for issues of diversity, equity, and inclusion and collective action in support of an anti bias and anti racist community

1min
pages 55-56

Recommendation 5: Increase empowerment and engagement of BIPOC alumni

2min
pages 53-54

Recommendation 4: Use existing and new forms of data to inform institutional diversity, equity, and inclusion efforts

2min
pages 51-52

Recommendation 3: Track student participation in extracurricular, co curricular, and experiential learning activities, and seek to broaden participation in such activities for students from historically underrepresented groups

2min
pages 49-50

Recommendation 2: Engage all students in ongoing and robust professional development and education around all issues of diversity, equity, and inclusion throughout the duration of their time at the university

3min
pages 47-48

Recommendation 1: Create a culture of dialogue and communication for diversity, equity, and inclusion by providing safe spaces, opportunities, and platforms for all members of the Trinity community

3min
pages 44-46

Recommendation 8: Actively communicate information, processes, and practices related to diversity, equity, and inclusion efforts from all major campus units

1min
page 43

Recommendation 7: Retain talented employees from all BIPOC and underrepresented constituents by improving campus climate and providing sufficient and appropriate institutional support

3min
pages 40-42

Recommendation 2: Increase the number of BIPOC and other underrepresented groups of faculty at Trinity

3min
pages 29-30

Recommendation 5: Require the adoption of best practices of diversity, equity, and inclusion in the hiring process for all faculty and staff

5min
pages 34-37

Recommendation 3: Increase the number of exempt (“contract”) and non exempt (“classified”) BIPOC and other underrepresented staff members

2min
pages 31-32

CATEGORY 3: RECRUITMENT AND RETENTION

5min
pages 25-28

Recommendation 4: Provide mentoring for underrepresented student, faculty, and staff populations

1min
page 33

Recommendation 5: Create a center devoted to university wide issues of Diversity, Equity, and Inclusion

1min
page 24

Recommendation 3: Develop diversity, equity, and inclusion assessment mechanisms to foster accountability

2min
pages 21-22

Recommendation 4: Develop a university wide culture of celebrating progress

1min
page 23

Recommendation 2: Achieve greater representation of BIPOC as well as other identifications of underrepresentation on the Trinity Board of Trustees

1min
page 12

Recommendation 2: Develop a culture of community education and community improvement

2min
pages 19-20

Recommendation 4: Inform faculty, students, and staff that Trinity’s Anti Harassment

2min
pages 15-16

CATEGORY 1: ADMINISTRATIVE STRUCTURE AND SUPPORT

3min
pages 10-11

Foreword

6min
pages 6-9

CATEGORY 2: CAMPUS, ALUMNI, AND COMMUNITY ENGAGEMENT

3min
pages 17-18
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