Diversity and Inclusion Task Force Report by Trinity University

Diversity and Inclusion Task Force Report

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. Rationale: The Trinity student experience is composed of formal and informal experiences inside and outside the classroom, in the San Antonio and surrounding communities, and even globally in instances of study abroad and experiential learning opportunities. It is the institution’s responsibility across these experiences to assist students in the development of how to engage with diverse peoples in diverse settings and empower them for life with multicultural competence skill sets. In order to fulfill this commitment, professional development experiences must be meaningful, transformative, and ongoing across a student’s journey at the institution. A model that utilizes faculty, staff, alumni, administrators, and Board of Trustees as facilitators will empower students to become champions for diversity, equity, and inclusion through their embedded experiences in the Trinity community. Stakeholders: Students, faculty, staff, alumni, Board of Trustees Recommended Actions

Performance Indicators

Responsible Parties

Identify a group of individuals who can be engaged in a role for shaping these efforts; representatives should range from the Executive Leadership Team to faculty, staff, alumni and Board of Trustee members who will collaborate with the Vice President for Diversity, Equity, and Inclusion.

An appropriate committee will collaborate with the Vice President for Diversity, Equity, and Inclusion to develop and engage others in the development of a university-wide strategic plan for diversity

President, Vice President for Diversity, Equity, and Inclusion, the Executive Leadership Team, Director of Student Diversity and Inclusion, TSEC leadership

Charge the committee in identifying concepts that can be taught and addressed over several years and in alignment with the science of learning and other relevant, pedagogical tools.

Concepts and learning outcomes are identified and shared with relevant stakeholders for feedback and possible modification.

President, Vice President for Diversity, Equity, and Inclusion, the Executive Leadership Team, Director of Student Diversity and Inclusion, TSEC leadership

Develop workshop curriculum and a “train of the trainer” professional development model that can be delivered by committee members to groups of students over time.

An implementation plan, including curriculum, will be developed by the initial committee to five years by addressing a core group of selected concepts annually

President, Vice President for Diversity, Equity, and Inclusion, the Executive Leadership Team, Director of Student Diversity and Inclusion, TSEC leadership

The implementation plan, participation, and assessment of

The committee will meet regularly to review participation, successes

President, Vice President for Diversity, Equity, and

Diversity and Inclusion Task Force Report

Articles inside

APPENDIX F: HEDS DIVERSITY AND EQUITY CAMPUS CLIMATE SURVEY

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

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

APPENDIX C: STATEMENTS FROM STAKEHOLDER GROUPS

APPENDIX B: GLOSSARY OF TERMS

APPENDIX A: REFERENCES

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

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

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

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

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

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

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

Recommendation 5: Increase empowerment and engagement of BIPOC alumni

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

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

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

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

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

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

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

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

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

CATEGORY 3: RECRUITMENT AND RETENTION

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

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

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

Recommendation 4: Develop a university wide culture of celebrating progress

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

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

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

CATEGORY 1: ADMINISTRATIVE STRUCTURE AND SUPPORT

Foreword

CATEGORY 2: CAMPUS, ALUMNI, AND COMMUNITY ENGAGEMENT