Diversity and Inclusion Task Force Report by Trinity University

Diversity and Inclusion Task Force Report

APPENDIX A: REFERENCES Aguirre, A., & Martinez, R. (2002). Leadership practices and diversity in higher education: Transitional and transformational frameworks. Journal of Leadership Studies, 8, 53-62. Ajinkya, J. (2012), Asian Americans benefit from diversity in higher education, Center for American Progress. Bowen, R. C., & Muller, G. H. (Eds.). (1996). Achieving administrative diversity (New Directions for Community Colleges, No. 94). San Francisco: Jossey Bass. DiAngelo, Robin J. (2018). White Fragility: Why Itâ&#x20AC;&#x2122;s So Hard for White People to Talk About Racism (Boston: Beacon Press) Gasman, M., Abiola, U., & Travers, C. (2015). Diversity and senior leadership at elite institutions of Higher education. Journal of Diversity in Higher Education, Vol.8, No. 1, 1-14. Gay, Geneva. (2010) Culturally Responsive Teaching : Theory, Research, and Practice. 2nd ed. Multicultural Education Series (New York, N.Y.). New York: Teachers College, Gurin, P., Dey, E., Hurtado, S. (Fall, 2002), Diversity in higher education: Theory and impact on educational outcomes. Harvard Education Review, 72(3), 330-366. Kayes, P. E. (2006). New paradigms for diversifying faculty and staff in higher education: Uncovering cultural biases in the search and hiring process. Center for American Progress, Winter, 65-69 Kerby, S. (2012). 10 reasons why we need diversity on college campuses, Center for American Progress. Oluo, Ijeoma. (2019). So You Want to Talk About Race (New York: Seal Press). Sleeter, C. E. (2011). An agenda to strength culturally responsive pedagogy. English Teaching: Practice and Critique, Vol. 10., No. 2, 7-23. Taking the Pulse of Campus Climate: Key Findings of the AGB Survey on Diversity and Inclusion (2020), AGB Report. Turner, C. S. V. (2002). Diversifying the faculty: A guidebook for search committees. Washington, DC: Association of American Colleges & Universities. Whitford, E. (2020). Who holds positions in higher ed, and who gets paid? Inside Higher Ed, May 6.

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