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

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

Rationale: Trinity must promote a culture of intentional self-study and self-reflection within all units of the University community. This campus community undertaking should allow faculty and staff to identify gaps between best and current practices, develop strategies to address those gaps, and communicate findings directly to the President and/or the Vice President for Diversity, Equity, and Inclusion. The Vice President for Diversity, Equity, and Inclusion should coordinate this process and each Vice President must be held accountable for their divisions achieving clear goals to be implemented. All university stakeholders (i.e. students, staff, faculty, alumni, administrators, and trustees) must participate in this work, which will result in short- and longterm goals as well as transformational actions.

Stakeholders: Students, Faculty, Staff, Alumni, Executive Leadership Team, Board of Trustees

Recommended Actions

Require annual managerial professional development and collaboratively established rubrics for supervisors, directors, and department chairs that include diversity, equity, and inclusion frameworks, such as implicit bias, anti-racist practices, and inclusive excellence but not limited to these designations. Revise existing professional development or training programs to incorporate diversity, equity, and inclusion frameworks (e.g., residential life, new student orientation, student-athlete orientations).

Performance Indicators

100% of managers and supervisors will complete the appropriate professional development(s). New professional development, training, and programming materials reflecting changes

Responsible Parties

Human Resources, Vice President for Diversity, Equity, and Inclusion, Director for Student Diversity, Equity, and

Inclusion Department Chairs/dean, all units heads, TU police chief, Vice Presidents, Student Life staff, athletic directors

Require the study and analysis of data already collected through various surveys (HEDS, Gallup, redacted interviews from Stand by Systems II).

Disaggregate data to identify appropriate and inappropriate generalizations in order to address targeted needs (i.e., specific departments, specific demographic groups). Require all units to respond to the findings of reports and survey data. Require all units to consult internal and external resources to identify best practices of diversity, equity, and inclusion in their respective areas or fields. This process may coincide with the cycle of program reviews for some units, and others may wish to select external reviewers with specialized expertise in diversity, equity and inclusion. Encourage a spirit of collaboration and peer learning across units to help cultivate an institutional climate of inclusion. Final reporting of internal study with disaggregated data to discern targeted needs that are made public to the campus community Create and share reports including specifically identified strategies to address the findings Units’ best practice reports should cite sources and identify materials consulted Incentives in the form of grants, awards and public recognition based on collaboration; conduct workshops and/or sessions to encourage collaboration. Department chairs/dean, unit heads, TU police chief,

athletic directors Department chairs/dean, unit heads, TU police chief, athletic directors

Board of Trustees Executive Committee, President, Vice Presidents. Department chairs/dean, TU police, unit heads, athletic directors and

coaches University administrators at all levels, Collaborative for Learning and Teaching

Suggested Timeline: ● Departments and units will complete their self-assessment and action plans no later than the end of FY22. ● In subsequent years, all departments and units will conduct annual or bi-annual reviews in the areas of diversity, equity, and inclusion.