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 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

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. 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. 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. The implementation plan, participation, and assessment of

Performance Indicators

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

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

concepts annually The committee will meet regularly to review participation, successes

Responsible Parties

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

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

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

President, Vice President for Diversity, Equity, and

learning outcomes should be reviewed atregular intervals to ensure insights that can be integrated into the process.

The curriculum will be updated and revised annually to ensure students engage in a variety of relevant topics. and challenges, and to make modifications in the implementation plan, as needed.

Topics will be shared with the Trinity community in advance to ensure a variety of relevant topics and learning outcomes. Inclusion, the Executive Leadership Team, Director of Student Diversity and Inclusion, TSEC leadership

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

Suggested Timeline:

● Charge a committee representative of faculty, staff, alumni, Board of Trustee membership and Executive Leadership Team representation no later than the hiring of a

Vice President for Diversity, Equity, and Inclusion. ● Via research, benchmarking, and other appropriate metrics, identify core concepts and learning outcomes to be addressed within each five-year period no later than the conclusion of FY22. ● Prepare an implementation plan that addresses this type of topical curriculum in alignment with a ‘train of the trainer” format, workshop logistics, modes of participation, marketing and recruitment, and student participation goals no later than the conclusion of

FY22. ● Prepare to begin the implementation of the plan during FY23.