Diversity and Inclusion Task Force Report

Diversity and Inclusion Task Force Report Prepared for President Danny Anderson By The President’s Task Force on Diversity and Inclusion with special thanks to the Subject Matter Experts and Brain Trust

TABLE OF CONTENTS Page No. Foreword

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CATEGORY 1: ADMINISTRATIVE STRUCTURE AND SUPPORT Recommendation 1: Create and sustain an organizational structure that fosters and nurtures a culture of diversity, equity, and inclusion.

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

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Recommendation 3: Increase representation of BIPOC as well as other identifications of underrepresentation on the President’s Executive Leadership Team.

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Recommendation 4: Inform faculty, students, and staff that Trinity’s Anti-Harassment Policy provides a mechanism for reporting and responding to acts of discrimination by faculty, students, and staff. The policy explanations will be provided during new students, new faculty, and new staff orientations, with the policy and reporting form to be made easily accessible.

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CATEGORY 2: CAMPUS, ALUMNI, AND COMMUNITY ENGAGEMENT Recommendation 1: Engage an external consultant to support the Division of Student Life in adopting and implementing promising practices with regard to diversity, equity, and inclusion. In addition, the consultant project should collaborate with the division to examine ways to build upon appropriate existing practices that should be sustained as well as to revise or eliminate practices that are no longer effective.

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

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

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Recommendation 4: Develop a university-wide culture of celebrating progress.

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

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CATEGORY 3: RECRUITMENT AND RETENTION Recommendation 1: Increase the number of BIPOC and other underrepresented student populations at Trinity so that overall numbers look more like Texas and the United States in its demographics

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

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

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

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

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Recommendation 6: Trinity will adopt equitable processes for performance review, promotion, and termination.

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

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

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CATEGORY 4: CAMPUS CLIMATE AND PROGRAMMING

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.

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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.

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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.)

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

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Recommendation 5: Increase empowerment and engagement of BIPOC alumni.

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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.

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Recommendation 7: Create a campus-wide oral history project which will include a systemic collection of the “stories� of Trinity University inclusive of the leadership, Board of Trustee members, faculty, staff, alumni, students, parents, and other Trinity constituents about their experiences at the University.

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

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

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CATEGORY 5: INTEGRATE DIVERSITY, EQUITY, AND INCLUSION INTO CURRICULUM AND PEDAGOGY

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

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

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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.

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APPENDIX A: REFERENCES

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APPENDIX B: GLOSSARY OF TERMS

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APPENDIX C: STATEMENTS FROM STAKEHOLDER GROUPS

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

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APPENDIX E: BENCHMARKING OF DIVERSITY, EQUITY AND INCLUSION OFFICES/DEPARTMENTS/CENTERS AT PEER AND ASPIRANT INSTITUTIONS

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APPENDIX F: HEDS DIVERSITY AND EQUITY CAMPUS CLIMATE SURVEY

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

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FOREWORD The Context When we were approached by President Anderson in June, 2020 about Co-Chairing a task force on diversity and inclusion, it was during a national health pandemic and a period of city-wide “stay-at-home” order from the governor. It was, also, following the conclusion of a Spring semester that had made a unique and abrupt switch to totally remote working, teaching and learning because of the threat of infection from the COVID-19 virus that was quickly spreading across the nation causing vast amounts of illness and deaths. But, more important, it was at a time in the nation when the country was reeling with thousands of protests. The catalyst for these protests was an outrage of disbelief from the murder of an African American man, George Floyd. The nation watched a horrifying recording that was televised as a Minneapolis police officer pressed a knee to Mr. Floyd’s neck for almost nine minutes while he was handcuffed and lying face down. What is even more disturbing is that the nation was made aware that approximately 1,100 people had been killed annually by the police’s use of similar force with a disproportionate number of the people killed being African American. All of these events and others set in motion a need for our entire university to situate itself into a place of examination, identification, and reconciliation around our value of “intentional inclusion.”

At this time in our history, colleges and universities are experiencing perhaps the biggest upsurge of student activism since the late 1960’s and early 1970’s. And Trinity is not immune to these issues as students, faculty and some staff are actively organizing around issues of diversity, equity, and inclusion. While “diversity” can be perceived as increasing the representation of underrepresented students, faculty, and staff populations, “inclusion” takes the next step of striving for involvement of all underrepresented populations by providing equitable access to opportunities, influence, and engagement across all areas. Using an analytical framework, inclusion can be defined as considering several dimensions: access, quality, relevance of the living-learning experience, and equity for all student success through the comprehensive commitment of all university structures. Simply put, “intentional inclusion” means including groups of people who have been historically excluded and marginalized.

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As a university that aspires to embrace this value of “intentional inclusion,” we have the responsibility to adopt policies, practices, and programming designed to deliberately eliminate institutional inequity while promoting inclusion that reinforces an anti-bias learning and living environment benefiting the educational experiences of all students. So, University President Danny Anderson established the President’s Task Force on Diversity and Inclusion comprised of faculty and staff. And since the work of culture change at this level must permeate all corners of the university, another advisory group of brain trust consultants and subject matter experts composed of students, faculty, and staff was also appointed. The role of the latter group was to provide responses and insights to any draft recommendations from the task force. The group served as a valuable resource for the completion of recommendations prior to final approval from President Anderson. The core value that has guided the entire task force project is the university’s value of “intentional inclusion”. In fact, it is pivotal to the philosophical foundation for all the task force recommendations. Below was the charge to the task force with goals, assumptions, risk and dependencies:

Goals ● Review the recommendations jointly proposed by the Black Student Union, the African Student Association, and the Trinity Diversity Connection along with key faculty suggestions, and input from the Trinity Black/African American alumni; ● Engage the university in action strategies for the implementation of best practices in all academic and non-academic units to advance the institutional value of “intentional inclusion” for the common good and for generations to come; ● Create venues for the professional development, usage, and accountability of robust pedagogical practices and curricular content that is culturally responsive while reflecting, encouraging and rewarding a creative learning environment in preparation for life after graduation and increasing the value of the academic degree; ● Consider the multicultural workforce of the future when planning for recruitment and campus programming;

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● Ensure academic freedom, faculty, staff and student guidelines/policies, and predictability for all students by integrating diversity, equity, and educational quality efforts into all institutional operations; and ● Provide a framework from which trustees, president, administrators, faculty, staff, students and alumni can attend to issues of inclusive excellence practices and attitudes.

Assumptions ● The task force used guidance informed from the research on inclusive excellence for higher education. ● The task force sought to preserve the unique Trinity Experience of a liberal arts and sciences educational environment as a primary consideration for decision-making.

Risks and Dependencies Success was dependent on the task forces’ ability to communicate and resolve any paramount objections of the subject matter experts and student brain-trust members identified as stakeholders and beneficiaries of the final product. The final report is further predicated on these ideals: 1. The Board of Trustees has a critical role to play in holding the President accountable to the actions and outcomes described in this report.

2. Human Resources will need to occupy a proactive role in professional development for the university and enforcing equity in all its forms.

3. Discrimination is not restricted to racism but could be widespread to sexism, classism, and homophobia as well as other types of difference.

4. At the core of everything we do is academics so there was a deliberate need to encourage faculty to adapt to changes in the profession while embracing inclusive pedagogies as well as anti-racist modes of thinking.

5. The categories presented in this report are not silos and independent from each other.

Rather, they are interdependent and interrelated. Work in one area is inevitably

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influencing and influenced by work in all other areas. It takes a village to achieve intentional inclusion.

6. All the recommendations should not be read as specific execution guidelines, but, instead as an overall direction for all university units. Details for implementing these recommendations will be the responsibility of specific units based on actual and differing circumstances and the instructions of the President of Trinity University. It is beyond the scope of the charges of this task force to provide such implementation details.

The Conclusion This task force was created in the midst of an extraordinary moment of demographic, economic, and cultural transition in order to accomplish decisive campus leadership for addressing the most pressing issues and challenges related to our role around diversity, equity, and inclusion. It has prepared recommendations that include principles and guidelines to address everything from the building of relationships across all units to plans for implementation of best practices leading to anti-bias, anti-racist structures, striving for meaningful involvement of all student populations, overall professional development, and the creation and maintenance of an inclusive campus culture. As Trinity University seeks to take positive steps toward our aspirational value of “intentional inclusion�, the task force contends that we must be open to the realities of our own campus and to making changes not only to promote diversity, equity, and inclusion but also to create a safe learning environment for our students and a safe workplace environments for all our employees.

Respectfully submitted, Deneese L. Jones, Ph. D., Co-chair and Vice President for Academic Affairs Wilson Terrell Jr., Ph. D,. Co-chair and Associate Professor of Engineering Sciences

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KEY

Based on Student Requests

Based on Alumni Requests

CATEGORY 1: ADMINISTRATIVE STRUCTURE AND SUPPORT Recommendation 1: Create and sustain an organizational structure that fosters and nurtures a culture of diversity, equity, and inclusion.

Rationale: Strategies that promote inclusivity must happen at all levels of the academy. Thus, a strong message of support must be sent from the highest levels of administrative leadership that diversity, equity, and inclusion are an integral asset of the institution's values. As a result, many universities and colleges have incorporated a leadership position who is the Chief Diversity Officer as a part of the president’s leadership team (See Appendix E). This individual may serve as a measure of accountability but is key to engaging all entities of the university in this area.

There are many diversity-related efforts at Trinity, but these efforts sometimes lack visibility, coordination, and robust institutional support. Creating the position for a Chief Diversity Officer would demonstrate that the University takes seriously the stated institutional value of intentional inclusion and would ensure that inclusion remains a primary focus even at the cabinet-level.

Under the title of Vice President for Diversity, Equity, and Inclusion, this individual would head a division that would establish a stand-alone unit reporting to the President with responsibilities that would reach across and partner with other units or divisions at Trinity. All subsequent recommendations in this report hinge upon establishing such an administrative structure, on strong leadership to support this recommendation, and on sufficient personnel to oversee all proposed initiatives and efforts. While all campus stakeholders share a responsibility to create and maintain an inclusive and welcoming climate, we will look to administrative leadership to guide the way.

Stakeholders: President, Vice Presidents, Faculty, Staff, Students, Alumni Recommended Actions

Performance Indicators

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Responsible Parties

Adjust the current university administrative structure to integrate a Division for the Vice President for Diversity, Equity, and Inclusion and staff.

Vice President hired with an appropriate administrative structure designed to be integrated with all existing units on campus.

Board of Trustees Executive Committee President

Fully staff and sufficiently fund a Division of the Vice President for Diversity, Equity, and Inclusion.

Completed annual report of demonstrated use of funding and personnel to accomplish goals and assigned tasks.

Board of Trustees Executive Committee President

Empower a Division of the Vice President for Diversity, Equity, and Inclusion to champion, develop, execute, and oversee support for resources and training in partnership with all campus departments in their ongoing work of self-evaluation, anti-racist programming, and elimination of all forms of implicit and explicit bias for differences at all levels to achieve the university value of intentional inclusion.

Completed formal, internal review of the Division of the Vice President for Diversity, Equity, and Inclusion after three years of operation to determine efficacy and identify areas of improvement.

Board of Trustees Executive Committee, President, Vice President for Diversity, Equity, and Inclusion

Hire a Vice President for Diversity, Equity, and Inclusion.

Suggested Timeline: ● By the conclusion of spring 2021, revise the university administrative structure to incorporate the role and scope of a Division for the Vice President for Diversity, Equity, and Inclusion that partners with all other campus units. ● The search process for a Vice President for Diversity, Equity, and Inclusion should begin Fall 2021 with the goal of hiring a Vice President for Diversity, Equity, and Inclusion no later than the conclusion of FY22. ● The Division of the Vice President for Diversity, Equity, and Inclusion should be tasked to develop a campus needs assessment with final analysis resulting in a campus-wide diversity plan to be completed no later than the conclusion of FY23. ● The Division of the Vice President for Diversity, Equity, and Inclusion will complete a formal, internal review of operations to determine efficacy and identify areas of needed improvement by the conclusion of FY25.

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

Rationale: In the United States, we have come a long way from institutions that were entirely and primarily male for much of our history. Yet, university trustees remain overwhelmingly White male over 50 creating an urgent need for diversity and inclusion at this level (AGB, 2020).

Fundamentally, greater BIPOC as well as other identifications of diversity among Trinity University Board of Trustees corresponds to greater innovation, increased diverse perspectives, and better problem-solving. Furthermore, greater diversity at the highest decision-making level will have influences top-down and will permeate institutional systems, resource-allocation, strategic planning, and more. Currently, the Trinity Board of Trustees recognizes a need for greater diversity and is making progress in that area, especially related to gender makeup; however, the majority of the current members identify as a White male. The Board is limited in size by charter but presently has not achieved full membership. Therefore, opportunities exist for membership growth that can meet this recommendation for greater diversity in the Trinity Board of Trustees’ representation.

Stakeholders: President, Board of Trustees Recommended Actions

Performance Indicators

Responsible Parties

Charge the Board of Trustees to examine board policies, procedures, and actions that will lead to diversifying board membership.

Outcomes of this process will be shared with University leadership and the TU community broadly.

President; Board of Trustees Executive Committee

Charge the Board of Trustees to explore the advantages and disadvantages of Board term limits.

Term limits will be on, at least, two future Board agendas to achieve discussion, consideration, and final decisions.

President; Board of Trustees Executive Committee

Suggested Timeline: ● Identify future Board of Trustee meetings in 2020-2021 at which diversity, equity, and inclusion efforts for membership are discussed. Consideration of this topic for priority as a standing agenda item or committee responsibility should be discussed. ● The Board should discuss with the President and the Executive Leadership Team any outcomes of these discussions and any actionable items that can lead to greater racial diversity on the Board by the beginning of the May 2021 Board meeting.

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Recommendation 3: Increase representation of BIPOC as well as other identifications of underrepresentation on the President’s Executive Leadership Team.

Rationale: Diversity in senior leadership across predominantly White institutions of higher education in the United States has been scant at best. Research shows there is a positive correlation between diverse leadership teams and organizational performance (Aguirre, A., & Martinez, R. (2002); Bowen, R. C., & Muller, G. H. (1996); Gasman, M., Abiola, U., & Travers, C. (2015); Whitford (2020). This recommendation is being made to address the historical and current practices that either facilitate or negate the goals of diversity and inclusion and to elevate the Trinity University value of intentional inclusion. In short, non-homogenous teams are smarter, more innovative, and creative, produce better solutions to complex problems, and bring different perspectives that can empower a university to sharpen its overall educational performance. Diversity in leadership can also assist with the recruitment and retention of diverse students, staff, faculty, and trustees – all key stakeholders can respond positively to seeing fellow BIPOC as well as unrepresented members in executive leadership positions. Currently, there is only one person of color in the university’s nine executive leadership team positions.

Stakeholders: President, Vice Presidents, Faculty, Staff, Students, Alumni Recommended Actions

Performance Indicators

Responsible Parties

Require a minimum of 2 BIPOC or other unrepresented candidates as finalists for all executive leadership position searches.

Minimum one executive search is completed with the new requirement in place.

Executive leadership position search committees

Create and advertise executive leadership job descriptions so as to indicate an openness to nontraditional candidates from fields outside of higher education where appropriate.

Minimum one executive leadership search is completed with the new language in place.

Executive leadership position search committees

Create and institute a leadership development and mentorship program aimed at preparing BIPOC as well as other identities of underrepresentation, for professional staff and administrators to take on leadership roles.

One cohort has completed a year-long leadership development and mentorship program

President; Executive Leadership Team

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Require anyone who will participate on an executive leadership search committee to attend implicit bias, diversity and inclusion professional development.

Minimum one executive leadership search is completed with the new requirement in place.

President

Actively engage candidates for executive leadership positions from Historically Black Colleges and Universities (HBCUs), Hispanic-Serving Institutions, and Native American Serving Institutions as well as enlisting the services of organizations such as the American Council on Education (ACE) for appropriate databases of candidates.

Minimum one executive leadership search is completed with the new practices in place.

President, Executive Leadership Team

Review existing recruiting policies and practices to identify biases that may block or impede the consideration of diverse candidates for executive leadership job opportunities.

Review is completed and shared widely with the university campus.

President, Executive Leadership Team

Suggested Timeline: â—? A review of recruiting practices should be completed by the end of the FY21 and new guidelines should be developed and implemented no later than FY23. â—? A leadership development and mentorship program for staff members and administrators from historically underrepresented groups should be constructed for FY23 to be implemented no later than FY24.

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Recommendation 4: Inform faculty, students, and staff that Trinity’s Anti-Harassment Policy provides a mechanism for reporting and responding to acts of discrimination by faculty, students, and staff. The policy explanations will be provided during new students, new faculty, and new staff orientations, with the policy and reporting form to be made easily accessible.

Rationale: Trinity University’s Mission and Values Statement states: “At Trinity, each and every person matters—every student, every alumnus, every member of the staff and faculty. Every individual is treated with thoughtful care and compassion. Trinity respects and nurtures each person’s unique talents, spiritual growth, skills, passions, leadership, and potential.”

In reality, Trinity often falls short of this aspirational statement and this seems especially true for students, faculty, and staff of color as well as some other underrepresented populations at Trinity. To ensure that Trinity achieves its stated mission and values, it is necessary to document the experiences of students, faculty, and staff of color as well as some other underrepresented populations at Trinity on a regular basis. This will provide the accountability data needed to assist Trinity in its challenges towards achieving its stated mission and values.

Conducting an appropriate and efficient survey with the identification of actions to be taken in response to the results of the survey will demonstrate that Trinity truly believes that “each and every person [at Trinity] matters” validating its stated mission and values.

Stakeholders: President, Vice Presidents, Faculty, Staff, Students, Alumni Recommended Actions

Performance Indicators

Responsible Parties

Charge the Office of Institutional Research and Effectiveness and the Office of Diversity and Inclusion to develop regular (per semester or annually) assessment methods that document the experiences of black students, faculty, and staff on Trinity’s campus as well as some other underrepresented populations.

The assessment methods should include plans for utilizing the results to continuously make improvements.

Create and launch a survey that will be taken at the end of each semester or each academic year.

The goal of the survey should be to both document the experiences of black students, faculty, and staff as well as some other underrepresented populations and provide enough information to develop plans for making positive changes to the campus environment.

Institutional Research and Effectiveness, Director of the Office of Diversity and Inclusion, Vice President for Diversity, Equity, and Inclusion

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Develop processes and structures that enable individuals to be recognized and rewarded for “living” Trinity’s value of intentional inclusion toward the elimination of structural inequities.

Special recognition and rewards will be provided for individuals who develop appropriate processes and university structures to eliminate identified barriers to intentional inclusion

President, Executive Leadership Team, TSEC leadership representatives

Suggested Timeline: ● The first survey should be conducted in May 2021. ● The analysis from that survey should be completed and shared with the campus at the beginning of FY22. ● The special recognition or reward for “living” Trinity’s value of intentional inclusion will be first offered at the conclusion of the academic year 2023.

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CATEGORY 2: CAMPUS, ALUMNI, AND COMMUNITY ENGAGEMENT Recommendation 1: Engage an external consultant to support the Division of Student Life in adopting and implementing promising practices with regard to diversity, equity, and inclusion. In addition, the consultant project should collaborate with the division to examine ways to build upon appropriate existing practices that should be sustained as well as to revise or eliminate practices that are no longer effective.

Rationale: The Division of Student Life is home to numerous student-facing services and types of support. These include including Academic Support, Accommodated Testing Center, Writing Center, Quantitative Reasoning and Skills Center, Chapel | Spiritual Life, Counseling Services, Health Services, Dean of Students Office, Residential Life, Student Diversity, Equity, and Inclusion, and Student Involvement. The diversity of student needs and specific feedback from University stakeholders warrant a formative review. This would identify best practices and provide a path forward that enhances experiences for the entire student community and the Division of Student Life staff. This review will, additionally, enable the Division of Student Life to enter into a restorative process. The result would be the illumination and processing of appropriate strategies to assist its ongoing development to creatively refine the ways it engages Trinity’s diverse student population.

Stakeholders: President, Vice Presidents, Faculty, Staff, Students, Alumni Recommended Actions

Performance Indicators

Responsible Parties

Identify a relevant external consultant to design a formative review of the Division of Student Life.

Third-party consultants are identified and contracted to design and complete the review.

President; Vice President for Student Life, Vice President for Diversity, Equity and Inclusion

Engage all Division of Student Life staff in a collaborative review with the goal of producing a restorative action plan.

A review and action plan are completed that identify areas of strength that should be continued or enhanced, opportunities for growth, and strategies, policies or procedures to be revised.

Vice President for Student Life, Student Life Leadership Team

Broadly share outcomes of the action plan/consultant project on an ongoing basis.

Identify and incorporate appropriate ways to share the action plan with all university constituents.

Vice President for Strategic Marketing and Communication, Vice President for Student Life, Student Life Leadership Team

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Complete an internal review of the Office of Diversity, Equity, and Inclusion located in Student Life after three years of operation to determine resource and unit needs.

A transition for this office will be predicated on the hiring of a Vice President for Diversity, Equity, and Inclusion as outlined in Category 1, Recommendation 1.

Completed formal, internal review for the Office of Diversity, Equity, and Inclusion to determine efficacy, identify areas of improvement and establish ongoing goals for the office.

President, Vice President for Diversity, Equity, and Inclusion, Vice President for Student Life, Director of Student Diversity, Equity, and Inclusion.

Suggested Timeline: ● Identify a third-party consultant by October 1, 2020. ● Develop a plan for engaging all staff in a collaborative review of programs, services, initiatives, etc. from a diversity, equity, and inclusion lens by December 1, 2020. ● Complete the consultant process by March 1, 2021. ● Complete the action plan and begin implementation by May 1, 2021. ● Allocate sufficient funding for operations to hire additional staff for the Office of Diversity, Equity, and Inclusion located in Student Life no later than the beginning of Fall 2021. ● Complete a formal, internal review of the Office of Diversity, Equity, and Inclusion located in Student Life by the conclusion of FY23 to identify accomplishments, growth areas, and resources that needs to be later transitioned to the Division for the Vice President for Diversity, Equity, and Inclusion.

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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

Performance Indicators

Responsible Parties

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.

100% of managers and supervisors will complete the appropriate professional development(s).

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

Revise existing professional development or training programs to incorporate diversity, equity, and inclusion frameworks (e.g., residential life, new student orientation, student-athlete orientations).

New professional development, training, and programming materials reflecting changes

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

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

Final reporting of internal study with disaggregated data to discern targeted needs that are made public to the campus community

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

Require all units to respond to the findings of reports and survey data.

Create and share reports including specifically identified strategies to address the findings

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

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.

Units’ best practice reports should cite sources and identify materials consulted

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

Encourage a spirit of collaboration and peer learning across units to help cultivate an institutional climate of inclusion.

Incentives in the form of grants, awards and public recognition based on collaboration; conduct workshops and/or sessions to encourage collaboration.

University administrators at all levels, Collaborative for Learning and Teaching

Disaggregate data to identify appropriate and inappropriate generalizations in order to address targeted needs (i.e., specific departments, specific demographic groups).

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

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

Rationale: Trinity’s developing culture of community-education and community-improvement, mentioned previously, is predicated on accountability. We recommend that all departments use assessment to evaluate diversity efforts and cultivate community-wide participation in diversity, equity, and inclusion. We believe that this recommendation is necessary for meaningful, substantial, and enduring progress in all areas for intentional inclusion.

Stakeholders: Faculty, Staff, Board of Trustees Recommended Actions

Performance Indicators

Responsible Parties

Require all administrative units, the President’s Office, and the Board of Trustees to conduct an internal diversity, equity and inclusion review with the purpose of identifying strengths and challenges within the units.

Completion of internal diversity, equity, and inclusion review

President, Vice Presidents, Board of Trustees Executive Board

Require that the preliminary diversity, equity, and inclusion internal review remain separate from the regular academic department and unit assessment typically designed for accreditation purposes.

Completion of internal diversity, equity, and inclusion review

Associate Vice Presidents, Divisional Academic Councils, Dean of the School of Business, unit and department heads

Require academic departments and units to report their diversity, equity, and inclusion preliminary progress annually.

Submission of progress reports to the Office of Institutional Research and Effectiveness.

Associate Vice Presidents, unit heads, Divisional Academic Councils, Dean of the School of Business, unit and department heads

Require a community-wide “Campus Climate Report” on diversity, equity, and inclusion and create a university-committee of faculty, staff, students, and alumni to review and respond to these reports.

Creation of Campus Climate Committee and report

Vice President for Diversity, Equity, and Inclusion, Office of Institutional Research and Effectiveness (IRE)

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Provide an annual update of progress beginning in FY23 and FY24 based on the Campus Climate Report. These updates may provide an opportunity to expand and refine goals as well as refine action steps.

Completion and circulation of annual progress report

VP for Strategic Communication and Marketing, Department chairs, unit heads, Divisional Academic Councils, Vice President for Diversity, Equity, and Inclusion

Develop and publicize a campuswide, restorative policy for discrimination in any form with consequences for any violator.

Submission of policy to the faculty assembly, athletics, TU police, student life leadership, TSEC group for staff, and Board of Trustees

Vice President for Diversity, Equity, and Inclusion, Vice Presidents, Board of Trustees, HR Director, Faculty Senate, TSEC group, athletic directors, university legal council

Develop benchmark goals to improve inclusive pedagogical and curriculum practices within departments and units.

Widely publicize benchmark goals

VP for Strategic Communications and Marketing, Department chairs and unit heads, Vice President for Diversity and Inclusion

Evaluate all administrators or managers, including department chairs, on their disposition of resolving diversity, equity, and inclusion issues with appropriate subsequent actions/results.

Evaluation criteria collaboratively developed, announced, and executed

Department chairs and unit heads, Vice President for Diversity, Equity, and Inclusion, Vice Presidents, Board of Trustees Executive Committee

Suggested Timeline: â—? All internal diversity, equity, and inclusion reviews will be completed by the end of calendar year FY22. â—? Provide an annual update of progress beginning FY23 and FY24.

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Recommendation 4: Develop a university-wide culture of celebrating progress.

Rationale: To demonstrate the importance of diversity and inclusion work on campus, Trinity must recognize and celebrate meaningful, substantial efforts to support and promote these institutional values. These awards should target all areas of campus life and include students, staff, faculty, alumni, administrators, .and trustees Stakeholders: Faulty, Staff, Students, Alumni Recommended Actions

Performance Indicators

Responsible Parties

Develop campus awards for pursuing excellence in diversity, excellence, and inclusion toward the university value system of intentional inclusion.

Revisions of current awards earned by students, staff, alumni, and faculty that integrate diversity, equity, and inclusion components or criteria.

President, Vice Presidents, TSEC, and Student Life Leadership

Highlight examples of exemplary practice by university units and administrators during the annual diversity, equity, and inclusion review process.

Campus-wide spotlights via email, Trinity-branded articles, and other promotional material of individuals modeling the way of diversity, equity, and inclusion.

President, Vice Presidents, Strategic Communication and Marketing

Funding provided for students, faculty, and staff to attend events related to diversity, equity, and inclusion related efforts.

Budget provided to select units across campus earmarked for these events.

President, Vice Presidents

Suggested Timeline: â—? Creation and revision of awards by spring 2021 award season. â—? Begin highlighting good practices immediately. â—? Budget devised by FY22.

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

Rationale: Diversity, equity, and inclusion should underlie all aspects of Trinity, and this objective requires more resources than simply the Office of Diversity and Inclusion. This center will provide a safe physical space for our BIPOC and other underrepresented populations of students, faculty, staff, and alumni, and could serve as an institutional home for programs focused on appreciating differences, racial/ethnic healing, and historic restoration. The center could also serve as a hub for additional campus-wide professional development and programming around these topics as well as academic research in a wide range of disciplines.

This center will enable collaboration across the university; provide research and internship opportunities for students; and support faculty research. It will also position Trinity as an institution that adheres to interdisciplinary topics of diversity, equity, and inclusion.

Stakeholders: Faculty, Staff, Students, Administration Recommended Actions

Performance Indicators

Responsible Parties

Create a short-term Task Force to develop a budget and design the concept and goals for a diversity, equity, and inclusion center.

Develop and announce a capital campaign plan to establish the center

Board of Trustees, Presidential Task Force, Vice President for Diversity, Equity, and Inclusion, Vice President for Academic Affairs, Vice President for Student Life, Vice President for Alumni Relations and Development, Vice President for Finance

Survey all stakeholders regarding ideas and suggestions for the center.

Develop and execute appropriate survey for campus community

President, Vice President for Diversity, Equity, and Inclusion, Vice President for Alumni Relations and Development

Suggested Timeline: â—? We recommend that fundraising and planning begin by no later than FY22.

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CATEGORY 3: RECRUITMENT AND RETENTION Recommendation 1: Increase the number of BIPOC and other underrepresented student populations at Trinity so that overall numbers look more like Texas and the United States in its demographics Rationale: Trinity University prides itself on seeking to enroll a diverse class of bright, energetic, and engaged students that will take advantage of our expert faculty, beautiful campus, first-rate resources and opportunities, and a community focused on their undergraduate educational experience. A more diverse student body will strengthen the Trinity community, challenge stereotyped preconceptions, encourage critical thinking, and assist students in learning to communicate effectively with all people. The benefits of diversity in education, especially higher education, stretch far and wide — affecting students’ academic and social experiences, as well as having a direct impact on their future. The positive effects of diversity enable students to work with people from varied backgrounds, experiences, religions, gender identities, disabilities, socioeconomic status and other forms of difference while challenging the views they are accustomed to. This leads to greater awareness, understanding, and acceptance of differing beliefs and customs (Kerby, 2012; Ajinkya, 2012; Gurin, P., Dey, E., Hurtado, S. (2002).

By achieving these types of admission targets, Trinity elevates its accountability for the creation of a more diverse community of learners that resembles the state of Texas and the United States.

To implement notable and sustained change, Trinity will build upon and introduce promising practices from the higher education recruitment field.

Stakeholders: Faculty, Staff, Students, Alumni, Board of Trustees Recommended Actions

Performance Indicators

Responsible Person

Develop and expand pipeline programs that help elementary- and secondaryschool students of color and other underrepresented populations in San Antonio and surrounding schools systems to get on the path to attend Trinity.

Identify target high schools and track number of students that apply and are accepted into Trinity as a first-year student or transfer student

Vice President for Enrollment Management, Dean of Admissions, Strategic Vice President for Communications and Marketing

Proactively targeting and recruiting from high schools that have large students of color populations; hire current students of color to do some of the recruitment work.

Include more alumni of color as volunteers in the recruitment process.

Evidence of success using targeted data sets for high schools with high indicators (3%) of students of color who meet the qualifications to apply to Trinity University.

Vice President for Enrollment Management, Dean of Admissions, Strategic Vice President for Communications and Marketing, Director of Student Diversity, Equity and Inclusion

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Enhance current partnerships and establish new ones with organizations that prepare students of color for college (e.g., Upward Bound, INROADS, Posse Foundation, KIPP Academy).

Increased percentage by 3% ( or other appropriate scale) for student applications from college bound and preparatory programs that target underrepresented groups

Vice President for Enrollment Management, Dean of Admissions, Strategic Vice President for Communications and Marketing, Director of Student Diversity, Equity, and Inclusion

Create a Diversity and Inclusion Fellows Program that is awarded to upper-class POC students to serve as recruiters in the admissions office and in athletics.

Fellow recipients serve in the admissions office and the athletics department as recruiters for the university

Vice President for Enrollment Management, Dean of Admissions, Vice President for Strategic Communications and Marketing, Vice President Academic Affairs, Athletic Director

Expand the Bridge Program with target populations for STEM major aspirations in underrepresented programs and increase with appropriate staffing.

Increase the number of Bridge Program participants by 3% annually for the next five years in targeted STEM areas

Vice President Student Life, Associate Vice President, Academic Affairs, Associate Vice President for Divisional Advisory Council in STEM area

Increase endowed undergraduate scholarship and endowed graduate student fellowship funding for racial/ethnic diversity and other identities of underrepresented students who meet all university requirements for admission and demonstrate a unique need based on an unusual life experience (e.g. homelessness) to the first-year class.

Award 10 scholarships and 5 fellowships annually

President’s Office, Vice President for Alumni Relations and Development, Associate Vice President Academic Affairs and Student Initiatives, Vice President, Student Life, Dean of Students

Establish an Inclusive Excellence Chair of the Board Scholarship endowment that provides scholarships to entering POC students and a “launch” award to graduating POC students whose academic work supports diversity, equity, and inclusion in the Humanities.

Award 5 endowed scholarships for first-year students and 5 endowed “launch” awards for graduating seniors annually.

Executive Board of Trustees, President, Vice President for Alumni Relations and Development, Associate Vice President for Divisional Advisory Council in the Humanities area, Co-Director of CELCS

Replicate the (UNC-Chapel Hill) Morehead Cain Fellowship program as a model that provides a competitive merit four-year scholarship covering tuition, books, room & board, a laptop computer, and four

Award 5 Cain Fellowships annually

Vice President for Alumni Relations and Development, President’s Office, Associate Vice President for Academic

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summer experiences doing research, internships, or study abroad for POC students.

Affairs and Student Initiatives

Require all members of the Admissions team and individuals reviewing application materials and/or interviewing candidates to participate in unconscious bias training on an ongoing basis.

All Admissions team personnel demonstrate annual competency with exit assessments on unconscious bias training

Human Resources, Vice President Enrollment Management, Dean of Admissions

Conduct an audit of business processes and identify ways to minimize opportunities for unconscious bias.

Report findings with strategies to mitigate inappropriate business practices

Human Resources, Vice President Enrollment Management, Dean of

Increase compositional diversity of the Admissions team.

Established plan for increasing compositional diversity with the admissions team

Vice President Enrollment Management, Dean of Admissions, Human Resources

Generate clear organizational structures and processes by which student input is collected, assessed, distributed.

Organizational restructuring or refinement plan for retaining students based on data from students

Institutional Research, Vice President Student Life

Be intentional about fostering studentathlete engagement and morale.

Track student engagement of student athletes by gender, race/ethnicity and other forms of underrepresentation

Director of Athletics, Vice President for Enrollment Management, Director Student Involvement

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Suggested Timeline: â—? Proposed actions to begin no later than Fall 2021 with the goal of seeing increased diversity in the student body annually with achieved targets reflected as being met by FY24. â—? Retention and Graduation numbers are measured by semester and annually as well and can be disaggregated to ensure the University continues to retain POC and other underrepresented populations.

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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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Charge Academic Affairs with assessing and refining the document titled, “Expectations for Conducting Fair, Equitable and Lawful Faculty Searches at Trinity University” with guidelines that ensure they align with the recommendations of the Diversity and Inclusion Task Force.

Document updated to align with Diversity and Inclusion Task Force Recommendations.

Vice President for Academic Affairs, Associate Vice President for Academic Affairs: Curriculum and Faculty

Constitute an ad hoc committee in Academic Affairs to develop guidelines for contingent faculty searches, in consultation with HR and the University’s General Counsel.

Guideline document is completed, approved by the Vice President for Academic Affairs, and disseminated to all department chairs.

Associate Vice President for Academic Affairs: Curriculum and Faculty, Human Resources, General Counsel

Require Academic Affairs to develop an assessment method for evaluating department adherence to “Expectations for Conducting Fair, Equitable and Lawful Faculty Searches at Trinity University.”

Assessment method developed, implemented and findings shared.

Associate Vice President for Academic Affairs: Curriculum and Faculty, Executive Director of Institutional Research and Effectiveness

Suggested Timeline: ● A demographic analysis of Trinity University faculty should be completed by the end of the summer 2021. ● Assessment of the “Expectations for Conducting Fair, Equitable and Lawful Faculty Searches at Trinity University” guidelines should be an updated and complete document later disseminated to department chairs by the end of the FY21. ● Guidelines for hiring contingent faculty should be completed by the end of the FY21. ● Assessment method for evaluating department adherence to “Expectations for Conducting Fair, Equitable and Lawful Faculty Searches at Trinity University” should be completed, approved and implemented for the summer of 2021.

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

Rationale: Staff members interact with prospective students, current students, parents, faculty, alumni, donors, employers, and community partners. Efforts to create and support a diverse staff is important toward improving the campus climate (Turner, 2002). These efforts should begin with the recognition that past hiring practices -- including practices that have given preference to Trinity alumni -- may have excluded well-qualified candidates whose background or identity marked them as different from the dominant campus culture. Administrators and staff must expand their knowledge of cultural competence in order to create inclusive educational communities for both students and employees (Kayes, 2006). Mandates and special programs alone generally will not motivate employees to assess their attitudes and behaviors on diverse hiring. Thus, the key to effective professional development is a non-threatening, cognitiveaffective approach that combines support, challenge, collaboration, theory, empathy, and practical application.

Search committees will need to develop and apply criteria that are focused on the essential functions of the job while reducing the familiar “cloning” effect. At the same time, search committees will need to look for ways to recognize a commitment to diversity, equity, and inclusion as a valid qualification for staff positions.

Stakeholders: Staff, Students, Faculty, Alumni, Board of Trustees Recommended Actions

Performance Indicators

Responsible Persons

Institutional Research and Effectiveness should gather, analyze, and disseminate data regarding the demographic composition of the staff in each division of the University, with particular attention to leadership positions.

Demographic report is completed.

President, Executive Director of Institutional Research and Effectiveness

Empower the Trinity Staff Engagement Committee (TSEC), in consultation with Human Resources (HR), to engage one or more outside speakers to provide professional staff development around the concept of implicit bias or unconscious bias in the hiring process.

One or more professional development events are completed, with budgetary support from the President’s office.

President, TSEC, HR

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Constitute an ad hoc committee to develop guidelines for staff searches, in consultation with HR and the University’s General Counsel.

Guideline document is completed, approved by the President, and disseminated to all directors.

President, TSEC, HR, General Counsel

Deliver regular workshops for all staff directors focusing on best practices for reducing implicit bias in the staff recruitment process.

Regular workshops are held annually on implicit bias in the workplace.

TSEC, HR

Suggested Timeline: ● A demographic analysis of the Trinity University staff should be completed by the end of the FY21. ● At least one professional development event, with content provided by an outside speaker, should occur no later than the end of the FY22. ● Guidelines for staff searches should be completed, approved, and disseminated to directors by the conclusion of FY22. ● A series of workshops for directors should begin after August 1, 2022, and should be continually adapted and improved each year. Each director should be required to attend at least one workshop every two years.

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

Rationale: Research underscores the importance of inclusion strategies in retaining employees and students. Mentoring (peer to peer or otherwise) is an inclusion strategy that can benefit all parties and serve as a signature experience for the Trinity community. Furthermore, mentoring experiences with and for Trinity alumni serve as a meaningful volunteer engagement opportunity and a way for Trinity to continue to extend its resources to the alumni community. An intentional and coordinated mentoring approach will also serve the institution in reaching its moonshot goal because mentoring is a key inclusion strategy in retaining underrepresented populations.

Stakeholders: Faculty, Staff, Students, Alumni Recommended Actions

Performance Indicators

Responsible Parties

Examine and map existing forms of mentoring across campus (including the alumni population) and conduct a SWOT analysis or comparable analysis to assess strengths, weaknesses, opportunities and threats.

Completed analysis map for existing programs, specific population needs, and potential gaps/opportunities.

President; Vice Presidents; Executive Director for Institutional Research & Effectiveness; Chief Human Resources Officer

Charge a committee (or committees relevant to specific populations) with developing an action plan that establishes or enhances mentoring programs.

Completed action plan (or plans) developed and shared with respective Vice Presidents for feedback, review, and modification.

Vice Presidents; relevant stakeholder committees

Implement mentoring programs by population.

All Vice Presidents; relevant stakeholder committees

Suggested Timeline: â—? Following the formation of a committee charged to examine mentoring practices, a review of existing mentoring programs should commence by the beginning of FY22. â—? An action plan(s) that establishes or enhances mentoring across faculty, staff, and student populations should be completed no later than the conclusion of FY22 for implementation in FY23.

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

Rationale: Trinity has a vision to become a leading model of twenty-first-century liberal arts education with pre-professional programs that requires that it attract and retain a diverse workforce while fostering a culture of intentional inclusion. In order to fulfill this institutional goal, there is a need for on-going professional development, commitment to equitable practices in hiring, evaluation, and promotion, and a culture of collegiality that celebrates its employees’ diverse backgrounds and regards these differences as a source of strength. A diverse and inclusive workplace will benefit our students by allowing us to attract a more diverse student body, provide a richer learning environment for all constituents, and offers a model that students may draw upon as they enter an increasingly diverse workforce in a time of shifting demographics.

Stakeholders: Staff, Faculty, Administration Recommended Actions

Performance Indicators

Responsible Parties

Require a university diversity statement for all job postings.

Full compliance for all job postings

Human Resources, unit supervisors, search committee chairs, Vice Presidents

Require HR to provide guidance on writing job descriptions that appeal to diverse and underrepresented candidates.

Regular annual HR workshops with attendance of appropriate stakeholders

Human Resources

Require that all search committees develop and use interview questions regarding the candidate’s commitment to the University’s value of intentional inclusion.

Submission of appropriate interview questions related to intentional inclusion to HR for all searches

Human Resources, unit supervisors, search committee chairs, Vice Presidents

Require an outside member for all search committees for both faculty and staff positions.

Search timeline and materials must identify outside committee member

Human Resources, unit supervisors, search committee chairs, Vice Presidents

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Require that all search committees include a diverse composition (e.g., gender, race, ethnicity, religious background, etc.).

Search timeline document and materials should offer rationale for committee members

Human Resources, unit supervisors, search committee chairs, Vice Presidents

Stakeholders: Students, Athletics, TUPD The Athletic Department will adopt, promote and sustain a culture of inclusion in all processes, practices and approaches by developing a strategic diversity plan.

Strategic plan for diversity developed

Athletic Director, VPAA, Vice President for Diversity, Equity, and Inclusion

Ensue accountability to diversity, equity, and inclusion within athletics by reviewing and/or creating appropriate policies, practices, approaches, and systems that will ensure accountability.

Report developed that identifies appropriate policies, practices, approaches, and systems that will ensure departmental accountability

Athletic Director, VPAA, Vice President for Diversity, Equity, and Inclusion

Actively recruit coaching staff that reflects the racial demographics of the total student-athlete population.

Increase recruitment of assistant and associate staff from BIPOC and other underrepresented groups to track toward head coaching positions for the various sports.

Indicate through recruiting documents, rubrics, summative evaluations and recommendations that the search process reflects a compilation of underrepresented groups and BIPOC. The documents reported will include approaches to recruit assistant and associate staff from underrepresented groups who have the potential to acquire a head coaching position.

Athletic Director, coaching staff, VPAA. Vice President for Diversity, Equity, and Inclusion

Reward and recognize any and all commitments to diversity, equity, and inclusion among athletic staff.

Identified strategies to reward and recognize any and all efforts and commitments toward issues of diversity, equity, and inclusion.

Athletic Director, coaching staff, VPAA

Compare and contrast equitable salary scales of Trinity’s coaching staff to our peer and aspirational institutions in order to develop attractive salary and benefit adjustments for Trinity’s compensation.

Using appropriate measures, a comparable ranking of salary and benefit adjustments compensation study will be completed.

Human Resources, Athletic Director, VPAA

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Trinity University Police Department will adopt, promote, and sustain a culture of inclusion within the department as aligned with the university value of intentional inclusion by developing a strategic diversity plan.

Strategic plan for diversity developed

Chief of Police, VP for Finance and Administration, Vice President for Diversity, Equity, and Inclusion

Provide ongoing professional development for all members of Trinity University Police Department with a focus on implicit bias and anti-racist approaches.

All TUPD employees will have completed multiple levels of ongoing professional development appropriate for a police department with a focus on implicit bias and anti-racist behavior.

Human Resources, Chief of Police, Vice President for Finance and Administration, Vice President for Diversity, Equity, and Inclusion

Implement a restorative justice policy for demonstrated acts of racism and other forms of discriminatory practices against underrepresented groups.

Policy created to repair the harm caused by inappropriate practices for victims, offenders, and other community members with procedures/practices including what to do and the transformational results.

Chief of Police, Vice President for Finance and Administration, Vice President for Diversity, Equity, and Inclusion

Ensure accountability for diversity, equity, and inclusion within the Trinity University Police Department by reviewing and/or creating policies and practices of systems that ensure accountability for all those employed by the police department.

Report developed that identifies appropriate policies, practices, approaches, and systems that will ensure departmental accountability

Chief of Police, Vice President for Finance and Administration, Vice President for Diversity, Equity, and Inclusion

Reward and recognize high levels of commitment to issues of diversity, equity, and inclusion practices among Trinity University Police Department staff.

Identified strategies to reward and recognize any and all efforts and commitments toward issues of diversity, equity, and inclusion.

Chief of Police, Vice President for Finance and Administration

Review and revise as appropriate all current hiring practices to create a more diversified workforce.

Indicate through recruiting documents, rubrics, summative evaluations and recommendations that the search process reflects a compilation of underrepresented groups and BIPOC. The documents reported will include approaches to

Human Resources, Chief of Police, Vice President for Finance and Administration, Vice President for Diversity, Equity, and Inclusion

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recruit staff from underrepresented groups who have the potential to acquire a leadership position.

Suggested Timeline: â—? We recommend adoption of these processes, policies, and plans to be developed by the conclusion of FY21 and implementation to begin during the FY22.

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Recommendation 6: Trinity will adopt equitable processes for performance review, promotion, and termination.

Rationale: To attract and retain a diverse workforce, Trinity must ensure that all employees receive fair annual reviews and that all supervisors actively work to eliminate bias.

Stakeholders: Staff, Faculty, Students, Administrators Recommended Actions

Performance Indicators

Responsible Parties

Develop inclusive policies and Exit interviews indicate no practices governing staff complaints about workplace bias termination as well as the use of the review of exit interviews, which may provide valuable information about the campus workplaces and continual improvement.

Human Resources, unit supervisors, Vice Presidents

Develop standard criteria for internal promotions and the determination of which positions may be filled without an external search; the policy should stipulate that internal candidates must meet the areas standards for education, training and experience.

Completion of appropriate university policy for internal hires and promotions

Human Resources, unit supervisors, search committee chairs, Vice Presidents

Charge HR to review current policies and practices to prohibit retaliation against staff complaining about discrimination.

Completion of HR review and creation of new policies prohibiting retaliation

Human Resources, Vice Presidents

Create policies and practices to reduce the role of implicit bias in hiring for all searches.

Creation of new policies, practices, and regular training sessions

Human Resources, Vice Presidents

Require the regular performance review schedule for all Center Directors.

Completed process for regular cycle of performance reviews

Human Resources, Vice Presidents

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Require HR to review policies and practices to ensure inclusion, equity and fairness in the hiring and firing of student employees.

Completion of appropriate policies governing hiring and firing of student employees

Human Resources, Vice Presidents

Suggested Timeline: â—? We recommend the completion of this review by the conclusion of FY21 and the adoption of these processes no later than FY 2022.

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

Rationale: It is not enough to attract a diverse and talented workforce, if we are not retaining them at effective levels. Trinity must provide a supportive environment where everyone may be eligible for promotion, feel secure and safe in a workplace where all supervisors have received training in the areas of diversity, equity, inclusion and implicit bias practices.

Stakeholders: Staff, Faculty, Administrators Recommended Actions

Performance Indicators

Responsible Parties

Require Human Resources to analyze salary trends along both gender and racial/ethnic lines and collaborate with the Executive Leadership Team to develop a substantive and appropriate strategy to address any pay inequities for staff and faculty. This initiative must remain separate from annual performance reviews and merit raises.

Completed strategy to remedy salary inequities executed and announced to the campus

Human Resources, Vice Presidents, President, Board of Trustees

Revise staff performance review criteria to include and incorporate appropriate diversity, equity, and inclusion criteria that reward staff for their work to support an inclusive campus climate. This review will involve the elimination of any evaluation categories that may contribute to implicit bias.

Evaluation criteria implemented and shared with the campus community

Human Resources

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Require TSEC, Trinity’s staff governance committee, to be active leaders in contributing to all university efforts to create regular diversity, equity, and inclusion programming, professional development initiatives and any recognition to address the findings from the Gallup survey and the HEDS Campus Climate Surveys.

Sufficient funding must be provided to support these efforts.

Developed, announced, and implemented a calendar of diversity, equity, and inclusion related programming, professional development and recognition initiatives infused into the work of this group

Human Resources, Vice Presidents, TSEC leadership

Require HR--in collaboration with the Faculty Senate and TSEC--to create a robust system of investigation and accountability for discrimination in the workplace by requiring mandatory reporting of all incidents of bias, racism and discrimination; investigations and resolutions should include committee members trained by the Vice President for Diversity Equity, and Inclusion office. All university supervisors who knowingly fail to report such incidents of discrimination will face serious consequences.

Developed, planned, and executed practices to address incidents of discriminations with appropriate consequences for failure to maintain a safe, non-discriminatory, and biasfree work environment

Human Resources, Faculty Senate, TSEC

Charge the standing Benefits Committee to investigate current campus benefits packages to identify any discriminatory practices that may hinder providing inclusive coverage to all employees.

Developed and executed fair, equitable benefit packages for all employees

Human Resources, Benefits Committee, Faculty Senate, TSEC

Ensure that major religious holidays (across varied faiths) are represented on the University calendar to build shared awareness, prevent scheduling conflicts and support the University’s educational

Revised, announced, and distributed an appropriate university calendar with all pertinent and diverse religious holidays

Executive Leadership Team, AVPAA for Faculty Development, TSEC leadership

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mission with its value of intentional inclusion.

Provide appropriate resources, such as counseling or wellness services, to students, staff and faculty in an effort to address issues associated with diversity, equity, and inclusion.

Incorporate mental, emotional, and physical health in campus climate surveys.

Developed robust resources and execute a diverse list of counseling and wellness assets available to the entire campus community based on the inclusion of a campus climate survey that incorporates mental, emotional, and physical health

Human Resources, Vice Presidents, Vice President for Diversity, Equity, and Inclusion, Director for Institutional Research and Effectiveness

Ensure that all directors of interdisciplinary programs, the Collaborative for Learning and Teaching, and other centers/program directors complete regular performance evaluations that incorporate diversity, equity, and inclusion goals with appropriate consequences for failure to demonstrate intentional inclusion.

Developed and executed appropriate performance evaluation tools/surveys/rubrics for all campus office/program directors, including those programs with federal/state funding from external sources

Human Resources, Vice President for Academic Affairs, Vice President for Student Life

Suggested Timeline: â—? We recommend the completion of this review by the conclusion FY23 and the adoption of these processes FY24.

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

Rationale: Transparency should be an integral part of intentional inclusion. Communicating information, policies, processes, and practices will allow all university stakeholders to invest in appropriate diversity, equity, and inclusion transformations and help support overall goals while identifying progress.

Stakeholders: Faculty, Staff, Students, Alumni Recommended Actions

Performance Indicators

Responsible Parties

Require open reports of the work and decisions of the Board of Trustees related to diversity, equity, and inclusion efforts.

Quarterly report of goals, progress, decisions, and rationale of the Board of Trustees related to diversity, equity, and inclusion efforts.

Board of Trustees Executive Committee, President, Strategic Communications and Marketing

Require open reports of admissions offices strategies and practices for recruiting goals.

Bi-annual report of strategies and practices used to accompany admission profiles, as well as tentative plans for the next admission class.

Vice President for Enrollment Management, Vice President for Finance and Administration, President, Strategic Communications and Marketing

Require all major campus units to submit semi-annual updates of diversity, equity, and inclusion goals, progress, with highlights related to adopted policies, strategies and practices to Vice President for Diversity, Equity, and Inclusion

Submitted reports of unit diversity, equity, and inclusion updates demonstrating measurable progress of goals and strategies.

Vice President for Diversity, Equity, and Inclusion, Vice Presidents

Suggested Timeline: ● Submission of open reports from the board to begin FY23 ● Submission of strategies from admissions by FY 2023 ● Submission of reports from all campus units to Vice President for Diversity Equity and Inclusion one fiscal year after hiring of Vice President for Diversity Equity and Inclusion

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CATEGORY 4: CAMPUS CLIMATE AND PROGRAMMING 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.

Rationale: Using the HEDS Climate Survey as a benchmark along with the Gallup employee engagement survey results, there is a need to develop a series of webinars, forums, round table discussions, channels of communication, and platforms for giving and hearing all voices inclusive of Black/African American Alumni that are conducted regularly throughout the academic year, available On Demand, and encouraged. Additionally, the university is void of any implementation of a University-wide communication plan to ensure sustained, fundamental change is being achieved. Internal communication is critical and dependent on institutional support as the university progresses along a continuum toward needed change.

The University recognizes and aspires to move away from practices of segregation and assimilation to being committed to practices of acculturation and empowerment for those less empowered in positionality and responsibility. The university will further become an institution that implements policies and procedures in pursuit of a campus that fosters inclusive excellence for all students, faculty, and staff to feel welcomed, appreciated, and valued. Given the most recent surveys, interviews, and social media activity, there is an acute recognition that changing hearts and minds takes individual and collective work. Nevertheless, individuals have to be allowed to begin at different points in their journey toward achieving the goal of creating a culture of dialogue and communication around diversity, equity, and inclusion. This will require the University to acknowledge these varying degrees of student, faulty, staff, and alumni understandings.

Programming, initiatives, and events should map toward this goal and while seeking to meet people where they are - pushing our collective community toward real, sustained change. This is the starting point for crafting the strategies outlined in this section. Helping students feel a greater sense of community and “belonging� has been identified as a core University initiative under the value of intentional inclusion - defined by the Retention and Graduation Task Force.

This recommendation complements and scales the work that’s been outlined by the Retention and Graduation Task Force and seeks to move simultaneously in achieving the various goals in both reports.

Stakeholders: Students, Faculty, Staff, Alumni, Board of Trustees

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Recommended Actions

Performance Indicators

Responsible Parties

The following concepts are possible tactics for consideration when building strategic plans for campus communication and programming:

All performance indicators in these recommended actions are inclusive of completed initiatives, programs, events, and activities as established by the appropriate units with appropriate after-action review for accountability, documentation of progress, and opportunities for improvement.

President, Executive leadership Team,

●

Webinar dialogues; forums; round table discussions; channels of communication; platforms for giving and hearing voices (see recommendation about oral history project).

●

Empathy sessions between Black alumni and students as well as other underrepresented groups.

●

Create table talk discussions with incoming first year students to hear their concerns and experiences based on their life experiences when they arrive on campus.

●

Endorse and promote the creation of social media groups that connect students and alumni of color and other underrepresented groups; students and alumni with similar religious beliefs, etc. all targeted toward increasing the level and greater depth of dialogue and networking.

●

Leverage New Student Orientation, returning to campus upper-class students, and new employee orientation to incorporate various service-learning components that culminate with group discussion and reflection.

●

Embed relevant content into creditbearing courses and/or conduct table talks to educate students on campus as well as within the local community; Topics might include: the role of voting as engaged citizenship, the challenges of privilege, better recognition and

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understanding of the Black Lives Matter movement, the effects of police brutality within the nation, racism and anti-racism, changing disparity at Trinity, issues of alternative lifestyles and differing sexual orientations, etc.

Suggested Timeline: While there are some dependencies to full buy-in of this work, a crosssection of key stakeholders across campus can be brought together for initial planning of the strategies in this section under the leadership of the President with the Executive Leadership Team. ● Cross-sectional implementation team identified. ● Relevant entities should contribute to and support the work of the Director for Student Diversity and Inclusion (to be hired) in creating programs and events leading to a culture of dialogue and communication. ● Programming and events will need to begin with a rollout of internal communications strategy prior to the fall semester of each academic year. ● Tools for benchmarking and measurement are to be selected with key performance indicators identified by the appropriate implementation group.

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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

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

and challenges, and to make modifications in the implementation plan, as needed.

Inclusion, the Executive Leadership Team, Director of Student Diversity and Inclusion, TSEC leadership

The curriculum will be updated and revised annually to ensure students engage in a variety of relevant topics.

Topics will be shared with the Trinity community in advance to ensure a variety of relevant topics and learning outcomes.

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.

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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.)

Rationale: A significant portion of the undergraduate and some graduate educational experience occurs outside the conventional classroom -- in study abroad experiences, internships, practicum, seminars, undergraduate research, leadership roles in student groups, etc. There is a widespread perception at Trinity that students of color and students from other historically underrepresented groups have lower rates of participation in many of these opportunities. This intuition would be better served with not only the collection and analysis of data but the use of that data to make decisions. Such data mining will empower various departments on campus to develop a coordinated strategy that will ensure that the Trinity student experience becomes equally rich and meaningful for all students. This strategy should be informed by an understanding of any current or historical barriers that may discourage some students from participating fully in the Trinity experience.

Stakeholders: Students, Faculty, Staff, Alumni, Community partners Recommended Actions

Performance Indicators

Responsible Parties

Institutional Research and Effectiveness will gather, analyze, and widely disseminate data on student participation, disaggregated for various demographic and underrepresented groups.

Initial and follow-up reports will be completed annually.

President, Executive Director of Institutional Research and Effectiveness

Student Involvement, the Center for Experiential Learning and Career Success, the Center for International Engagement, grant-writers and any other relevant stakeholders will develop a coordinated strategy for increasing participation by students from historically underrepresented groups.

An action plan will be completed for increasing participation by students from historically underrepresented groups.

Vice President for Academic Affairs, Vice President for Student Life, Assistant Dean of Students and Director of Student Involvement, CoDirectors of CELCS, Director of CIE, McNair Scholars Program Director

Implement an appropriate action plan that is strategic for increasing participation by students from historically underrepresented groups.

Participation rates by students from historically underrepresented groups will be equal or greater to the representation of those groups in the student population at-large.

Vice President for Academic Affairs, Vice President for Student Life, Assistant Dean of Students and Director of Student Involvement, CoDirectors of CELCS, Director of CIE, McNair Scholars

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Program Director

Suggested Timeline: ● Data collection and analysis should begin early in the FY22 and the initial report should be completed by the end of the fiscal year for FY22. ● Student Involvement, the Center for Experiential Learning and Career Success, the Center for International Engagement, and any other relevant stakeholders should begin their planning meetings in FY23. Their immediate goal will be to identify any current or historical barriers that may discourage some students from participating in extracurricular, co-curricular, and experiential learning activities; this goal may require the collection of qualitative data from our various groups of students. ● Student Involvement, CELCS, and CIE should complete an action plan for increasing student participation by the end of the Fall 2021 semester. Implementation of this plan should begin in Spring 2022, and the plan itself should be periodically refreshed on the basis of experience and new data.

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

Rationale: Current data collection regarding diversity, equity, and inclusion is present in several forms: National Survey for Student Engagement (NSSE), Higher Education Research Institute (HERI) Faculty Survey, and most recently, a national campus climate instrument via the Higher Education Data Sharing Consortium (HEDS). Moving forward, a specific diversity, equity, and inclusion strategic plan should be informed by these data to ensure strategies are measurable and actionable in positive findings for all Trinity stakeholders.

Stakeholders: Faculty, Staff, Students, Alumni, Board of Trustees Recommended Actions

Performance Indicators

Responsible Parties

Continue to administer NSSE every three years.

Executive summary of the data is broadly shared; detailed data are shared with the relevant diversity, equity, and inclusion leadership teams.

Executive Director for Institutional Research and Effectiveness, Diversity, equity, and inclusion leadership teams

Continue to administer the HERI Faculty Engagement Survey every three years.

Executive summary of the data is broadly shared; detailed data are shared with the relevant diversity, equity, and inclusion leadership teams.

Executive Director for Institutional Research and Effectiveness, Diversity, equity, and inclusion leadership teams

Continue to administer a campus climate instrument annually for the next three years and evaluate frequency at that time.

Executive summary of the data is broadly shared; detailed data are shared with the relevant diversity, equity, and inclusion leadership teams.

Executive Director for Institutional Research and Effectiveness, Diversity, equity, and inclusion leadership teams

The diversity, equity, and inclusion leadership team, in collaboration with many campus stakeholders will develop and implement a University-wide diversity, equity, and inclusion five-year strategic plan.

A collaborative committee will review existing data (including these recommendations) and create a strategic plan.

President, Vice Presidents, Executive Director for Institutional Research and Effectiveness, diversity, equity, and inclusion leadership team

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Suggested Timeline: ● Survey administration timelines should be reviewed and confirmed by IRE by January, 2021. IRE timelines and projects should be adjusted to accommodate the continued administration of these surveys in the future. ● Selection of the campus climate instrument should be completed by December 1, 2020 so that it can be administered before the conclusion of FY21. ● The development of a short- and long-term campus-wide diversity, equity, and inclusion strategic plan should be developed when the Vice President for Diversity, Equity, and Inclusion role is hired; it should involve all employees within the diversity, equity, and inclusion leadership, in addition to faculty, staff, student representatives from across the institution.

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Recommendation 5: Increase empowerment and engagement of BIPOC alumni.

Rationale: There is significant experiential perceptions that BIPOC seldom participate in alumni activities, such as serving in leadership positions, attending alumni events, and supporting student events, and few participate in university leadership development. Data needs to be collected to determine the actual current level of engagement. If the data confirms the experiential perception, Alumni Relations & Development should develop a strategy to increase the engagement of BIPOC alumni. This will be very important to development opportunities as more diverse students graduate from Trinity and will be sought to continue their engagement with the University as alumni. Moreover, engaging in this type of assessment will inform the Vice President for Alumni Development and Development to consider appropriate ways to solicit BIPOC to reinvest in the institution in myriad of ways, including initiatives in support of diversity, equity, and inclusion efforts.

Stakeholders: Alumni, Students, Staff, Faculty, Board of Trustees Recommended Actions

Performance Indicators

Responsible Parties

Evaluate the engagement of the current BIPOC alumni to determine gaps in diversity and representation.

An initial report and follow-up report annually to evaluate the engagement of all BIPOC alumni will be completed.

Vice President of Alumni Relations & Development, Senior Director of Advancement Services

The Department of Alumni Relations & Development will create strategic initiatives to increase engagement of BIPOC alumni with Trinity.

An action plan to increase participation by BIPOC alumni will be developed.

Vice President of Alumni Relations & Development

Create a more diverse TUAAB by increasing efforts to recruit BIPOC alumni for services on the Board of Visitors.

An action plan to identify appropriate BIPOC candidates for the Board of Visitors, strategize how best to interest them in Board service, and strategically approach the identified prospects to encourage their interest in serving on TUAAB will be completed.

Vice President of Alumni Relations & Development, Senior Director of Alumni Relations

Implement the established and agreed on action plan to increase engagement of BIPOC alumni with the University.

Participation rates of BIPOC alumni is equal to or greater than the representation of BIPOC in the alumni population at-large.

Vice President of Alumni Relations & Development

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Suggested Timeline: ● Data collection and analysis should begin FY21, and the initial reporting should be completed by the end of FY21. ● During the same time period of FY21, the Department of Alumni Relations & Development will solicit input from Major Gift and Annual Giving Officers, Alumni Relations staff, and alumni to identify barriers that may discourage BIPOC alumni from engagement with Trinity. (It is important to hear from alumni because they may have a different perspective from staff). ● By the conclusion of FY21, the Department of Alumni Relations & Development will have completed action plans for increasing BIPOC alumni engagement and service on TUAAB. ● All relevant action plans should be implemented at the beginning of the FY22 and updated as new data and experience dictate.

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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.

Rationale: Staff employees are the largest percentage of the institution’s workforce. As such, strategic, ongoing professional development related to diversity, equity, and inclusion will support the institutional goals of perpetual discovery and intentional inclusion. Furthermore, given the unique missions and goals of each division, a one-size-fits-all approach is not an appropriate solution. TSEC offerings should supplement these efforts.

Stakeholders: Staff, Executive Leadership Team Recommended Actions

Performance Indicators

Responsible Parties

Each division will prioritize, evaluate, and incentivize professional development (or training/education) specific to the respective staff population.

Each division will complete the identification of specific plans, including participation of each respective Vice President.

President; Vice Presidents

Each division will develop short-term and long-term strategies for training/education, including intended concepts and general learning outcomes (and/or skills and competencies). Incentives and forms of motivation, equivalent to existing faculty stipends and monetary awards, should be present in each division’s strategy, as relevant.

An action plan is completed for each division.

Vice Presidents and respective divisional committees

Evaluate and measure divisional success in training/education efforts, including: staff participation, skills and competencies learned, changes in culture over time, etc.

Annual reports are shared with the Executive Leadership Team; promising practices and successes are identified, shared, and rewarded.

President; Vice Presidents and respective divisional committees

Suggested Timeline: ● Divisional committees should be identified and charged by February, 2021. ● Divisional committees should examine existing promising practices for their discipline as it relates to diversity, equity, and inclusion training/education and use this information to develop short- and long-term action plans. This review process and planning process should be completed by May 1, 2021.

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â—? Divisional action plans should be reviewed by the Executive Leadership Team in May and June 2021 for consistency, identification of gaps, and identification of practices that should be emulated across one or more areas. Feedback should be provided to Divisional committees and final action plans should incorporate in this feedback. â—? All Divisional training/education action plans should begin to be implemented by FY22.

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Recommendation 7: Create a campus-wide oral history project which will include a systemic collection of the “stories� of Trinity University inclusive of the leadership, Board of Trustee members, faculty, staff, alumni, students, parents, and other Trinity constituents about their experiences at the University.

Rationale: Every constituent has a unique story, which is valuable to preserve and learn from as a point of an inclusive history. Analysis of the collective oral history of personal experiences will reflect patterns of strengths and challenges as well as success and failures. Experiences of underrepresented constituencies can display how diversity and inclusion can be enhanced at Trinity.

Stakeholders: Alumni, Board of Trustees, Faculty, Staff, Students, Community constituents Recommended Actions

Performance Indicators

Responsible Parties

Determine departments to collaborate on the project and assign a representative for each department.

Preliminary evaluation complete of all departments to determine which are most appropriate to contribute to the project. Each selected department will designate a representative; if the representative is a student, the student would receive a credit hour or payment for their time.

Vice President for Academic Affairs; Vice President of Alumni Relations & Development Center for Experiential Learning & Career Success

Determine how to gather and analyze oral histories.

An action plan completed to determine methodology for solicitation and to gather oral histories as well as who will transcribe and analyze the stories.

Vice President for Academic Affairs; Vice President of Alumni Relations & Development Team composed of representatives from each selected department

Gather oral histories.

Reports will demonstrate how many oral histories have been collected and the effectiveness of the project.

Vice President for Academic Affairs; Vice President of Alumni Relations & Development

Transcribe and evaluate oral histories to determine trends and patterns.

Findings will be reported annually.

Vice President for Academic Affairs; Vice President of Alumni Relations & Development, Vice President of Academic Technology

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Establish an endowed archive of oral histories to be maintained on an ongoing basis. Annually, select stories to be published in a coffeetable format by TU Press. Books can be given to donors or recipients of honors or sold.

The archive will be established and available in a designated place on campus. Books will be published each year.

Vice President for Academic Affairs; Director of Library, Trinity University Press

Suggested Timeline: ● Determining the collaborating departments and assigning representatives to the team should begin FY23, and the project team should be assembled by January 2024. ● The action plan should be developed by the end of the spring semester of FY24. ● Gathering the oral histories will be ongoing. The first group of oral histories should be sent for transcription/evaluation at the conclusion of FY24 ● The first compilation report on trends and patterns should be made December 2025. ● Books should be completed in publication by the conclusion of 2025. ● The historical archive should be established by FY25.

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

Rationale: There is a perception that the number of underrepresented alumni populations selected for awards and honors is not commensurate with the representation of diverse individuals who compose the alumni population. Data needs to be collected to determine the current representation of award recipients. If the data confirms the experiential perception, the Division of Alumni Relations & Development and other awarding entities will need to develop a strategy to identify diverse alumni for consideration for awards and honors. The percentage of diverse individuals among alumni is limited, so it will take intentional effort to ensure they are not overlooked. As other elements of the Diversity and Inclusion recommendations are enacted, Trinity will attract more diverse students, resulting in more diverse alumni for consideration for recognition. Opportunities to engage alumni who are not selected for recognition might include alumni-to-alumni and alumni-to-student mentorship.

Stakeholders: Executive Leadership Team, Faculty, Staff, Alumni Recommended Actions

Performance Indicators

Responsible Parties

Examine existing alumni awards opportunities across campus (including academic units and Alumni Relations and Development).

An audit will reveal all Trinity alumni award opportunities with disaggregated data for underrepresented groups.

Vice President for Academic Affairs, Vice President of Alumni Relations & Development, Senior Director of Alumni Relations, Institutional Research and Effectiveness

Evaluate the representation of diverse individuals among alumni receiving awards and honors.

An initial report and follow-up report annually will evaluate the representation of diverse alumni among awards recipients.

Vice President of Alumni Relations & Development, Senior Director of Alumni Relations; Institutional Research and Effectiveness

Relevant entities will create strategies to increase recognition of diverse alumni in awards and honors selections that are free of bias.

An action plan with specific strategies will be completed to identify diverse alumni to be considered for recognition.

Vice President of Alumni Relations & Development, Senior Director of Alumni Relations; Vice President for Academic Affairs

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Create more diversity among awards recipients by increasing efforts to recruit diverse individuals to be considered or to self-nominate for awards.

An action plan to identify appropriate diverse candidates, strategize how best to engage alumni from underrepresented groups for recognition, and strategically approach the identified prospects to encourage their interest in self-nominating for awards. Moreover, in order for the awards to not be hindered by a selfnomination process, the action plan will ensure that those selecting the recipients of awards and honors have diverse individuals in their pool of alumni for consideration.

Vice President of Alumni Relations & Development, Senior Director of Alumni Relations, Vice President of Registrar’s Office

Implement the action plan to increase the percentage of diverse alumni receiving awards and honors.

Recognition rates of diverse alumni is equal or better for the representation of diverse individuals in the alumni population at-large.

Vice President of Alumni Relations & Development, Senior Director of Alumni Relations

Suggested Timeline: ● Data collection and analysis should begin early in FY21 and the initial report should be completed no later than the calendar year of 2020. ● By the end FY21, Alumni Relations will complete an action plan for increasing the representation of diverse students among recipients of awards and honors. ● The plan should be implemented at the beginning of FY22 and updated as new data and experience dictate.

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

Rationale: Trinity students from all backgrounds must be prepared to learn, work, and thrive in a diverse, multicultural environment. Providing students with appropriate experience, knowledge, and skills will prepare them with a foundation for adult citizenship, future career success, and continued life-long learning. Students may develop transferable skills through student organizations and by attending multicultural programs, initiatives, and events.

Stakeholders: Students, Staff, Alumni Recommended Actions

Performance Indicators

Responsible Parties

Student Involvement should work collaboratively with the Student Government Association (SGA) to audit the event planning and review process for student organizations to ensure equitable processes for all student organizations.

Written agreement and plan from SGA.

Student Life

CELCS will develop programs to prepare all students to succeed and thrive in a diverse workforce.

A minimum of 25% of enrolled students will complete a badge or certification signaling competency,

CELCS co-directors, AVPAA for student initiatives

CELCS will require all employers and internship sponsors to be accountable for diverse workplaces that similarly support diversity, equity and inclusion.

CELCS will share their plan for guidelines to be used with all employers who engage in campus recruiting/interviews and internship sponsors. These guidelines should be consistent with Trinity’s values restorative development for harassment in the workplace.

CELCS co-directors, AVPAA for student initiatives

Suggested Timeline: â—? Student Involvement will audit the existing event planning and review process and implement recommended changes in FY21. â—? CELCS will develop and share guidelines for campus recruiters, representatives, and internship sponsors by Spring 2021.

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â—? CELCS will develop competency programming and badging no later than FY22 with the goal of achieving 25% student completion by the end of FY23 CATEGORY 5: INTEGRATE DIVERSITY, EQUITY, AND INCLUSION INTO CURRICULUM AND PEDAGOGY 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.

Rationale: Within the context of U.S. history, society, and education, race is one of the most powerful, pervasive, and problematic manifestations of human difference. Too many educators will attempt to dismiss or neutralize its significance. Their supposition is that race is a social construction. This may be true, but racial inequities have produced significant achievement and success gaps in United States schools, colleges and universities. Culturally responsive instruction provides to Native American, Latinx, Asian American, African American, low-income students, and other underrepresented populations what traditional instructional ideologies and actions provide to middle-class white Americans. That is, skilled educators who use such approaches are able to filter curriculum content and teaching strategies through different cultural frames of reference, making the curriculum more personally meaningful and less difficult to comprehend and master. This contention may seem radical because it makes explicit the previously implicit role of culture in teaching and learning. But culturally responsive teaching insists that educational institutions accept the legitimacy and viability of various and different group cultures in improving learning outcomes (Gay, 2010) Undergraduate students at Trinity are currently required to complete only one Understanding Diversity course within the Pathways curriculum. Although some majors seem to lend themselves easily to diversity-related discussions, as do some First-Year Experience topics, culturally-responsive pedagogy and curriculum respect diversity; engage the motivation of all learners; create a safe, inclusive, and respectful learning environment; derive teaching practices from principles that cross disciplines and cultures; and promote justice and equity in society (Wlodkowski & Ginsberg, 1995; Sleeter, 2011).

At Trinity, engagement with diversity-related curriculum is uneven across the undergraduate experience and graduate curriculum. To prepare our students to engage with the full diversity of social experience in the world beyond college, we should ensure that all students, regardless of their curricular choices and majors, encounter topics, issues, perspectives, and voices that might otherwise be silent or invisible within the normative culture.

Stakeholders: Faculty, staff, students, alumni

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Recommended Actions

Performance Indicators

Responsible Parties

Redesign the August Faculty Symposium as an annual event dedicated to the pedagogical professional development of all faculty and relevant staff members.

An August Faculty Symposium is held annually, with the expectation that all faculty members (and all relevant staff members) will attend.

Vice President for Academic Affairs

Require all academic departments, interdisciplinary programs, and FYE topics to conduct a diversity audit, focusing on the voices, curricula choices, and perspectives that students encounter in departmental and programmatic curricula, making sure to be inclusive of all underrepresented groups.

A curricular audit is completed by all academic departments, interdisciplinary programs, and FYE topics, with an emphasis on the diversity of issues, authors, curricula, and speakers.

Vice President for Academic Affairs; University Curriculum Council

The annual First-Year Experience workshop in May will be used as an opportunity to diversify the voices, curricula, perspectives, and topics encountered within all FYEs.

At least one FYE workshop is delivered with a specific focus on diversity even though every FYE should incorporate multiple aspects of diversity, equity, and inclusion.

Associate Vice Presidents for Academic Affairs; First-Year Experience Coordinator

Suggested Timeline: ● The second annual Faculty Symposium should be offered in FY21 as time allows in a COVID pandemic and remote learning environment. ● The next FYE workshop will be held in May 2021. ● The curricular audit should be completed by the beginning of FY22.

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

Rationale: For diversity and inclusion to occupy a central role in the Trinity educational experience, all departments and interdisciplinary programs must contribute in a meaningful way to the development of an inclusive curriculum that equitably broadens the scope to diverse and underrepresented groups and seeks to challenge bias, practices, and traditional approaches for instruction.

Stakeholders: VPAA, Faculty, Students Recommended Actions

Performance Indicators

Responsible Parties

The University Curriculum Council (UCC) will develop a process to integrate diversity, equity, and inclusion objectives into the FYE curriculum.

Develop and present a report to the faculty assembly.

Chair of the University Curriculum Council, Vice President for Academic Affairs, First Year Experience Director and Committee

Encourage the selection and choice of speakers with racially, ethnically, diverse religious orientations, and/or LGBTQI as well as other underrepresented groups perspectives in all speaker series.

There will be a 15% increase in the number and type of diverse speakers featured on campus

Associate Vice President for Academic Affairs: Budget and Research, Department Chairs, Interdisciplinary Directors, Chair of LVSC, Lennox Committee, Humanities Collective, Stieren Series, and other lecture series leadership units

Require academic departments to incorporate diversity, equity and inclusion criteria into the annual performance review rubrics as well as departmental promotion and tenure criteria.

Revision of all department performance review rubrics and promotion and tenure criteria

Department Chairs, Chair of the University Curriculum Council, Vice President for Academic Affairs

The UCC, in collaboration with academic departments and programs, will develop a strategy to foster greater

UCC submits proposal to Faculty Assembly

Chair of the University Curriculum Council Associate Vice President for Academic Affairs:

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diversity within the curriculum beyond the current Pathways requirements.

All academic departments must engage in conversations with faculty, students, and alumni to identify diversity, equity, and inclusion curricular gaps.

Curriculum and Faculty Development, Vice President for Academic Affairs

Revision of majors/minors and interdisciplinary minors to incorporate curricula that is more inclusive of all underrepresented groups

Department Chairs, Program Directors, Interdisciplinary Directors, DACs

Suggested Timeline: â—? We recommend that departments/interdisciplinary programs begin this work during the FY2021 and aim to submit proposals to the UCC by Fall 2021.

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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.

Rationale: In June of 2020, more than 200 full-time faculty members signed their names to the “Trinity University Faculty Statement in Solidarity with Black Lives Matter” (see Appendix D) and pledged “to incorporate anti-racist pedagogy and thinking in our classrooms, research, and service.” This letter and the overwhelming support from 80% of faculty necessitate that the university: (1) expand professional development programming on anti-racist pedagogy; (2) hold faculty and departments accountable for update existing practice; (3) expect and reward efforts, as expressed in the statement, to “improve the lives of our Black community members” as well as other marginalized community members.

Since most professors maintain autonomy over what and how they teach, it remains difficult to mandate course content and pedagogy. However, according to Villalpando (2002), students of diverse backgrounds are most satisfied with faculty who employ methodologies and teaching approaches that respect and include cultural differences. Engaging faculty in conversations about the well-documented outcomes associated with incorporating multiculturalism into curricula and pedagogy may prompt an important culture change among students, teaching staff, and faculty.

Stakeholders: Faculty, Teaching Staff, Department Chairs, University Administration Recommended Actions

Performance Indicators

Responsible Parties

The Collaborative Center for Learning and Teaching office will provide ongoing pedagogical professional development for faculty around culturally-responsive and anti-racist pedagogy.

CLT workshops developed for culturally-responsive and antiracist pedagogy

Director of the Collaborative Center for Teaching and Learning, Associate Vice President for Academic Affairs: Curriculum and Faculty Development, , Vice President for Diversity, Equity, and Inclusion

Launch an Inclusive Pedagogy Fellowship in which faculty members are selected to assume a leadership role in building expertise in diversity, equity, and inclusion approaches and leading workshops for their peers in the Collaborative Center for Learning and Teaching.

Selection of fellows annually and workshops developed

Director of the Collaborative Center for Teaching and Learning, Associate Vice President for Academic Affairs: Curriculum and Faculty Development, Vice President for Diversity, Equity, and Inclusion

Revise faculty merit rubrics so that to “meet expectations” for teaching, a faculty

100% of departmental merit

Individual Faculty; Department Chairs;

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member must provide evidence of meaningfully incorporating inclusive practices into their teaching.

rubrics include this criteria.

Divisional Advisory Councils, Vice President for Academic Affairs

Encourage faculty to review long-standing grading practices, such as grading on a curve, that may support implicit bias.

Encourage faculty to devise solutions that may reduce implicit bias in grading.

100% of departments engage in discussion of grading practices and alternatives to reduce grading bias. Inclusion of review and findings in report found in Recommendation 1 under Category 2.

Department Chairs; Divisional Advisory Councils, Vice President for Academic Affairs

Suggested Timeline: ● The Collaborative Center for Teaching and Learning is encouraged to develop programming related to culturally responsive teaching and anti-racist pedagogy during the FY21. This work should continue through regular programming. ● The Collaborative Center for Teaching and Learning should pilot the Inclusive Pedagogy Fellowship program by Fall 2021 and the program should launch no later than FY22. ● All DACs should incorporate diversity, equity, and inclusion goals and initiatives into their annual goals beginning in FY22. ● Departmental performance review rubrics should be revised to include culturally responsive teaching or anti-racist pedagogy as a requirement to “meet expectations” by FY22. ● By FY25, all academic departments should consider more equitable modes of grading that rely on mastering learning outcomes. All departments should identify at least one instructor who is willing to pilot a new model of grading and report back on the experience by FY23.

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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 It’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.

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Villalpando, O. (2002). The impact of diversity and multiculturalism on all students: Findings from a national study. NASPA Journal 40 (1): 124–44.

Wlodkoowski, R. J. and Ginsberg, M. B. (1995). Diversity & motivation: Culturally responsive teaching. (San Francisco, CA). Jossey-Bass Education Series.

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APPENDIX B: GLOSSARY OF TERMS This is a glossary of terms for the Task Force report. ●

Ally: Someone who supports a group other than one’s own (in terms of multiple identities such as race, gender, age, ethnicity, sexual orientation, religion, etc.). An ally acknowledges oppression and actively commits to reducing their own complicity, investing in strengthening their own knowledge and awareness of oppression.

●

Bias: A form of prejudice that results from our tendency and needs to classify individuals into categories.

●

Bigot: A person who is obstinately devoted to his or her own opinions and prejudices and intolerant towards other diverse social groups.

●

BIPOC: Black, Indigenous, and People of Color

●

Color Blind: The belief that everyone should be treated “equally” without respect to societal, economic, historical, racial or other differences. No differences are seen or acknowledged; everyone's the same.

●

Cultural Appropriation: The non-consensual/misappropriation use of cultural elements for commodification or profit purposes – including symbols, art, language, customs, etc. — often without understanding, acknowledgment, or respect for its value in the original culture.

●

Decolonize: The active and intentional process of unlearning values, beliefs, and conceptions that have caused physical, emotional, or mental harm to people through colonization. It requires a recognition of systems of oppression.

●

Disability: Physical or mental impairment that affects a person’s ability to carry out normal day-to-day activities.

●

Diversity: Socially, it refers to the wide range of identities. A broad includes race, ethnicity, gender, age, national origin, religion, disability, sexual orientation, socioeconomic status, education, marital status, language, veteran status, physical appearance, etc. It also involves different ideas, perspectives, and values.

●

Discrimination: The unequal treatment of members of various groups, based on conscious or unconscious prejudice, which favor one group over others on differences of race, gender, economic class, sexual orientation, physical ability, religion, language, age, national identity, religion, and other categories.

●

Equity: The fair treatment, access, opportunity and advancement for all people, while at the same time striving to identify and eliminate barriers that have prevented the full participation of some groups. The principle of equity acknowledges that there are historically underserved and underrepresented populations and that fairness regarding these unbalanced conditions is needed to assist in the provision of adequate opportunities to all groups.

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●

Harassment: The use of comments or actions that can be offensive, embarrassing, humiliating, demeaning, and unwelcome.

●

Implicit Bias: Negative associations expressed automatically that people unknowingly hold and that affect our understanding, actions, and decisions; also known as unconscious or hidden bias.

●

Inclusion: The act of creating environments in which any individual or group can be and feel welcomed, respected, supported and valued as a fully participating member. An inclusive and welcoming climate embraces differences and offers respect in words and actions for all people.

●

Institutional Racism: Institutional racism refers specifically to the ways in which institutional policies and practices create different outcomes and opportunities for different groups based on racial discrimination.

●

Intersectionality: A social construct that recognized the fluid diversity of identities that a person can hold such as gender, race, class, religion, professional status, marital status, socioeconomic status, etc.

●

“Isms”: A way of describing any attitude, action or institutional structure that subordinates (oppresses) a person or group because of their target group. For example, color (racism), gender (sexism), economic status (classism), older age (ageism), religion (e.g., antiSemitism), sexual orientation (heterosexism), language/immigrant status (xenophobism), etc.

●

LGBTQIA: An inclusive term for those who identify as lesbian, gay, bisexual, transgender, queer, intersex and asexual.

●

Microaggression: The verbal, nonverbal, and environmental slights, snubs, insults, or belittlement, whether intentional or unintentional, which communicate hostile, derogatory, or negative messages to target persons based solely upon discriminatory belief systems.

●

Multicultural Competency: A process of embracing diversity and learning about people from other cultural backgrounds. The key element to becoming more culturally competent is respect for the ways that others live in and organize the world, and an openness to learn from them.

●

Oppression: The systemic and pervasive nature of social inequality woven throughout social institutions as well as embedded within individual consciousness. Oppression fuses institutional and systemic discrimination, personal bias, bigotry and social prejudice in a complex web of relationships and structures.

●

Patriarchy: Actions and beliefs that prioritizes masculinity. Patriarchy is practiced systemically in the ways and methods through which power is distributed in society (jobs and positions of power given to men in government, policy, criminal justice, etc.) while also influencing how we interact with one another interpersonally (gender expectations, sexual dynamics, space taking, etc.).

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●

People of Color: A collective term for men and women of Asian, African, Latin and Native American backgrounds; as opposed to the collective “White”.

●

Prejudice: an inclination or preference, especially one that interferes with impartial judgment and can be rooted in stereotypes that deny the right of individual members of certain groups to be recognized and treated as individuals with individual characteristics.

●

Privilege: Exclusive access or availability to material and immaterial resources based on the membership to a dominant social group.

●

Queer: An umbrella term that can refer to anyone who transgresses society’s view of gender or sexuality. The definitional indeterminacy of the word Queer, its elasticity, is one of its constituent characteristics: “A zone of possibilities.”

●

Race: A social construct that artificially divides people into distinct groups based on characteristics such as physical appearance (particularly color), ancestral heritage, cultural affiliation, cultural history, ethnic classification, and the social, economic and political needs of a society at a given period of time

●

Safe Space: Refers to an environment in which everyone feels comfortable in expressing themselves and participating fully, without fear of attack, ridicule or denial of experience.

●

Social Justice: Social justice constitutes a form of activism, based on principles of equity and inclusion that encompasses a vision of society in which the distribution of resources is equitable and all members are physically and psychologically safe and secure. Social justice involves social actors who have a sense of their own agency as well as a sense of social responsibility toward and with others and society as a whole.

●

System of Oppression: Conscious and unconscious, non-random, and organized harassment, discrimination, exploitation, discrimination, prejudice and other forms of unequal treatment that impact different groups.

●

Stereotype: A form of generalization rooted in blanket beliefs and false assumptions, a product of processes of categorization that can result in a prejudiced attitude, uncritical judgment, and intentional or unintentional discrimination. Stereotypes are typically negative, based on little information that does not recognize individualism and personal agency.

●

Tokenism: Presence without meaningful participation. For example, a superficial invitation for the participation of members of a certain socially oppressed group, who are expected to speak for the whole group without giving this person a real opportunity to speak for her/himself.

●

White Supremacy: A power system structured and maintained by persons who classify themselves as white, whether consciously or subconsciously determined; and who feel superior to those of other racial/ethnic identities.

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Developed in 2018 in collaboration with the Office of Diversity and Inclusion and Strategic Communications and Marketing. Last updated June 2020. https://docs.google.com/document/d/1OancIYvNx2Ile0hWg2gIPasVW7fIjxpXk6svb_fcMNg/ed it

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APPENDIX C: STATEMENTS FROM STAKEHOLDER GROUPS Black Student Union (BSU), African Student Association (ASA) and Trinity Diversity Connection (TDC) statement: To the Trinity community, President Anderson, the Vice President of Student Life, and the Board of Trustees, We, students and members of the Black Student Union (BSU), African Student Association (ASA) and Trinity Diversity Connection (TDC), have come together to respond to the statements made by various administrators at Trinity. Following this narrative, we provide action items in response to calls for our input on ways to improve the experience of Black Trinity students.

Trinity University’s statement on May 30, reacting to the murder of George Floyd and the increased attention towards the Black Lives Matter movement, was insufficient and disappointing. It was riddled with empty words and absent of action. For example, the statement calls for “the beginning of a conversation” without stating exactly what Trinity as an institution intends to change. Instead of making a commitment to becoming more representative, the university misspelled Breonna Taylor’s name. Instead of providing support to the members of BSU and ASA, the university refused to acknowledge the structural problem of police brutality that disproportionately affects the Black community. Instead of publicly committing funds and additional staff to the Diversity and Inclusion Office, the university called for “conversations” about diversity on campus. Instead of owning up and apologizing for the university’s perpetuation of its own structural racism, the university offered an MLK quote and refused to say Black Lives Matter. We are tired—tired of the continued refusal to listen to our voices and experiences, and tired of Trinity’s continuous refusal to acknowledge and account for its actions.

Trinity's initial empty statement, made on May 30, left us frustrated and disappointed. These feelings were exacerbated after viewing Dean Tuttle's subsequent statement sent on May 31. In an attempt to write words of encouragement to the Black community and its allies, Dean Tuttle’s experience took priority; not ours. Once again, white people are making OUR experience about them. Currently, there are protests around the world about police brutality and the violence it has inflicted upon the Black community. Dean Tuttle is aware of this fact, yet he chose an anecdote about an officer — one of “the good ones.” This sidestep/deflection is extremely disrespectful to the community that has undergone severe trauma from the police institution. Further, in the following sentence, Dean Tuttle even refused to acknowledge that a policeman killed Floyd by broadening the statement, saying, “a man killed him.” We are tired of this pattern of downplaying our issues, making them about anyone other than us, and simplifying police brutality to a case-by-case problem, rather than an institutional issue.

Additionally, in the next paragraph of the May 30 statement, Dean Tuttle stated he had nothing "new or insightful to offer." However, he could have. This would have been a perfect opportunity for Dean Tuttle to reassure Black students via a promise to commit to specific actions aimed at mitigating our stress. Dean Tuttle acknowledged that we have experienced generations of trauma.

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Acknowledging our trauma is the first step, and acknowledging ways in which he and Trinity have contributed to that is the second. Now, you must remedy it, and give us your full support.

We were met with more dismay as Breonna Taylor's name was misspelled AGAIN as “ Breanna Taylor.” Even as students and alumni criticized the error in the comment section of the initial post, Dean Tuttle’s email repeated the mistake. Although we do appreciate him writing Black Lives Matter, we find it difficult to believe him. In our collective memory in recent years, we have communicated our problems to him, and he has not ACTED on them. In fact, Dean Tuttle refused to listen or help us. Instead, he chose to reassure us with words and no follow-through.

At dinners and talks scheduled to include Black voices, we have been stifled. For example, during New Student Orientation of 2019, the BSU president and vice president were invited to give a speech at a dinner welcoming Black freshmen. However, the vice president was restricted from giving her speech because the dean failed to schedule enough time for the speech. Dean Tuttle has done nothing to commit to our physical and emotional safety, or support Black affiliated student groups. In fact, we and our organizations have struggled with funding and support, unlike the greek life organizations Dean Tuttle openly bolsters. Another biting line in Dean Tuttle’s response read, "I do not pity you, but I am sorry for you." These words bring no comfort to us. They do not mean anything to us. Pity and sorry are synonymous, and again, this leads to no change. Lastly, Dean Tuttle mentioned that the institution will do better. We have heard this before, as this statement has demonstrated. As such, we would rather hear what Dean Tuttle personally will do better. An institution has no direction - it has no meaning - without people. Thus, institutional change starts with every person. Be the change.

Another issue with Trinity’s response was introduced on June 3, as President Anderson announced he would create a task force composed of diversity-oriented organizations on campus.

First, we feel as though this task force is a direct result of the university’s delay in replacing Alli Roman, the most recent Director of the Diversity and Inclusion Office (DIO), whose position has been vacant since January 31st, 2020 Because the university has failed to support their Black students on a structural level, the onus of this work has apparently fallen to students. Finding campus-wide solutions and creating action plans for Trinity is not our job––and should never be our job. We carry our own burdens. We should not have to carry the burdens of an institution rooted in structural racism as well. Trinity has a history of ignoring the experiences of its Black students and alumni, and this task force is no different. President Anderson invited BSU to lend their voices to this task force. He did not, however, reach out to ASA or TDC. If the desire to make change was intentional, we feel as though President Anderson would have been thoughtful enough to view the list of Black-affiliated student organizations––or better yet, paid some attention to these organizations when on campus.

Trinity must apologize for its ignorance. We have still not heard anyone simply say, “I’m/We are sorry for hurting you.” Simply acknowledging that the university “is not immune from acts of racism” is not enough. Those words drip of avoidance and impunity. Trinity harbors ignorance and an open lack of concern for its Black students, faculty, and staff. Research, as many of us have encountered while at Trinity, asserts that effective leaders are accountable. Effective leaders acknowledge when they are wrong and when they make mistakes. The time for insincere––and hollow––words is over and will no longer be tolerated. Action leads to change; not “radical empathy.” WE did not create an environment that traumatizes us. WE should not be the ones 70

charged with fixing it. We would like to invoke Trinity’s own mantra of “Discover. Grow.

Become.” WE encourage members of the Trinity community to DISCOVER their own racist (conscious or unconscious) tendencies, GROW by acknowledging and confronting them, and BECOME allies through self-education, action, and allyship.

Per the introduction, the following document contains our action items.

BLACK LIVES MATTER. BSU, ASA, TDC 2020-2021

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BSU, ASA, TDC Action Items The following are explicit actions the university could and should take to acknowledge and serve Black students.

Representation: ❏ Reach Black faculty and staff representation of 15% by Fall 2023 ❏ Pay explicit attention to STEM disciplines ❏ Hire assistant director for DIO by Spring 2021 ❏ Reach Black student representation of at least 10% by Fall 2024 ❏ Document progress and agendas aimed at these representation goals Support for the Diversity & Inclusion Office: ❏ Hire Director of DIO as a VP by Fall 2020 ❏ Indicates organizational priority of diversity & inclusion ❏ Such authority will help address systemic issues plaguing Trinity ❏ Hire assistant director for DIO by Spring 2021 ❏ Increase funding for DIO (lack of current info to provide quantitative measure) ❏ Funding should reflect increase campus initiatives related to student life, student wellness, faculty and staff education, and greater San Antonio outreach Diversity & Inclusion as Part of the Curriculum ❏ Integrate diversity & inclusion objectives into the FYE curriculum ❏ Incorporate mandatory, ongoing diversity & inclusion education for faculty and staff members, including those in athletics ❏ Incorporate mandatory diversity & inclusion education during student orientation ❏ Reserve space in Understanding Diversity and similar courses for first year students who identify as being in a minority group ❏ Create table talk discussions with incoming freshmen to hear their concerns and experiences Support for Black Students, Faculty, and Staff: ❏ Conduct surveys following each semester that document the Black experience at Trinity ❏ Use results to sustain efforts and improvements for Black students, faculty, and staff ❏ Give class credit or financial compensation to students participating in the Diversity and Inclusion Task Force ❏ Account for the burdens being placed on these students

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❏ Conduct table talks to educate students on campus and within the community ❏ Discussions should include but are not limited to: Voting, Privilege, Black Lives Matter, Police Brutality, Racism, Changing Disparity at Trinity, etc. ❏ Create a channel to an autonomous office or body for faculty and staff to file grievances and communicate concerns ❏ Implement a professionalism course for historically marginalized student populations ❏ Create student support groups for lower and upper classmen ❏ Increase funding for Counseling Services ❏ Hire one Black therapist in Counseling Services ❏ Continue the For Us By Us meetings (Black practicum student is brought to Trinity to help discuss Black issues) ❏ Have Trinity athletics issue a statement acknowledging Black Lives Matter Changes to be made to Residential Life: ❏ Acknowledge the murder of George Floyd and the Black Lives Matter movement in a public statement ❏ Publicly apologize to the Black RAs who were fired last year ❏ Fill the two open positions in Residential Life with people of color ❏ Add Afro-Affinity Hall to the First Year Area, North Residence Hall or City Vista ❏ Expand the roommate matching survey to ask more questions about cultures and allyship ❏ Add diversity metrics when hiring new RA’s to the campus master plan ❏ Half of the RA’s should identify as a minority ❏ These statistics should be collected during RA hiring and the students should be placing themselves within these categories, not Residential Life staff identifying students as members of certain communities ❏ These diverse RA’s should be spread out strategically throughout all of the buildings (especially in lowerclassmen areas) Support for Alumni: ❏ Apologize publicly for the treatment they faced as students at the university ❏ Increase funding for reunions and programs ❏ More specific recommendations will follow upon communication with alumni

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From SGA President Jaelen Harris, notes from phone call June 6, 2020: 1. Mandatory required or strongly encouraged for faculty and staff to participate in diversity training (like the trainings that student leaders take before leading). a. Very important for the University to pick up on this activity b. Biggest thing that students want c. [Side bar--if/when the Office of D&I take over] 1.

Students from the class of 2024--two girls who didn’t see themselves in the university, even during the visits. Then current students repeated this. Majoring in STEM but no one in the department who looks like them. They don’t feel as comfortable approaching certain professors--a safe space where they feel like an equal learner. a. More Black faculty and staff b. DJA noted that it is faster to recruit staff c. DJA noted it is slower for faculty i. DJA brainstormed about how students could participate in a faculty interview to show genuine interest

1.

Interest in the search for Director of Student Diversity and Inclusion a.

Interest in participating in the search b.

Desire to see the office of the director grow so that it could run more programs

1.

Students still thinking about how to create a permanent foothold in East Side San Antonio

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APPENDIX D: TRINITY UNIVERSITY FACULTY STATEMENT IN SOLIDARITY WITH BLACK LIVES MATTER June 8, 2020 As educators, it is our duty to stand for social justice and to promote equity on our campuses, in our communities, and around the globe. We stand in solidarity with the Black Lives Matter movement and the protesters fighting against structural racism and police brutality. In the words of the Black Lives Matter mission statement: “By combating and countering acts of violence, creating space for Black imagination and innovation, and centering Black joy, we are winning immediate improvements in our lives.”

Systemic changes in our communities are desperately needed. Law enforcement agencies are permeated by structural racism, and add to the disproportionate incarceration, suffering, and death of Black people in the United States. Higher education is also plagued by and built on structural racism, and the experiences of Black students, faculty, and staff, particularly at predominantly white institutions (PWIs), involve significant barriers not faced by their white counterparts. Predominantly white institutions are not merely majority white, but tend to center whiteness and the experiences of white people. Black students, faculty, and staff face structural exclusion as well as overt racism and microaggressions, often alongside empty promises from their institutions, while receiving limited support and resources. These barriers and disparities result in lower levels of retention of Black staff, students, and faculty.

Trinity University is complicit in structural racism. We have heard Black students’ distress about racist treatment by Trinity community members and members of surrounding communities’ police forces. All too often, Black students, faculty, and staff leave due to lack of support from our campus community. On June 7, 2020, these concerns were powerfully presented in the joint statement from BSU, ASA, and TDC and we stand in support of this statement. These experiences demonstrate that we, as a community, are not living up to our stated values that “at Trinity, each and every person matters” and that “each individual is treated with thoughtful care and compassion.”

We as a faculty admit our own part in structural racism, and pledge to do better by incorporating anti-racist pedagogy and thinking in our classrooms, research, and service. These changes cannot be limited to “diversity and inclusion” measures, but must actively challenge white normativity and white supremacism.

We further call on our administration to stand with and for our Black community members by heeding the call to institute a formal review of policing policies and practices on campus with an eye toward shifting resources toward investment in our Black community; and to create a new, autonomous, executive-level position for Diversity, Equity, and Inclusion with a fully funded office and robust staff.

As Trinity University faculty, we support this mission and pledge to work as a campus to improve the lives of our Black community members.

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Signed, Sarah Beth Kaufman, Sociology & Anthropology Michele Johnson, Biology Erin Kramer, History Judith Norman, Philosophy Sarah E. Erickson, Communication Kathryn Vomero Santos, English Andrew Porter, English Dominic G. Morais, Business Administration Corina Maeder, Chemistry Josie Liu, Communication Christina Cooley, Chemistry Alexandra Gallin-Parisi, Library Deli Yang, School of Business Rita Urquijo-Ruiz, Modern Languages & Literatures Claudia Stokes, English Tianxi Dong, Finance & Decision Sciences Nels Christiansen, Economics Angela Tarango, Religion Ryan Davis, Chemistry Sussan Siavoshi, Political Science Carolyn Becker, Psychology Dany J. Munoz Pinto, Engineering Science Aaron Delwiche, Communication Adam Urbach, Chemistry Camille Reyes, Communication Wilson Terrell Jr., Engineering Science Erin Sumner, Human Communication and Theatre Amer Kaissi, Health Care Administration Kelly Grey Carlisle, English Diane Smith, Geosciences Chad Spigel, Religion Jacob K. Tingle, Business Administration Jennifer Mathews, Sociology and Anthropology Lanette Garza, Library Laura Allen, Education Ellen Barnett, Education Bethany Strunk, Biology 76

Brian Miceli, Mathematics Lauren Turek, History Jacquelyn Matava, Music Mario Gonzalez-Fuentes, Business Administration Debra J. Ochoa, Modern Languages and Literatures Gina Anne Tam, History David Rando, English Ed Schumacher, Health Care Administration Heather Haynes Smith, Education Jonathan King, Biology Jennifer Bartlett, First Year Experience Jennifer Rowe, First-Year Experience Patrick Keating, Communication Ruben Dupertuis, Religion Dennis Ugolini, Physics & Astronomy Carolyn True, Music Dan Lehrmann, Geosciences Jennifer Henderson, Communication Diane Persellin, Music Julie Persellin, Accounting Todd Barnett, History Chris Nolan, Library Greg Hazleton, English Benjamin Eldon Stevens, Classical Studies David Pooley, Physics & Astronomy Sarah K. Pinnock, Religion Sajida Jalalzai, Religion Richard K. Reed, Sociology and Anthropology Betsy Winakur Tontiplaphol, English Gregory M. Clines, Religion Kimberly Bauser McBrien, Religion Anne Jumonville Graf, Library Tyler Caldwell, Sport Management Ashley Douglass, Accounting Oscar Jimenez-Castellanos, Education Jie Zhang, Modern Languages and Literatures J Charlene Davis, Business Administration Maria Pia Paganelli, Economics 77

Andrew Kraebel, English Kathryn O’Rourke, Art and Art History Diana K. Young, Finance and Decision Sciences David Spener, Sociology & Anthropology Emma Treadway, Engineering Science Kevin P. McIntyre, Psychology Norma E. Cantú, Modern Languages and Literatures Christine Drennon, Urban Studies Tahir Naqvi, Sociology/Anthropology Kyralyssa Hauger-Sanchez, Chemistry Niescja Turner, Physics and Astronomy Orrin Shindell, Physics and Astronomy Nirav Mehta, Physics and Astronomy Victoria Aarons, English Corinne Pache, Classical Studies Roberto Prestigiacomo, HCom and Theatre Jorge Colazo, Finance and Decision Sciences Mauro Oliveira, Finance and Decision Sciences Nina Ekstein, Modern Languages and Literatures Paula Hertel, Psychology Kathleen Surpless, Geosciences Yu Zhang, Computer Science Alfred Montoya, Sociology & Anthropology Mel Webb, Philosophy Colleen Hoelscher, Library Jinli He, Modern Languages and Literatures Mark Lewis, Computer Science Heather Sullivan, Modern Languages and Literatures Willis Salomon, English Michael Hughes, Library Gary Seighman, Music James Ivy, First-Year Experience Patrick Shay, Health Care Administration Erwin Cook, Classics Dania Abreu-Torres, Modern Languages and Literatures Rocío Delgado, Education Jim Bohnsack, Health Care Administration Nicole Marafioti, History 78

Ana MarĂ­a Mutis, Modern Languages and Literatures Jason Johnson, History Seongwon Choi, Health Care Administration Jack Leifer, Engineering Science Kelly Lyons, Biology David Heller, Music Bea Caraway, Library Kah-Chung Leong, Psychology Christina Wirsching, Urban Studies/Sociology and Anthropology Rosa Aloisi, Political Science Chia-wei Lee, Music Cosby Lindquist, Art & Art History Bryce Turner, Music Angela Breidenstein, Education Kim Robertson, Business Administration Elaine Wong, Psychology Rebecca Densley, Communication Curtis Brown, Philosophy Charles B White, Psychology Richard J Salvucci, Economics Eliseo Iglesias, Engineering Science Nanette Le Coat, Modern Languages and Literatures Rachel Joseph, Human Communication and Theatre Sheng Tan, Computer Science Suning Zhu, Finance and Decision Sciences Scott Neale, Human Communication and Theatre E Cabral Balreira, Mathematics Grant Hardaway, Library Shage Zhang, Finance and Decision Sciences Laura Hunsicker-Wang, Chemistry David Hough, Physics & Astronomy Eva Pohler, Entrepreneurship Kyle Gillette, HCOM and Theatre Stacey Connelly, Human Communication and Theatre Yen-Hsin Chen, Political Science Katsuo Nishikawa ChĂĄvez, Political Science Nathan Stith, Human Communication and Theatre J. Maxey, Finance and Decision Sciences 79

Shana McDermott, Economics Luis Martínez, Entrepreneurship Yinshi Lerman-Tan, Art and Art History Peter O’Brien, Political Science Mark B. Garrison, Art and Art History John McGrath, Human Communication and Theatre Jenny Browne, English Benjamin Sosnaud, Sociology & Anthropology Tim O’Sullivan, Classical Studies Carol Yoder, Psychology Kimberley Phillips, Psychology Kim Robertson, Business Administration Dante Suarez, Finance and Decision Sciences Elizabeth Ward, Art and Art History Cara H. Wright, Esq., Sport Management Ben Surpless, Geosciences Stephen Perez, Information Technology Services Matthew D. Milligan, Religion Ronni Gura Sadovsky, Philosophy Rosana Blanco-Cano, Modern Languages and Literatures Marilyn Wooten, Chemistry Hoa Nguyen, Mathematics Gerard Beaudoin, III, Biology Katherine A. Troyer, The Collaborative for Learning and Teaching Mark Covey, Music Adam Schreiber, Art and Art History Matthew Hibbs, Computer Science Jennifer Steele, Physics and Astronomy Paul Myers, Computer Science Carlos Martinez, Business Administration Benjamin Harris, Library Stephen Field, Modern Languages and Literatures Harry Wallace, Psychology Andrew C. Hansen, HC&T Michael Fischer, English Oralia T. Carrillo, Tiger Card Office Berna Massingill, Computer Science Jessica Halonen, Art and Art History Ruth Jungman, Computer Science 80

Douglas Brine, Art & Art History Seth Fogarty, Computer Science Jane Childers, Psychology Amy L. Stone, Sociology and Anthropology D. Rose Bradley, Computer Science Richard Ongkiko, Computer Science J. Roberto Hasfura B., Mathematics James Shinkle, Biology John R. Hermann, Political Science John Huston, Economics Kurt Knesel, Geosciences Emilio de AntuĂąano, History Andrew Kania, Philosophy Anene Ejikeme, History

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APPENDIX E: BENCHMARKING OF DIVERSITY, EQUITY AND INCLUSION OFFICES/DEPARTMENTS/CENTERS AT PEER AND ASPIRANT INSTITUTIONS Data compiled and summary provided by Michelle Byrne Director of Institutional Effectiveness and Assessment, Office of Institutional Research and Effectiveness Summary: Sixty-seven peer and aspirant schools were studied to understand the organizational structure of offices or departments of diversity, equity and inclusion (DEI). All but one has some visible office, department, committee or collection of departments supporting DEI. 30 institutions had a direct report to the president, while 33 did not. Of our aspirant schools, 11 had a direct report while 9 did not. Of our peer schools, 19 had a direct report and 24 did not. The 3 remaining schools either did not have an office/position or it was unclear from the website.

The average number of FTE's is 3.8. The mean is 3 and the mode is 1.

It's important to note that some institutions include several different departments in the DEI office such as accessibility services and spiritual life. Others may have a single office for DEI that works in conjunction with the other offices, but they are not officially in the DEI office.

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Institution Name

Table 1. Benchmarking data from Trinity University’s Aspirant Institutions Multicultural Center or Diversity Office

Staffing

Total FTE

Direct Report to President?

Relevant Web Page

mherst ollege

Office of Diversity and Inclusion

5 FTE (1 CDO, 2 Directors, 2 Admin)

5

Y

https://www.amherst.edu/amherststory/diversity/office-of-diversity-inclusion

arnard ollege

Office of the Vice President for Diversity, Equity & Inclusion

2 FTE (1 VP, 1 Admin)

2

Y

https://barnard.edu/diversity-equityinclusion-mission

ates College

Office of Equity & Inclusion

3 FTE (1 VP, 1 Director, 1 Admin)

3

Y

https://www.bates.edu/equity-inclusion/

owdoin ollege

Office of Inclusion & Diversity

2 FTE (1 Senior VP, 1 Admin)

2

Y

https://www.bowdoin.edu/oid/staffdirectory/index.html

Vice President for Student Life & Dean of Students

11 FTE (VP and 10 FTE reporting in four centers: Disability Services, Gender and Sexuality Center, Intercultural & International Life, TRIO. 4 Directors, 5 AD, 1 Advisor, 1 Specialist, 1 Admin)

11

Y

https://www.carleton.edu/cedi/

aremont cKenna ollege

CARE Center

3 FTE (1 Assoc VP for Diversity & Inclusion, 1 Assoc Dean, 1 Admin)

3

N

https://www.cmc.edu/care-center/meet-ou staff

olby College

5 Centers or Programs (Pugh Center, Gender & Sexual Diversity Program, Religious & Spiritual Life, International Students, First Gen)

1 FTE (position open Dean of Diversity, Equity & Inclusion)

1

N

https://www.colby.edu/diversity/

arleton ollege

83

olgate niversity

Office of Equity and Diversity (in Provost's office)

5 FTE (2 Assoc Provost, 1 Executive Director, 1 Data analyst, 1 Admin)

5

N

https://www.colgate.edu/about/officescenters-institutes/provost-and-deanfaculty/equity-and-diversity

avidson ollege

Center for Diversity & Inclusion

1 FTE (1 Assistant Dean of Students for Diversity and Inclusion)

1

N

https://www.davidson.edu/offices-andservices/diversity-and-inclusion/staff

rinnell ollege

Office of Diversity & Inclusion

2 FTE (Chief Diversity Officer, Associate Vice President for Diversity and Inclusion and Senior Advisor to the President, 1 Admin)

2

Y

https://www.grinnell.edu/about/officesservices/diversity-inclusion

amilton ollege

Days-Massolo Center

2 FTE (1 Director, 1 AD)

2

N

https://www.hamilton.edu/about/diversity dmc/mission-and-principles

averford ollege

Office of Multicultural Affairs

3 FTE (Dean for Diversity & Community, 1 Director, 1 Admin)

3

N

https://www.haverford.edu/multiculturalaffairs/contacts-staff

iddlebury ollege

Office of Institutional Diversity, Equity, & Inclusion

4 FTE (1 CDO, 1 Director, 1 Coordinator, 1 Admin)

4

Y

https://www.middlebury.edu/office/diversi y-equity-inclusion

omona ollege

https://www.pomona.edu/administration/d versity-pomona

mith College

Office for Equity and Inclusion

8 FTE (1 VP, 1 Dean, 2 Directors, 1 Assist Director, 1 coordinator, 1 Trainer, 1 Assist to VP)

warthmore ollege

Office of Inclusive Excellence & Community Development

1 FTE (Assistant Vice President and Dean of Inclusive Excellence and Community Development)

84

8

Y

https://www.smith.edu/about-smith/equity inclusion

1

N

https://www.swarthmore.edu/diversityinclusion-and-community-development

niversity of ichmond

Inclusive Excellence

assar College

Engaged Pluralism Initiative

Washington nd Lee niversity

Wellesley ollege

Wesleyan niversity

Williams ollege

1 FTE (Senior Administrative Officer)

1

Y

https://president.richmond.edu/inclusiveexcellence/index.html

https://engagedpluralism.vassar.edu/

Office of Inclusion & Engagement

6 FTE (1 Dean, 3 Directors, 1 Coordinator, 1 Minister)

6

N

https://my.wlu.edu/office-of-inclusion-andengagement

Office of Inclusion & Engagement

9 FTE (1 Assoc Dean, 3 Assist Dean, 1 Director, 3 Coordinators, 1 Admin)

9

N

https://www.wellesley.edu/studentlife/inte cultural

Office for Equity & Inclusion

6 FTE (1 VP, 1 AVP, 2 Directors, 2 Assist Directors)

6

Y

https://www.wesleyan.edu/inclusion/

The Office of Institutional Diversity, Equity and Inclusion

10 FTE (1 VP, 3 AVP, 1 Assoc Dean, 2 Directors, 1 Coordinator, 1 Dialogue Facilitator, 1 Admin)

10

Y

https://diversity.williams.edu/what-we-do/

85

Institution Name

Table 2. Benchmarking data from Trinity University’s Peer Institutions Total FTE

Direct Report to President?

Office for Diversity, Equity and Inclusion

7 FTE (1 VP, 2 Directors, 1 AD, 1 Student Adviser, 2 Admin)

7

Y

https://www.augustana.edu/aboutus/offices/diversity-equity-inclusion

Inclusion & Diversity Committee

1 FTE (Director of Student Success, reports to VP of Academic Affairs and Dean of Students)

1

N

https://www.austincollege.edu/about/inclu on-diversity/

eloit College

Student Success, Equity & Inclusion

2 FTE (1 Associate dean, Student Success, 1 Equity and Community Office Coordinator)

2

N

https://www.beloit.edu/offices/studentsuccess-equity-community/

ryn Mawr ollege

Pensby Center for Community Development and Inclusion

5 FTE (1 Assoc Dean, 1 Assist Dean, 1 Director, 1 Chaplain, 1 Admin)

5

N

https://www.brynmawr.edu/pensby/staff

ucknell niversity

7 centers/departments (Accessibility, International Students, Multicultural, Title IX, First Generation Students, LGBTQ, Religious & Spiritual, Women's Resource)

14 FTE (7 centers/dept.: 5 Directors, 5 Coordinators, 1 Specialist, 1 AD, 1 Chaplain, 1 Program Assistant)

14

N

https://www.bucknell.edu/lifebucknell/diversity-equity-inclusion

entre College

Diversity Office

3 FTE (1 VP, 1 Director, 1 AD)

3

Y

https://www.centre.edu/diversity-at-centre

ollege of the oly Cross

Office of Diversity, Equity and Inclusion

3 FTE (1 Assoc Provost, 1 Director, 1 Admin)

3

N

https://www.holycross.edu/diversity-andinclusion/office-diversity-equity-andinclusion

olorado ollege

Senior Associate Dean for Equity, Inclusion, and

3 FTE (2 Sr. Assoc Dean, 1 Director)

3

N

https://www.coloradocollege.edu/other/an racism-initiative/

ugustana ollege

ustin College

Multicultural Center or Diversity Office

Staffing

86

Relevant Web Page

Faculty Development, Senior Associate Dean of Students for Equity and Inclusion/Director of the Butler Center, Director of Diversity, Equity, and Inclusion for Staff

onnecticut ollege

The Office of the Dean of Institutional Equity and Inclusion

7 FTE (1 Dean, 1 Assoc Dean, 1 Program Coordinator, 3 Directors, 1 Admin)

7

Y

https://www.conncoll.edu/equity-inclusion/

enison niversity

Associate Provost for Diversity

1 FTE (Assoc Provost)

1

N

https://denison.edu/academics/provost/div rsity-in-academics

ePauw niversity

Center for Diversity & Inclusion

4 FTE (1 VP/CDO, 1 Assistant Director, 1 Coordinator, 1 Admin)

4

Y

https://www.depauw.edu/academics/cente s/cdi/cdi-leadership/

ickinson ollege

Office of Equity & Inclusivity

5 FTE (5 Center Directors)

5

N

https://www.dickinson.edu/homepage/124 /the_landis_collective

arlham ollege

Office of Diversity & Inclusion

ranklin and arshall ollege

Office of Diversity & Inclusion

1 FTE (VP for Diversity)

1

Y

https://www.fandm.edu/news/latestnews/2020/07/09/hathaway-namedinaugural-vice-president-for-diversity-equity and-inclusion

urman niversity

(unclear if there is a centralized office)

1 FTE (CDO)

1

Y

https://www.furman.edu/people/michael-e jennings

ustavus dolphus ollege

Center for Inclusive Excellence

2 FTE (1 Director, 1 AD)

2

N

https://gustavus.edu/diversity/index.php

endrix ollege

Office for Diversity & Inclusion

1 FTE (VP/CDO)

1

Y

https://www.hendrix.edu/diversity/

ope College

Center for Diversity & Inclusion

3 FTE (1 Assoc Dean, 1 AD, 1 Program Coordinator and Admin)

3

N

https://hope.edu/offices/center-diversityinclusion/staff.html

87

linois Wesleyan niversity

Office for Diversity & Inclusion

2 FTE (1 Director, 1 Outreach Coordinator)

2

N

https://www.iwu.edu/studentdiversity/ODI-staff.html

enyon College

Office of Diversity, Equity and Inclusion

3 FTE (1 Assoc Provost, 1 Assoc Dean, 1 Assoc Director 1 Admin)

3

N

https://www.kenyon.edu/aboutkenyon/diversity-at-kenyon/odei/odei-staff

nox College

Center for Intercultural Life

3 FTE (1 Assistant Dean, 1 AD, 1 Program Coordinator)

3

N

https://www.knox.edu/offices/intercultural life

afayette ollege

Intercultural Development

6 FTE (1 Director, 3 ADs, 1 Support Fellow, 1 Admin)

6

N

https://intercultural.lafayette.edu/staff/

awrence niversity

Diversity & Intercultural Center

3 FTE (1 Assistant Dean, 2 Coordinators)

3

N

https://www.lawrence.edu/students/divers y

Department of Multicultural Life

5 FTE (1 Dean, 1 Assistant Dean, 1 Director, 1 Assistant Director, 1 Dept Coordinator)

5

N

https://www.macalester.edu/multiculturalli e/#/0

Office of Equity & Inclusion

3 FTE (1 VP/CDO, 1 Director, 1 Coordinator)

3

Y

https://www.mtholyoke.edu/diversity/equi y-and-inclusion-staff

berlin College

Office of Equity, Diversity & Inclusion

7 FTE (1 Director, 2 Assoc Dean, 1 Assist Dean, 1 Program Coordinator, 1 Director of Campus Safety, 1 Head Volleyball Coach)

7

N

https://www.oberlin.edu/equity-diversityinclusion

ccidental ollege

Intercultural Community Center

3 FTE (1 CDO, position currently unfilled, 1 Director, 1 Assistant)

3

Y

https://www.oxy.edu/about-oxy/diversityinclusion/intercultural-community-center

eed College

Office for Institutional Diversity

2 FTE (1 Dean, 1 Assist Dean)

2

Y

https://www.reed.edu/institutional_diversit /

acalester ollege

ount Holyoke ollege

88

hodes College

2 FTE (1 VP/CDO, 1 Dean of Faculty Recruitment, Retention, and Diversity)

2

Y

https://www.rhodes.edu/student-life/getinvolved/inclusion

ewanee-The niversity of he South

Office of Multicultural Affairs

1 FTE (1 Director)

1

N

https://new.sewanee.edu/offices/thecollege-of-arts-sciences-offices/studentlife/office-of-multicultural-student-services/

kidmore ollege

Center for Equity & Inclusion (in progress, being built)

1 FTE (Vice President for Strategic Planning and Institutional Diversity)

1

Y

https://www.skidmore.edu/news/2020/02 4-thecenter.php

outhwestern niversity

Office of Diversity Education

1 FTE (Assistant Dean for Student Multicultural Affairs)

1

N

Lawrence niversity

The Office of the Associate Dean for Diversity and Inclusion

1 FTE (1 Assoc Dean)

1

N

https://www.stlawu.edu/diversity-andinclusion

Taylor Center for Equity & Inclusion

4 (1 VP for Equity & Inclusion, 1 Director, 1 AD, 1 Coordinator)

4

Y

https://wp.stolaf.edu/equity-inclusion/

Center for Diversity and Inclusion

3 FTE (1 CDO, 1 Dean, 1 Coordinator)

3

Y

https://www.susqu.edu/campuslife/student-and-campus-services/center-fo diversity-and-inclusion

Center for Diversity and Inclusion

10 FTE (1 Chief Diversity, Equity and Inclusion Officer, 4 Directors, 1 Assist Dir, 2 Coordinators, 1 Minister, 1 Admin)

10

Y

https://www.wooster.edu/offices/cdi/

rinity College

Diversity, Equity & Inclusion

7 FTE (1 VP, 4 Directors, 2 Coordinators)

7

Y

https://www.trincoll.edu/diversity-equityinclusion/who-we-are/

nion College

Office of Diversity & Inclusion

1 FTE (Assist Dean)

1

N

https://www.union.edu/campus-diversityinclusion

Olaf College

usquehanna niversity

he College of Wooster

89

niversity of allas

Office of Multicultural Affairs

Washington & fferson ollege

Office of Diversity & Leadership Initiatives

1 FTE (Director)

1

N

https://www.washjeff.edu/studentlife/diversity-leadership-initiatives/

Washington ollege

Office of Intercultural Affairs

1 FTE (Diversity Liaison)

1

Y

https://www.washcoll.edu/people_departm nts/offices/intercultural-affairs/index.php

Wheaton ollege (IL)

The Office of Multicultural Development

2 FTE (Chief Intercultural Engagement Officer, 1 Director)

2

Y

https://www.wheaton.edu/aboutwheaton/why-wheaton/wheatonstories/office-of-multicultural-development/

Wheaton ollege (MA)

Diversity, Equity & Inclusion

3 FTE (1 Assoc Provost, 1 Deans)

3

N

https://wheatoncollege.edu/about-wheaton college/diversity-equity-inclusion/

Whitman ollege

Office of Diversity, Equity & Inclusion

5 FTE (1 VP, 1 Director, 1 Assoc Director, 1 Chaplain, 1 Admin)

5

Y

https://www.whitman.edu/campuslife/diversity

Wofford ollege

Office of Diversity and Inclusion

3 FTE (1 Dean, 1 Assist Dean, 1 Coordinator)

3

N

https://www.wofford.edu/about/diversityequity-and-inclusion

90

APPENDIX F: HEDS DIVERSITY AND EQUITY CAMPUS CLIMATE SURVEY Note: The appendices referenced in this section are not provided in the Task Force Final Report.

ABSTRACT In Spring 2019, Trinity University participated in the HEDS Diversity and Equity Campus Climate survey. The survey measured perceptions and experiences of students, faculty, and staff for four key indicators: campus climate, institutional support, disparaging or insensitive comments, and harassment or discrimination. Each of these indicators was analyzed according to five groups: campus role, gender, race/ethnicity, sexual orientation, and political affiliation. Results show that Trinity was similar in many ways to Other Participating Small Institutions (OPSI). Also, faculty and staff tended to have more positive perceptions of most measures than students did. Trinity was strongest in the areas of campus climate and institutional support. Recommendations include further research into areas of concern such as satisfaction with the campus experience and creating a campus free from tensions, among others.

INTRODUCTION Over the past several years, Trinity has emphasized the importance of diversity, equity, and inclusion (DEI). In early Spring 2018, Trinity University expanded the Director for Diversity and Inclusion role to include a) leading a comprehensive review of DEI on Trinity campus; b) establishing a DEI physical space for students, faculty, staff, and administrators to gather; and, c) selecting an instrument to measure the campus climate for DEI. The HEDS Diversity and Equity Climate survey was chosen as the instrument. This was approved by the Director for Diversity and Inclusion, senior leadership, and the University Diversity and Inclusion committee, which consists of faculty, staff, and students.

According to the HEDS Consortium, the HEDS Diversity and Equity Campus Climate Survey (HEDS DECCS) asks students, faculty, staff, and administrators about their ● perceptions of their institution’s diversity and equity climate, ● perceptions of how their institution supports diversity and equity, and ● experiences with discrimination and harassment at their institution.

Survey Process The HEDS DECCS was administered to 52 institutions in either the Spring of 2018 or Spring of 2019; further details and a list of participating institutions can be found in Appendix A. Trinity University administered the HEDS DECCS between February 11‐ March 1, 2019. The survey was distributed to the entire campus community of 3,468 individuals: 367 faculty, 589 staff/administrators, and 2,512 students via an email survey weblink. 183 faculty (49.9%), 269 staff/administrators (45.7%), and 673 students (26.8%) responded to the survey for an overall response rate of 32.4%. Trinity’s response rate was higher than the average HEDS participating institution.

HEDS aggregated survey question results into four overarching key indicators: (a) campus climate for diversity and equity; (b) institutional support for diversity and equity; (c) insensitive or disparaging remarks; and (d) experiences of discrimination and harassment.

This report focuses on key findings within these four key indicators.

HEDS designated schools with fewer than 4,000 undergraduate students as small institutions and schools with 4,000 or more undergraduate students as large institutions. For this report, small institutions were used as the comparison group.

Because some demographic groups had small numbers of respondents, HEDS collapsed certain groups.

As a result, race/ethnicity was combined into either a) “U.S. white,” “U.S. persons of color,” and “international” or b) “white” and “persons of color” (depending on the analyses and available data).

Additionally, sexual orientation was collapsed into two groups: heterosexual and LGB+. The collapsing of these variables protects individual identity. At Trinity’s request, HEDS provided the results of some survey questions by specific race/ethnic groups. Where available, those results are included in this report.

The terms used for different demographic groups are taken from the HEDS survey.

In terms of race and ethnicity, the demographics of the respondents are similar to the overall demographics of the Trinity community. However, women responded at a higher rate than men. Trinity does not track sexual orientation or political affiliation, so it's difficult to determine if those areas reflect the greater Trinity population.

Survey Respondent Demographics

Figure 1. Race/Ethnicity

92

Figure 2. Gender

Figure 3. Political Affiliation Sexual Orientation The percentage of respondents who identified with a sexual orientation other than heterosexual was 32.2% for students, 12.7% for faculty, and 8.9% for staff/administrators. To see a detailed description of responses, see Appendix B.

93

Figure 4. Sexual Orientation SURVEY FINDINGS The following analysis is organized by (a) overall diversity and equity findings; (b) Trinity compared to other similar institutions; (c) four overarching key indicators; and (d) emerging themes and recommendations. This report primarily focused on areas where the most significant or relevant findings arose. For additional survey details or questions, contact the Office of Institutional Research and Effectiveness or the Vice President for Student Life.

A. OVERALL DIVERSITY AND EQUITY As previously mentioned, HEDS developed survey questions within four key indicators: campus climate for diversity and equity, institutional support for diversity and equity, insensitive or disparaging remarks, and discrimination or harassment. The survey questions were rated on a 5�point Likert Scale. Overall, Trinity fares similarly to other institutions (small and large) in all four key indicators. When compared only to other small institutions, Trinity has slightly higher levels of satisfaction with campus climate for diversity and equity but reported higher rates of hearing disparaging or discouraging remarks.

94

Figure 5. Four Key Indicator Scores for DEI Note. HEDS completed an inverse scale for insensitive or disparaging remarks, and discrimination or harassment, which are reflected in orange above.

B. TRINITY UNIVERSITY (TU) COMPARED TO OTHER PARTICIPATING SMALL INSTITUTIONS (OPSI) HEDS compared Trinity’s performance of the four key indicators--campus climate, institutional support, insensitive/disparaging remarks, and experiences of discrimination or harassment--to other small institutions. Each of the indicators was further analyzed for significant differences according to role, gender, race/ethnicity, sexual orientation, and political affiliation. See Appendices C1, D1, E1, and F1.

Strength refers to a medium or large difference, indicating a more positive experience as compared to OPSI. Challenge refers to a medium or large difference, indicating a more negative experience as compared to OPSI. Key Indicator 1: Campus Climate for Diversity and Equity Strengths: Several groups scored the overall campus climate on average higher than OPSI. Of employee groups, staff and administrators; men and women; US white and US persons of color; heterosexual and LBG+ respondents; and conservative, middle of the road, and far left respondents indicated a medium or large difference in compared scores. Of student groups, international students indicated a large difference in score as compared to OPSI.

95

Challenges: Other groups indicated a more negative perception of the campus climate than those at OPSI. Specifically, African American/Black and South Asian and lesbian respondents indicated a medium difference compared to other institutions.

Key Indicator 2: Institutional support Strengths: Of employee respondents, U.S. persons of color, LGB+, and conservatives all indicated a medium or high difference compared with OPSI, meaning a more positive perception of institutional support. Of student respondents, international students reported a medium difference.

Challenges: Most of the challenges in this indicator come from student groups. Female students, African American/Black, South Asian, U.S. persons of color, lesbian and liberal students all indicated a medium or high level of negative perceptions of institutional support compared with OPSI. Key Indicator 3: Insensitive or disparaging remarks Strengths: Administrators and employees identifying as far left and conservative were least likely to respond that they heard insensitive or disparaging remarks. When compared to OPSI, the differences were at medium or high levels.

Challenges: Among both students and employees, African American/Black, South Asian, and lesbian employees were more likely to indicate they heard such remarks at medium to high levels as compared with OPSI. Key Indicator 4: Harassment or discrimination Strengths: Of all respondents, Asian Americans and Latin Americans say they experience fewer incidents of harassment or discrimination as compared to OPSI. Challenges: South Asian students and employees indicated experiencing more incidents of harassment or discrimination than peers at OPSI.

96

C. TRINITY RESULTS FOR KEY INDICATORS For all indicators, perspectives varied by respondents. The following highlights for each indicator reflect items that either showed the widest differences between groups or were a notable finding from either a positive or negative perspective.

Key Indicator 1: Campus Climate for Diversity and Equity Specific data tables can be found in Table 1, Appendix C1, and Appendix C2.

Findings by Group Overall, of the four key indicators, campus climate for diversity and equity had the most favorable score. See Figure 5 previously illustrated.

Role. In general, students, faculty, and staff/administrators all responded favorably by indicating they were either “very satisfied” or “generally satisfied” with the overall campus climate related to diversity and equity (Table 1).

Staff/administrators respondents had more positive perspectives of campus climate for diversity and equity than undergraduate students. Faculty scores fell in the middle.

Students responded least favorably to the campus experience regarding diversity.

Faculty and staff/administrators rated the extent to which you feel all community members experience a sense of belonging or community lowest.

Race/ethnicity. International individuals rated campus climate for diversity and equity the highest, followed by U.S. white individuals, and U.S. persons of color.

Only 18% of U.S. students of color were “very satisfied” or “generally satisfied” with the overall campus climate, compared to 32% of white students, and compared to 49% of employees of color.

Sexual orientation. Heterosexual individuals rated campus climate for diversity and equity higher than LGB+ individuals.

Only 17% of LGB+ students were “very satisfied” or “generally satisfied” with the overall campus climate. However, 40% of LGB+ employees were “very satisfied” or “generally satisfied” with the overall campus climate (Appendix C1).

Gender. Women reported a less positive perception of campus climate for diversity and equity than their male peers. However, non‐binary individuals were the least satisfied of all gender groups. Only five percent of non‐ binary students were “very satisfied” or “generally satisfied” with the overall campus climate at Trinity (Appendix C2).

Political affiliation. Conservatives rated campus climate highest, followed by middle‐of‐the‐road, and then liberal respondents. Responses indicate conservatives and middle‐of‐the‐road individuals are more satisfied with the campus climate for diversity and equity than liberal individuals (Appendix C2).

Frequencies for Statements in the Campus Climate for Diversity and Equity Indicator Trinity University Students n

%

Faculty n

%

Staff/Admini ors n

%

Please indicate your level of satisfaction with the following at Trinity University. (Q1) Overall campus climate

Very or Generally Satisfied

500

74%

143

79%

230

86

Total

672

100%

182

100%

268

10

The campus experience/environment regarding diversity at Trinity University

Very or Generally Satisfied

300

45%

109

60%

184

69

Total

673

100%

182

100%

268

10

The extent to which you experience a sense of belonging or community at Trinity University

Very or Generally Satisfied

437

65%

130

71%

205

76

Total

673

100%

182

100%

268

10

The extent to which you feel all community members experience a sense of belonging or community at Trinity University

Very or Generally Satisfied

250

37%

81

45%

164

61

Total

672

100%

182

100%

268

10

Table 1. Frequencies for Campus Climate – Key Indicator One.

98

Key Indicator 2: Institutional Support Specific data tables can be found in Table 2, Appendix D1, and Appendix D2.

Findings by Group Respondents answered more favorably on items related to campus climate for diversity and equity, but less favorably on items regarding the institutional support for campus diversity and equity. See Figure 5 previously illustrated.

Role. Concerning institutional support, respondents in all roles marked “senior leadership demonstrates a commitment to diversity and equity on this campus” more favorably than they did on the other survey questions related to institutional support. Students (42%), faculty (70%), and staff/administrators (68%) responded “strongly agree” or “agree.” (Table 2).

Undergraduate students reported much lower perceptions of institutional support than staff. Faculty scores fell in the middle (Appendix D2).

Race/ethnicity. International individuals rated institutional support for diversity and equity the highest, followed by U.S. white individuals, and U.S. persons of color. Only six percent of students of color answered "agree" or "strongly agree" for questions centered around institutional support, compared to 30% of employees of color.

Only four percent of African American/Black respondents and seven percent of South Asian respondents answered “agree” or “strongly agree” for questions centered around institutional support for diversity and equity (Appendix D1).

Sexual orientation. Heterosexual respondents had a more positive view of institutional support than LGB+ respondents (Appendix D2). When disaggregating LGB+ groups, heterosexual and gay respondents showed the highest scores (20% and 19%, respectively) for selecting “agree” or “strongly agree" related to institutional support for diversity and equity. The respondents in the Asexual, Bisexual, Queer, and Questioning categories had the lowest scores (6%, 6%, 6%, and 4%, respectively).

Only six percent of LGB+ students responded “agree” or “strongly agree” to questions concerning institutional support (Appendix D1).

Gender. Women reported a less positive perception of campus climate for diversity and equity than their male peers. Similar to answers about campus climate, non‐binary individuals were the least satisfied of all gender groups (Appendix D2).

Political affiliation. Like answers about campus climate, conservatives rated institutional support the highest, followed by middle‐of‐the‐road, and then liberal individuals. Students and employees who identified as liberal perceived lower institutional support than students and employees who identify as conservative (Appendix D1).

99

Frequencies for Statements in the Institutional Support for Diversity and Equity Indicator Trinity University Students n

%

Faculty n

%

Staff/Adminis ors n

%

Please indicate your level of agreement with each of the following statements about Trinity University. (Q The campus environment is free from Strongly Agree or tensions related to individual or Agree group differences.

Total

197

29%

63

35%

128

48

672

100%

181

100%

268

10

Recruitment of historically marginalized students, faculty, and staff is an institutional priority.

Strongly Agree or Agree

232

35%

101

55%

144

54

Total

672

100%

182

100%

268

10

Retention of historically marginalized students, faculty, and staff is an institutional priority.

Strongly Agree or Agree

235

35%

93

51%

137

51

Total

671

100%

182

100%

267

10

Senior leadership demonstrates a commitment to diversity and equity on this campus.

Strongly Agree or Agree

284

42%

127

70%

181

68

Total

673

100%

182

100%

267

10

Table 2. Frequencies for Institutional Support – Key Indicator Two.

100

Key Indicator 3: Disparaging or Insensitive Remarks Specific data tables can be found in Appendix E2‐E4.

Findings by Group Role. Undergraduate students reported hearing disparaging remarks more often than faculty or staff/administrators.

For students, other students were reported as the primary source of the insensitive or disparaging remarks made (66% responded hearing students make insensitive or disparaging remarks about other students often or very often). Faculty were more likely than staff/administrators to indicate that undergraduates were the source of insensitive or disparaging remarks. Faculty were also more likely than undergraduate students and staff/administrators to indicate that faculty were the source of insensitive or disparaging remarks. Last, faculty were less likely than undergraduate students to indicate that staff/administrators were the source of insensitive or disparaging remarks at least some of the time. (Appendix E3).

The topics of the insensitive or disparaging remarks noted most often were about ● people with a particular political affiliation (students at 55%, faculty at 27% and staff at 23%), ● an individual’s race and ethnicity (students at 21%, faculty at 4%, and staff at 4%), ● sexual orientation (students at 15%, faculty at 2%, and staff at 2%), and ● gender identity (students at 19%, faculty at 5%, and staff at 3%).

At least 75% of all role groups reported rarely or never hearing remarks regarding individuals with a disability (Appendix E3).

Race/ethnicity. International individuals reported the lowest levels of hearing insensitive or disparaging remarks, followed by US white individuals, and then US persons of color (Appendix E2).

Students of color reported hearing insensitive or disparaging remarks about each of the following groups more often than white students: ● people of a particular racial and/or ethnic identity (31% compared to 12%), ● people of a particular socioeconomic background (18% compared to 12%), ● immigrants (20% compared to 9%), and ● people for whom English is not their native language (15% compared to 4%).

Faculty of color indicated that they heard more insensitive or disparaging remarks than white faculty about ● people who have a particular racial and/or ethnic identity (11% compared to 1%), ● people from a different socioeconomic background (11% compared to 2%) (Appendix E4).

Sexual orientation. Heterosexual individuals reported hearing fewer insensitive or disparaging remarks than LGB+ individuals (Appendix E2). LGB+ students reported that other students were the most common source of insensitive or disparaging remarks (76%) (Appendix E4).

Gender. Non‐binary individuals reported hearing the most insensitive or disparaging remarks, followed by women. Men were less likely than either group to report hearing such remarks (Appendix E2).

101

Political affiliation. Liberal individuals reported hearing insensitive or disparaging remarks more than middle of the road and conservative individuals (Appendix E2).

Key Indicator 4: Discrimination and/or Harassment Key Findings Specific data tables can be found in Appendix F1‐F4.

Findings by Group The following groups experienced the highest levels of discrimination and harassment (for all respondents): ● South Asian (53%), African American/Black (38%), Asian (33%), and ● Lesbian (48%), Questioning (37%), Bisexual (36%) Role. With respect to discrimination and/or harassment, 28% of students, 26% of faculty, and 13% of staff/administrators reported “ever being discriminated against” on Trinity campus or a university affiliated facility. When asked if “the process for investigating acts of discrimination or harassment at TU is clear,” faculty (45%) and staff/administrators (56%) were more likely to respond “agree” or “strongly agree” than students (24%) (Appendix F3).

Students. Students who reported having experienced discrimination or harassment at Trinity were more likely than faculty or staff/administrators to indicate that the characteristics targeted were ● race/ethnicity (28% of undergraduates responding often or very often compared to 9% of employees), ● gender identity (17% compared to 12%), or ● political affiliation (18% compared to 8%) (Appendix F3).

The forms of discrimination or harassment most commonly reported by students include: ● being ignored (62%), ● hearing derogatory remarks (61%), and ● being stared at (58%).

Less common but more severe forms of discrimination or harassment also reported by students were ● sexual violence (27%), ● being intimidated or bullied (24%), and ● fearing for physical safety (17%).

The locations where students reported experiencing the most discrimination or harassment were ● on‐campus housing (54%), ● classrooms (49%), and ● dining halls, recreational spaces, or athletic facilities (45%).

Similar to insensitive or disparaging remarks, the most commonly reported source of discrimination or harassment for students was other students (93%), followed by faculty (35%) (Appendix F2).

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Faculty. The forms of discrimination most commonly reported by faculty were ● being ignored (62%), ● being the subject of derogatory remarks (48%), and ● being intimidated/bullied (48%).

As with insensitive or disparaging remarks, the most commonly reported source of discrimination or harassment for faculty was other faculty (76%), followed by students (48%) and then administrators (19%) (Appendix F2).

Staff/administrators. Staff/administrators (21%) were more likely than students (4%) or faculty (6%) to indicate that they have experienced age or generation repeated discrimination or harassment at Trinity (Appendix F3). The forms of discrimination most commonly reported by staff/administrators were ● being ignored (79%), ● derogatory remarks (53%), and ● being intimidated/bullied (37%).

The most commonly reported source of discrimination or harassment for staff/administrators was other staff (63%) and administrators (37%), followed by faculty (32%) (Appendix F2).

Gender. Non‐binary individuals (35%) reported the greatest levels of discrimination or harassment, followed by women (27%) and then men (18%) (Appendix F2).

Race/ethnicity. US white individuals (21%) reported the lowest level of discrimination or harassment, followed by international individuals (22%), and then US persons of color (28%) (Appendix F2).

Students of color were more likely than white students to report ● experiences of discrimination on the basis of race/ethnicity and immigration status (15% compared to 2%), ● being stared at (18% compared to 7%), ● being singled out (8% compared to 3%), and ● being profiled (16% compared to 4%).

Students of color report that the discrimination or harassment occurred in a classroom (13%) compared to white students (6%) (Appendix F4).

Faculty of color reported a greater frequency than white faculty of discrimination or harassment based on their race/ethnicity (4% compared to 1%) and their status as an immigrant (4% compared to 0%). Staff and administrators of color (4%) were more likely than white staff/administrators (0%) to indicate that they had experienced racial or ethnic profiling (Appendix F4).

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Sexual orientation. LBG+ individuals (32%) report experiencing more discrimination and harassment than heterosexual individuals (21%) (Appendix F2). LGB+ students were more likely than heterosexual students to indicate that they ● have experienced discrimination or harassment at Trinity because of their sexual orientation (6% compared to 1%), ● had been singled out (9% vs. 4%), and ● were denied service or access to resources in the last year (5% compared to 1%).

LGB+ students report that the discrimination or harassment occurred in on‐campus housing (17%). LGB+ employees (2%) were more likely than heterosexual employees (0%) to indicate that they have experienced discrimination or harassment at Trinity because of their sexual orientation (Appendix F4).

Political affiliation. Conservative and liberal individuals reported similar levels of discrimination or harassment (29% of conservative and 27% of liberal individuals). Middle‐of‐the‐road individuals (15%) were least likely to report discrimination or harassment (Appendix F2).

D. EMERGING THEMES AND RECOMMENDATIONS The following commentary includes observations that researchers had after working with the DEI survey data. These are not necessarily based on statistical tests and are simply general comments and themes that emerged to the researchers.

Groups are experiencing the diversity and equity climate at Trinity differently based on the type of role within Trinity. For instance, often, student respondents were less satisfied than employee groups. In general, the staff/administrator group responded more favorably than did students and faculty.

Similarly, individuals of color and members of the LGB+ group reported more negative experiences and/or perceptions than many other groups. This is especially true for a) students who identify as a person of color or LGB+, b) females who identify as a person of color or LGB+, and c) those who are African American/Black and/or South Asian.

For the LGB+ group, individuals who identified as gay or when the groups were collapsed into LGB+ often marked responses favorably. However, when results were disaggregated, the lesbian group often responded less favorably, indicating that members within the LGB+ population are experiencing the diversity and equity climate differently.

Last, in general, TU tended to fare better across all groups on campus climate questions but received many lower findings on items related to institutional support. This may be an indicator that while the overall campus climate is acceptable, the perceived support for diversity and equity is an area of challenge that Trinity should explore further.

Recommendations for DEI strategic indicators. The following items were identified as potential top-level metrics to monitor Trinity’s performance as it relates to diversity, equity, and inclusion on campus. These data could be disaggregated by available demographic groups.

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Table 3. Percentage of Highest Level Responses by Question and Category.

Indicator

Responses

N

%

Climate-Overall: Satisfaction with overall campus climate

High Level

883

78%

Climate-Diversity: Satisfaction with campus experience/environment regarding diversity

High Level

599

52%

Climate-Belonging: Satisfaction with extent to which you feel a sense of belonging or community

High Level

780

69%

Climate-Community: Satisfaction with extent to which you feel all community members experience a sense of belonging or community

High Level

500

44%

Support-Environment: Agreement with campus environment is free from tensions related to individual or group differences

High Level

391

34%

Support-Recruitment: Agreement with recruitment of marginalized students, faculty, and staff is an institutional priority

High Level

482

42%

Support-Retention: Agreement with retention of marginalized students, faculty, and staff is an institutional priority

High Level

469

41%

Support-Commitment: Agreement with senior leadership demonstrates a commitment to diversity and equity

High Level

606

54%

Notes. High Level = number of 4 & 5 responses. All questions started with “please indicate your level of …”

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APPENDIX G: EXECUTIVE SUMMARY OF STAND BY SYSTEMS II (SBS), INC. CAMPUS-WIDE INTERVIEWS OVERVIEW As part of the University’s commitment to diversity, equity, and inclusion, President Danny Anderson contracted Stand By Systems II (SBS), Inc. to conduct campus-wide interviews composed of students, staff, and faculty. From these interviews, SBS generated a report that highlighted key action areas and a sample of the experiences shared by interviewees, while maintaining their confidentiality. This report outlines questions and recommendations based on perceptions gathered during interviews and was provided to the Presidential Task Force on Diversity and to the Executive Leadership Team.

Confidentiality is essential as the University continues to gather information to assess campus climate, listen to the experiences of its students, faculty, and staff, and address next steps. In reviewing findings on the full report, it should be noted that all statements reflecting interviewee experiences are currently unverified.

A report of voices 130 interviews. 3.5 weeks. 11 areas of action.

SBS selected a sampling of employees to be interviewed - for faculty and staff this was based on the total number of employees in that department. For the student interviews, (Student Government, The Trinitonian, Student Judiciary, Greek Life, student organizations representing areas of D&I, Tigers for Liberty), several members of the campus-wide student centers of leadership were invited to select two representatives.

A wide range of departments and levels shared their appreciation of the basic services that were going well and where there were negative experiences. For many diverse groups, especially the Black students and faculty and staff of color, the apparent clashes of cultures are numerous and do not equate with the traditional experiences at Trinity University. There was an echoing sentiment from those with whom we spoke, acknowledging not knowing exactly what to do while realizing something must be done. Few were unaware of or actively resistant to or uninterested in the need to do more to adopt diversity and inclusion on campus.

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SUBJECTIVE AREAS OF ACTION 1. Recruiting Faculty, Staff, and Students Recommendations 1. Undertake a detailed examination of existing recruiting policies and practices from the perspective of whether there are biases that block or impede diverse candidates' consideration for job opportunities.

2. Research the organizations that have created successful models that prepare diverse high school students for college. Chicago Scholars and INROADS are examples of organizations that prepare minority students for college. Potentially this could increase the pipeline for students of color who are not in the pool of candidates who consider Trinity.

2. Creating a Safe Environment/Structures for Difficult Discussions Recommendations 1. Create an ongoing, visible process through which each division can receive reasoned challenges to their systems and policies and identify system and policy flaws or needed changes. Through leadership and transparent communication, establish checks and balances on individual leaders or covert policies that are determined to have unintentionally or intentionally harmed staff or students, limited their freedom of speech or diminished the value of their diversity.

2. Establish and publicize at least twenty (20) different ongoing safe venues where anyone within the campus can explore over time complex issues connected with the campus and public challenges that underpin a wide variety of societal diversity including race, gender, sexual orientation and elitist behaviors.

3. Create a system within Trinity University which will ensure that each student who graduates from the university has had at least one in-depth experience of at least fifteen hours each year gaining understanding of one or more critical diversity issues while at Trinity.

4. Design developmental systems and processes whether they are colloquia, safe small group experiences, departmental experiences or other creative activities to invite these safe developmental explorations. Create ongoing measures of the campus progress in each division toward this being an indelible strand in the beautiful weave that is Trinity education.

3. Creating an Environment at Trinity University That Invites and Reinforces Trust by All Recommendations 1. Transform a part of the Trinity New Student Orientation Program and the beginning of each academic semester at Trinity by having knowledgeable persons working to creatively develop multifaceted activities that can be the basis for developing sincere relationships with students who have differences from each other.

2. Require each supervisor, manager, or leader to collaboratively design monthly cultural or diversity activities that promote the development of trusting relationships with persons who bring diversity differences to the campus or in our business relationships and with our alumni.

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4. Communication – Listening & Transparency Recommendations 1. Offer training on having Difficult Conversations with administrators, faculty, staff, alumni, and students together in different manageable configurations.

2. Create venues to build connections (virtual thought groups, online book/video discussions, experiences in San Antonio, etc.,) to bring alumni, students, staff, and faculty together, outside the classroom, for meaningful dialogue.

3. Compare best practices of similar universities to Trinity in response to the DACA, PRIDE Issues, Me Too Movement, Black Lives Matter Movement and other issues of racial justice, diversity and inclusion.

5. Destroying Destructive “Isms” Recommendations 1. Publicly recognize the existence of destructive “isms” along with a commitment to educate and work against them.

2. Increase the level of campus awareness and understanding for everyone. Continue the multiple campus venues and colloquia that have been increasingly addressing this, e.g. curriculum, speaker series, classroom dialogue groups, seminar offerings, staff meeting discussions. Add cross-racial discussion groups and experiences along with other activities using campus creativity to assist this option.

3. Invite people interested in eliminating the impact of destructive isms and microaggressions in various careers to campus to join together as change agents in this area.

6. The DI Position/Office Support Recommendations 1. Design a comprehensive diversity and inclusion function to respond to the breadth of systemic needs at Trinity.

2. Utilize knowledgeable campus professionals and add new organizational positions and processes to ensure an integrated function.

3. Review the budgets of the cultural and organization initiatives that were actualized, such as the MLK Walk, Pride Activities, etc., as well as the initiatives that were requested and not actualized. Utilize these findings to help create a more robust support system and budget for diversity and inclusion activities for students, staff, and faculty.

4. Create shared diversity goals and objectives between divisions and Department Heads to increase the likelihood of shared accountability and systemic changes.

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7. Shared Accountability in Diversity and Inclusion Recommendations 1. Make some visible and significant changes (action) in strategies and policies that are visible to students and staff, especially those who bring diversity to the campus.

2. Each division should review incidents and practices that may have negatively or positively impacted the forwarding of racial justice, diversity, and inclusion and design ways to decrease the probability that the negative ones will occur again.

3. Provide quality training focused on racial justice, diversity and inclusion for each division.

4. Create measurements within departments to ensure that each area is accountable for developmental progress in this area.

8. Curriculum Review and Enhancement Recommendations 1. Research, identify, and utilize best practices to thoroughly audit and assess current course content and departmental curriculum for diversity and inclusion.

2. Create resources to promote course content review and cross-discipline expansion to achieve diversity objectives.

3. Include diversity and inclusion within the classroom teaching category on faculty evaluations. Include specific ways in which diverse and inclusive content is utilized and effectively taught and measured within the classroom environment.

9. Fairness and Equity Recommendations 1. Review and audit written policies, practices, and procedures to ensure that relevant unwritten practices are congruent. Utilize findings to enhance existing policies, practices, and procedures or create changes where appropriate.

2. System-wide, assess rubrics for hiring to determine if the rubrics are fair and equitable in hiring, promotions, wages, benefits, etc.

3. Ensure that non-alumni have affirmative opportunities.

4. Review job descriptions to ensure that those in or seeking the positions are properly qualified.

5. Review compensation levels (with additional attention to diversity categories) to ensure that they are consistent and adjusted for experience for the hourly employees.

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10. Human Resources Recommendations 1. Conduct a comparative compensation study covering the range of employment classes that are disaggregated by diversity areas to identify any gaps which could be corrected by policy decisions.

2. Establish free classes which are regularly available for those persons who want to advance in their career at Trinity University.

3. Create or identify classes that contribute to employee development or introduce employees to different work streams and can contribute to cross-training. Develop promotional strategies for all staff especially those who may have been limited in their ability to move across areas in order to make greater contributions to Trinity.

4. Develop training and coaching protocols which accompany the annual performance evaluations, or which can be requested by employees to better understand and increase their options for advancement within or outside of Trinity University.

5. Provide annual sourcing classes for all hiring managers across all divisions. Provide hiring/promotion training twice a year for those supervisors with open positions to ensure that they understand fair and equitable best practices including a review of policies for fair treatment of all.

6. Review HR search and promotion policies and practices for all departments to identify and change areas that might be excluding sources and pools of qualified diversity candidates.

11. Faculty and Staff Retention Recommendations 1. Examine the factors that led to the retention of White faculty and staff.

2. Review the exit interviews of all professionals to determine the trends and themes that are different for people of color who Trinity intended to retain.

3. Review best practices in similar institutions for engaging and retaining professionals of color and those with additional diversity assets.

4. Continue to monitor student retention each semester disaggregated by qualities of diversity.

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ADDITIONAL DETAILS: QUESTIONS TO CONSIDER 1. Recruiting Faculty, Staff, and Students Question ● Is Trinity maximizing the return on investment on its existing relationship with Upward Bound? If not, what enhancements can be made?

2. Creating a Safe Environment/Structures for Difficult Discussions Questions ● What can the Task Force suggest that would invigorate this level of academic vitality to these issues which often now live in cautious silence throughout the campus? ● What actions can each division take to stop the staff or systems that are stifling this interpersonal engagement? ● Where are the channels of accountability that faculty, staff and students develop and tightly guard? When administrators, faculty, staff or students show behavior that is counter to the Trinity values and also is hurtful to groups in our campus community who we and society have previously marginalized, how do we become a campus that insists on mutual respect through our words and actions? ● How do we avoid the perception of too many implicit platitudes?

3. Creating an Environment at Trinity University That Invites and Reinforces Trust by All Questions ● How do we regularly and reliably update our knowledge about how persons who bring diversity to campus or who have been marginalized in the past, are experiencing Trinity now? ● Where have you observed strong trust relationships between individuals with and without diversity on the Trinity campus? Which factors can we use to further promote the building of sustainable relationships across the range of diversity here?

4. Communication – Listening & Transparency Questions ● Where have we missed the mark in communications regarding racial justice, diversity, equity and inclusion at Trinity? What responses have been offensive to people of color? ● How is our ‘whiteness’ filtered into our responses? What responses have made us sound ignorant, disinterested, or insensitive when our intention was quite different? ● How can we be better in the future? How can we make amends for mistakes and communicate our values? What resources are needed? What effective steps do persons of each color at Trinity need to take as we consider our communications?

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5. Destroying Destructive “Isms” Questions ● How deeply does the impact of the destructive “isms” and microaggressions impact students, faculty, and other staff here at Trinity? ● What impact does microaggressions have on our students and employees of color? ● Where can we have the most impact to lessen the impact and destructive isms at Trinity?

6. The DI Position/Office Support Questions ● What is the best way to structure the Diversity & Inclusion functions at Trinity? ● How do the functions of diversity and inclusion become part of the normal roles of professionals and divisions throughout the campus? ● What is the appropriate and realistic job scope of D&I Officers? ● How have other universities and organizations engaged their personnel to move the diversity and inclusion initiatives forward?

7. Shared Accountability in Diversity and Inclusion Questions ● What can Trinity do to close those gaps in different divisions between the current reality of policies and the ideal policies to support diversity and inclusion? ● How can we actively build on the things that we have done well concerning racial justice, diversity, and inclusion, e.g., the First Generation Program, the integration of the Hispanic community on campus, the McNair Scholars Program and impact on some STEM departments, the long history of inclusion of LGBTQIA+ professionals? ● How can we integrate diversity and inclusion into each department’s relevant systems, policies, practices?

8. Curriculum Review and Enhancement Questions ● Do all academic departments and areas within Trinity believe it is beneficial and their mandate to review and revamp their curriculum, course content, and teaching to include, where appropriate, content and resource connections for a diverse and inclusive educational experience? ● In what ways can the Trinity administration encourage this curriculum review through the resources and other appropriate incentives? ● Is Trinity open and ready to shift the perceived educational narrative of highlighting the White heterosexual male worldview to a more diverse and inclusive worldview that challenges and expands those seen in the dominant positions at Trinity (i.e., White, Male, Wealthy, etc.)?

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9. Fairness and Equity Questions ● Are there policies and procedures in place to ensure equity? Are there consequences for not following the policies? ● Are those who didn’t attend Trinity (non-alum) a new marginalized group that needs affirmative opportunities? ● Is Trinity applying insurance benefits with the same level of compassion and flexibility to all employed members of Trinity, regardless of position and level? ● Is there an equitable rubric used to determine the pay rates and raises for hourly employees? How is it monitored and adjusted with experience?

10. Human Resources Questions ● Is there an intentional or unintentional system that permits disparate treatment of some employee groups? ● Is there a system that expects and continues low wages for some without attention to development and growth of persons who are willing and able to contribute more to Trinity University? ● Are there fair appeals processes? Are these just multiple random reports or is the system color-coded or reflecting a levelism for those who are relatively voiceless here?

11. Faculty and Staff Retention Questions ● If minority faculty and staff were given more support and recognition for contributions outside their job description, would it lead to greater retention? ● Do the prevailing Trinity norms create a culture that makes it difficult to retain minority faculty and staff? Will this impact the attraction of candidates to Trinity?

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APPENDIX H: DIVERSITY AND INCLUSION TASK FORCE AND ADVISORY GROUP MEMBERS

Co-Chairs Dr. Deneese Jones, Vice President for Academic Affairs Dr. Wilson Terrell Jr. Associate Professor of Engineering Science

Members ● ● ● ● ● ● ● ● ● ● ● ●

Dr. Duane Coltharp, Associate Vice President for Academic Affairs General James T. “Tom” Hill, retired, Trinity University Trustee Dr. Zhaoxi “Josie” Liu, Associate Professor of Communication Dr. Dominic Morais, Assistant Professor of Business Administration Arturo de los Santos, interim Chief Information Officer, Information Technology Services Dr. Chad Spigel, Professor of Religion Shawne Stewart-Zakaria, Director of Special Events, Alumni Relations & Development Dr. Claudia Stokes, Professor of English Jamie Thompson, Assistant Dean of Students & Director of Student Involvement Dr. Rita Urquijo-Ruiz, Professor of Modern Languages and Literatures Michelle Bartonico, Assistant Vice President for Strategic Communications & Marketing Dr. Lisa Jasinski, Special Assistant to the Vice President for Academic Affairs

Advisory Group In addition to the appointed Task Force members, there will be another advisory group of brain trust consultants and subject matter experts. Composed of students, faculty, and staff, the role of this group is to provide responses and insights to any draft recommendations from the task force.

The members of this brain trust and subject matter expert group will meet periodically as directed by the co-chairs of the task force and primarily when there is a need for additional information, expertise, or clarification of particular questions based in their areas of responsibility or discipline. The group will serve as a valuable resource for the completion of any decisions prior to final approval from President Anderson.

Brain Trust Consultants ● ● ● ● ● ●

Black Student Union representatives: Taylor Black and Corbin Amos Trinity Diversity Connection representatives TULA: Isabel Chavez and Guadalupe Rivera African Students Association representative: Isaiah Tesfaye and Victory Ogubuike PRIDE: Steven Drake and Tam Mack Student Government Association representatives: President Jaelen Harris and Senator Nasim Salehitezangi 114

Subject Matter Experts ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

Marisela Barrientos-Caro, Office of Human Resources Jeremy Boyce, Office of Admissions Becca Burt, Student Success Marqiece Cunningham, Residential Life Coordinator, Residential Life Dr. Ruben Dupertuis, Associate Professor of Religion Dr. Kyle Gillette, Associate Professor of Human Communication and Theatre Dr. Andrew Hansen, Associate Professor of Human Communication and Theatre Dr. Jennifer Henderson, Professor of Communication Cameron Hill, Head Women's Basketball Coach, Athletics Dr. Nicolle Hirschfeld, Professor of Classical Studies Dr. Sajida Jalalzai, Assistant Professor of Religion Dr. Michele Johnson, Associate Professor of Biology Dr. Sarah Beth Kaufman, Assistant Professor of Sociology and Anthropology Dr. Carey Latimore, Associate Professor of History Rhonda Lewinson, Registrar’s Office Dr. Robert Scherer, Dean, School of Business Shannon Twumasi, Student Involvement Dr. Yu Zhang, Professor of Computer Science

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