Recommendation 3: Encourage culturally responsive teaching strategies, including anti racist pedagogy. Provide professional development and other resources to support the adoption of such a pedagogy

Recommendation 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

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

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;

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

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. rubrics include this criteria.

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. Divisional Advisory Councils, Vice President for Academic Affairs

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.