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

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.

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.

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?

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.)?

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?

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

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