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Diversity and Inclusion Task Force Report

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

Diversity and Inclusion Task Force Report

Articles inside

APPENDIX F: HEDS DIVERSITY AND EQUITY CAMPUS CLIMATE SURVEY

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

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

APPENDIX C: STATEMENTS FROM STAKEHOLDER GROUPS

APPENDIX B: GLOSSARY OF TERMS

APPENDIX A: REFERENCES

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

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

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

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

Recommendation 7: Create a campus wide oral history project which will include a

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

Recommendation 5: Increase empowerment and engagement of BIPOC alumni

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

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

Recommendation 2: Engage all students in ongoing and robust professional development and education around all issues of diversity, equity, and inclusion throughout the duration of their time at the university

Recommendation 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

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

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

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

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

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

CATEGORY 3: RECRUITMENT AND RETENTION

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

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

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

Recommendation 4: Develop a university wide culture of celebrating progress

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

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

Recommendation 4: Inform faculty, students, and staff that Trinity’s Anti Harassment

CATEGORY 1: ADMINISTRATIVE STRUCTURE AND SUPPORT

Foreword

CATEGORY 2: CAMPUS, ALUMNI, AND COMMUNITY ENGAGEMENT