Campus Climate

Trinity College’s Campus Climate Survey is a biennial assessment that helps benchmark progress for two objectives from Summit, Trinity’s strategic plan:

Foster an inclusive campus community that embraces diversity and complexity, engages across differences with integrity and empathy, and participates actively in the life and governance of the College.
Attract and retain the highest caliber of students, faculty, and staff.

As part of an ongoing effort to foster a diverse, inclusive, and equitable campus, we are committed to listening to the feedback provided by our community of faculty, staff, and students. The collected data help to inform us of progress made and the decision-making for future work. The first comprehensive campus climate survey was launched in Spring 2019 with follow-up surveys conducted in 2021 and 2023. We utilized the Higher Education Data Sharing Consortium (HEDS) Survey on Diversity and Equity and included supplemental quantitative and qualitative questions.

On this page, we present the following:

Context setting and technical details to assist with interpreting the 2021 results
Areas of strengths at Trinity informed by the 2021 survey results (quantitative and qualitative)
Areas of improvement and continued focus at Trinity informed by the 2021 survey results (quantitative and qualitative)
Recommendations from the 2021 survey and actions taken to respond to the recommendations
Graphical displays of the 2021 quantitative data
An overview of the major recommendations from the 2019 survey and actions taken to respond to those recommendations

Context Setting and Technical Details

Prior to discussing the results of the 2021 survey, we encourage readers to keep these factors in mind:

The survey was conducted in the spring 2021 semester when our campus was continuing to struggle with the COVID-19 pandemic. We were undergoing mandatory testing, diminished ability to meet together in person, and grappling with social and health inequities exacerbated by the pandemic.
The survey, as with all surveys, is only one moment in time. Therefore, data must be interpreted with some caution as it provides only a snapshot of the experiences of people who chose to complete the survey and other sources of data are needed to provide a more comprehensive assessment of the climate on campus.
Response rates for faculty and staff (both 45%) and for students (18.9%) were not as high as we would want and this should be taken into consideration when interpreting the results. Nonetheless, we appreciate those who took time to complete the survey.
With respect to the survey, the names of demographic groups are those provided by HEDS.
For groups with fewer than 10 participants, we did not report those findings.
Depending on the response scale, we combined percentages for participants who responded “generally or very satisfied” or who “agreed or strongly agreed” to a particular question.
Changes from 2019 to 2021 are mentioned if there is a change in magnitude of at least 10 percentage points, either positively or negatively.

Quantitative data

In the quantitative data, there are several areas of strengths including:

Institution prioritizes the recruitment of historically marginalized students, faculty, and staff: The majority of faculty and staff (overall and within most staff demographic groups) reported increased levels of agreement on this question from 2019 to 2021. One group of students (students who identify as international) also reported increased levels of agreement on this question from 2019 to 2021.
Institution prioritizes the retention of historically marginalized students, faculty, and staff. Two groups of faculty (faculty who identify as white or men) reported increased levels of agreement on this question from 2019 to 2021.
Senior leadership demonstrates a commitment to diversity and equity: Faculty overall and several faculty demographic groups reported increased levels of agreement on this question from 2019 to 2021. One group of students (students who identify as students of color) also reported increased levels of agreement on this question from 2019 to 2021.
Sense of belonging or community. Two groups of faculty (faculty who identify as white or women) reported increased levels of agreement on this question from 2019 to 2021.
Diversity on campus improves experiences and interactions within the classroom, the workplace, and the overall community: The majority of students (87.5%), faculty (92.4%), and staff (96.5%) agreed or strongly agreed with this statement. See the graphs below for more specificity about how different demographic groups within the student, faculty, and staff constituent groups answered this statement.

It is important to acknowledge that although these are areas of strengths, the exact levels of agreement or satisfaction are not always as high as we want them to be, but they do reflect progress. Disaggregated results for different demographic groups on all of the above questions are provided in the graphs below to allow for deeper examination.

Qualitative Data

In addition to the quantitative data, to help identify areas of strength related to feelings of belonging, participants responded to the following open-ended question: Please write about a time/situation that made you feel like you WERE a part of the Trinity community. Responses were coded into themes within each constituent group (i.e., students, staff, or faculty). Themes mentioned by 10% or more of students, staff, or faculty who responded to this question are reported below. A single response could have included multiple themes.

For students, the most frequently mentioned themes that contributed to feelings of belonging were athletics (23%), classroom/learning environment (13.7%), clubs/organizations (13.4%), and friends (12%).

For staff, the most frequently mentioned themes that contributed to feelings of belonging were community interactions (28.7%), campus-wide events (23.4%), and interactions with department members (12.8%).

For faculty, the most frequently mentioned themes that contributed to feelings of belonging were classroom/learning environment (28.1%), departmental interactions (15.6%), non-student interactions (15.6%), faculty meetings/committees (12.5%), and campus-wide events (10.9%).

Quantitative Data

In the quantitative data, there are several areas where improvement and continued focus are warranted including:

Institution prioritizes the recruitment of historically marginalized students, faculty, and staff: Across the three constituent groups, students who identify as non-binary or transgender, staff who identify as staff of color, and faculty who identify as faculty of color reported the lowest levels of agreement with this statement.
Institution prioritizes the retention of historically marginalized students, faculty, and staff. Across the three constituent groups, students who identify as non-binary or transgender, staff who identify as LGBQ+, and faculty who identify as faculty of color reported the lowest levels of agreement with this statement. Staff who identify as LGBQ+ had a double-digit decrease in their level of agreement on this question from 2019 to 2021.
Senior leadership demonstrates a commitment to diversity and equity: Across the three constituent groups, students who identify as non-binary or transgender, staff who identify as staff of color, and faculty who identify as LGBQ+ reported the lowest levels of agreement with this statement. Staff who identify as staff of color and faculty who identify as LGBQ+ had double-digit decreases in their level of agreement on this question from 2019 to 2021.
Sense of belonging or community: Across the three groups, students who identify as non-binary or transgender, staff who identify as LGBQ+, and faculty who identify as faculty of color reported the lowest levels of agreement on this question. Additionally, staff who identify as staff of color and faculty who identify as faculty of color or LGBQ+ reported double-digit decreases on this question from 2019 to 2021.

Qualitative Data

In addition to the quantitative data, to help identify circumstances that detract from feelings of belonging, participants responded to the following open-ended question: Please write about a time/situation that made you feel like you were NOT a part of the Trinity community. Responses were coded into themes within each constituent group (i.e., students, staff, or faculty). Themes mentioned by 10% or more of students, staff, or faculty who responded to this question are reported below. A single response could have included multiple themes.

For students, the most frequently mentioned themes that detracted from feelings of belonging were experiencing racism (16.3%), classroom/learning environment (11.7%), and Greek life (11%).
For staff, the most frequently mentioned themes that detracted from feelings of belonging were interactions with faculty (13.3%) and feeling their work was unappreciated (12%).
For faculty, the most frequently mentioned themes that detracted from feelings of belonging were issues related to faculty rank (10.6%).

Below are significant actions that have been taken in response to the 2021 campus climate results. Many of the accomplishments described below overlap with several of the overarching categories.

2021 Recommendations and Actions

Accomplishments focused on faculty

Launched a taskforce on equity in faculty workloads
Strengthened faculty mentoring through the new Mentoring and Support for Trinity Faculty (MAST Program)
Implemented and completed Faculty Compensation Study
Integrated DEI-related questions into external reviews of academic departments
Sponsored faculty development workshops included as part of new mid-career faculty program

Accomplishments focused on staff

Entering final stages of the implementation of the Staff Compensation and Benefits Study
Introduced flexible remote work arrangement program
Implemented a manager professional development program
Implemented a new staff orientation and onboarding program

Accomplishments focused on students

Included a campaign to support the Student Emergency and Equity Fund as part of Trinity Giving Day
Completed substantial renovations to all three Cultural Houses (HVAC upgrades in the Umoja House; Bathroom renovations in the Asian American Student Association House and La Eracra)
Developed an expanded pronoun options list for student use on course rosters and advising pages

Accomplishments focused on multiple constituent groups

Initiated Indigenous Land Acknowledgement committee, which was continuation of Primus Project
Developed new personal information data fields for sexual orientation and gender identity that are self-serviceable and voluntary
Committed to regular annual and public participation in the National Campus Climate Index Assessment for LGBTQ+ Life and Services at colleges and universities administered by Campus Pride and the National Consortium of LGBTQ+ Resource Professionals
Continue to ensure diverse representation among all volunteer leadership groups (e.g., Trustees, Board of Fellows, Trinity College Alumni Association, Women’s Leadership Council)
Office of Diversity, Equity, and Inclusion hired a full-time Title IX coordinator and deputy Title IX coordinator
Presented Sexual Assault Awareness Month programs including elite gymnast Maggie Nichols, known as “Athlete A,” speaking at the SECS (Students Expecting ConSent) program in collaboration with more than twenty departments, student organizations, area nonprofits and alums

Accomplishments focused on faculty

Integrated DEI principles into faculty search processes
Continued implementation of the Special Opportunity Hire initiative that has increased the percent of faculty of color from 21% in 2019 to 29% in 2021.

Accomplishments focused on staff

Integrated DEI principles into staff search processes
Increased newly-hired U.S. staff of color by 20% in FY19 to 31% in FY21 to 38% in FY23
Several campus divisions hired new senior-level staff who identify as people of color

Accomplishments focused on students

Faculty approved an Identity, Power, and Equity curricular requirement
Expanded gender-inclusive housing options for returning students and restored gender-inclusive housing options for first-year students
Returned to regular programming and weekly open center hours at the Queer Resource Center (QRC)
Conducted assessment of Study Away Opportunities
Restructured Center for Academic and Experiential Advising

Accomplishments focused on multiple constituent groups

Celebrated multiple key events, including Asian American Pacific Islander Heritage Month, Black History Month, Indigenous Peoples Day, Latine Heritage Month
Increased the number of LGBTQ+ related programs and events from 9 in Fall 2021 to 36 in Spring 2022
Launched LGBTQ+ affinity month programming calendars for Pride Month, LGBTQ History Month, Trans Awareness Week, and Ally Week for the campus
Launched new “OUT@Trin” initiative for LGBTQ+ staff/faculty visibility and community
Developed new partnerships and offerings for transitional health services on campus, including referral letters and HRT-injection support
Increased QRC collaboration and support for LGBTQ+ faculty and staff affinity group

Converted library spaces for community events
Continued President’s office hours
Reinstated Trinity participation and sponsorship of local city PRIDE Festivals
Hosted inaugural Trinity College “QRC PRIDEfest on Crescent” event with campus and community partners
Monthly donut/coffee gatherings hosted by Library and Information Technology Services
Implemented Faculty and Staff Coffee Hour on Fridays
Established an annual appreciation dinner with Office of Multicultural Affairs recognizing dining service and facilities employees
Implemented Employee Service Recognition Luncheon (each semester)
Reinstated Wednesday Hamlin Lunches for faculty and staff
Increased participation of food trucks at all-campus events

Published Trinity’s Action Plan for Racial Justice which includes 250+ actions to address issues of racial justice and equity
Created WGRAC Archives Opening at Watkinson Library
Office of Diversity, Equity, and Inclusion created events page and published inaugural annual report
Launched new Trinity LGBTQ+ student F.A.Q. guides and improved information about events, resources, and services information via the LGBTQ+ life website.
Increased use of Trinity Today, social media, and DEI all-campus emails with new opportunities for announcements about LGBTQ+ life and progress
Reinstated annual pronoun education campaign for campus with new learning resources
Expanded pronoun options in TC-online for self-selection and use on campus rosters and records
Added new Gender Identity and Sexual Orientation data fields in TC-online for self-selection and increased demographic awareness
Reinstated Naming and Commemoratives Committee

The above recommendations are offered to the entire Trinity community as places to focus attention as no one person, group, or office can transform a campus climate. It takes action and ongoing commitment at all levels of the institution. We hope all who visit this page will join in that collective effort. In that spirit, we invite members of our community to send updates about progress in your areas so that we may include them on this page.

Contact Information

Anita Davis, Vice President for Diversity, Equity, and Inclusion
David Andres, AVP and Chief Data & Analytics Officer