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The Board of Trustees adopted a Resolution at its July 2020 meeting that included the following expectations:

• The Board of Trustees is committed to the continuing development, financing and implementation of initiatives to support diversity and inclusion throughout our community, including training for the Board, faculty, staff and students.
• The Board of Trustees expects that under the leadership of the Provost, the academic deans and faculty will review and revise the curriculum, both within academic programs and general education, to require coursework on these issues.
• The Board of Trustees expects that under the leadership of the Provost, all academic deans and programs prioritize and foster an inclusive classroom by incorporating practices that encourage the participation of a diverse student body, and cultivate an awareness of differing backgrounds, focuses, and needs among the student body and broader community.
• The Board of Trustees expects that under the leadership of the Provost and consistent with collective bargaining agreements charges, academic deans and programs will incorporate contributions to equity, diversity and inclusion in reappointment, tenure and promotion practices, in compliance with institutional standards.
• The Board of Trustees believes that Black lives matter and is committed to fostering a campus community free of racism, where every person regardless of race has the social, economic and political power to thrive.
• The Board of Trustees respects the right to freedom of speech and expression, but strongly condemns as unacceptable the display of flags or symbols that incite or promote hatred against any identifiable group.
• The Board of Trustees requests that the University President consider establishing a committee to determine whether a location-based name of the University, consistent with our founders’ original intentions should be pursued.

• Restructured the focus of the Office of Institutional Diversity & Equity (OIDE) into two offices to respond to increased level of EEO complaints while allowing greater focus on Diversity and Inclusion.
• Summarized EEO complaints data to determine patterns and developed detailed EEO reports of key applicant data for managers and search committees to ensure hiring processes are transparent and equitable.

• Modified Campus Conduct Code (Policy I-55) to address concerns about potential for racial profiling.
• Revised University Procedure 6101 and search advocate documentation and training to explicitly designate search advocates as full members of all search committees.
• Funded training for 12 new search advocates trained to identify and mitigate unintended bias in the search process in the summer of 2020; scheduled a comparable summer institute for up to 12 candidates for 2021.
• Completed implicit bias training for all Cabinet members; completed respectful workplace training (including sessions on microaggressions, bullying, harassment, implicit bias, and diversity and inclusion) campus wide.

• Purchased the JobTarget “diversity package” to ensure positions are posted to 60+ diversity job sites that specifically target ethnic minority groups, veterans, women, individuals with disabilities, the LGBTQ community as well as older workers.
• Revised to preliminary interview process, shifting from an in-person to virtual format, to remove economic barriers for potential candidates and improve inclusivity, and updated campus-based protocols for finalist interviews.
• Joined the Hispanic Association of Colleges and Universities as a first step toward becoming a Hispanic-Serving Institution (at least 25% Hispanic).

• Completed the work of the Email Communication Task Force and implemented recommendations to promote a constructive, distraction-free work environment.
• Expanded the membership of the University’s Retention Working Group and established eight sub-teams to research recommendations to address how all areas of campus can support reducing equity gaps and bolster student success outcomes.
• Initiated a longitudinal study comparing ������ student survey results with those of two national survey instruments, the National Survey of Student Engagement (NSSE) and the Beginning College Survey of Student Engagement (BCSSE) to better understand students’ viewpoints and perspectives and determine the academic and non-academic support structures that will assist them in earning their ������ degree.
• Launched the Presidential Task Force on ������ Campus Safety to examine community-police relationships at ������, identify best practices, examine current safety priorities, programs, and initiatives, and recommend improvements, and review campus hiring and retention standards with a focus on improving diversity and inclusion across the department.

• Created curriculum maps to document existing courses on race and racial justice.
• Developed new courses to further expand campus offerings.
• Instituted a “fast track” process for G-course proposals addressing these issues. 
• Evaluated program admission requirements to recruit more diverse and inclusive cohorts.

• ARHU and the Historical Studies Program will host Dr. Martha Jones, Johns Hopkins University, as this year’s Distinguished History Lecture, “How Black Women Broke Barriers, Won the Vote, and Insisted on Equality for All”
• CTLD worked with its Diversity Fellow to develop practices for address antiracism, racial justice, equity, diversity, and inclusion issues in course development, design, faculty development, and assessment.
• The Small Business Development Center presented a three-part marketing series geared specifically toward minority business owners.
• The Noyes Museum of Art hosted the Mid-Atlantic Association of Museums Diversity seminar series focusing on inclusion and the interpretation of diverse perspectives, as well as the Dodge Foundation funded series on anti-racism and anti-oppression.
• The Office of Global Engagement hosted a seminar series on social justice, ranging from the global impact of COVID-19, cultural difference, Islamophobia, and protests around the globe.
• Murphy Writing offered a two-day seminar on , focused its fall event on Reginald Dwayne Betts, a prominent Black poet, essayist, and lawyer, and consciously recruited a more diverse guest teaching faculty for its .
• GENS and the MA in Holocaust and Genocide Studies is planning an international workshop to mark 70 years of the Refugee Studies Initiative.

• September 17, 2020-January 8, 2021: Ada Trillo, “If Walls Could Speak,” Kramer Hall and online: documents the harsh realities of Mexican migrants seeking asylum in the U.S. as documented in Casa del Migrante, a Catholic-run shelter.
• February 5-October 31, 2020: Lennox Warner, “Solo Exhibition,” Noyes Arts Garage: highlights the work of West Indian migrant Lennox Warner, a leading member of the Atlantic City fine arts community.

• The Noyes Museum received an AC Community Fund grant to create a travelling exhibition highlighting the history and culture of Ducktown while also celebrating the growth in community diversity in partnership with the Ducktown Community Development Corp.
• The ������ Center for Community Engagement and Service Learning received its third TD Bank grant to support homework completion programs in Atlantic City and Pleasantville, NJ.
• ARHU received two Geraldine R. Dodge Foundation grants to support grantee partners vulnerable to economic instability and serve communities of color.
• EDUC received a Dollar General Foundation grant to strengthen literacy at Pleasantville Elementary School.
• SOBL collaborated on a Garden State Equality Grant which surveys educators, students and community members to examine the application, experiences, and outcomes of the state’s LGBTQ-Inclusive Curriculum.
• The Office of Continuing Studies received funding from Atlantic and Salem Counties to provide work preparation programs for low-income individuals ages 18-24 residing in those counties. Atlantic County also issued funding for work preparation, job development, placement and retention programs for residents receiving public assistance.
• The Center for Community Engagement & Service-Learning received grant funding from TD Bank to support the homework completion program in Atlantic City and Pleasantville. This is a collaboration between the SCCESL, the Atlantic City Police Department (ACPD),