TARLETON STATE UNIVERSITY

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Through its Academic Diversity Initiative, Academic Affairs at Tarleton State University is committed to supporting diverse faculty and for providing students with in-classroom experiences focused on diversity, equity, and/or inclusion.

About Academic DEI

The Academic Diversity Initiative is focused on diversity, equity, and inclusion for the faculty at Tarleton State University. We have two primary goals:

Goal 1 – To increase the number of diverse faculty at Tarleton.
Goal 2 – To integrate diversity, equity, and inclusion in the curriculum and high impact practices at Tarleton State University.

Diversity, Equity, and Inclusion Involves the Entire University

While our mission is focused on supporting faculty, we also support and promote the diversity, equity, and inclusion efforts of numerous offices and centers at Tarleton State University including, but not limited to the following:

Career Services

Center for Educational Excellence

Diversity and Inclusion (Student Engagement and Success)

Employee Services

Academic DEI Working Groups

Our Current Working Groups Include:

Diversity and Careers Initiative focused on the Curriculum (with HR and Career Services)

Texas Academic Diversity Group focused on Faculty Recruitment and DEI Curriculum Efforts (Texas A&M University System)

New Working Group – Tarleton Academic Diversity, Equity, and Inclusion – Innovation Group

New Working Group – Undergraduate Social Work Group focused on Academic Innovation

New Working Group – Graduate Communication Studies Working Group on Academic Diversity Communication Plan

Upcoming Working Groups

Upcoming Working Group – Title III Grant
College Listening Tour

Recent News

January 28, 2021 – Tarleton State University adopts technology to modernize faculty hiring and advancement

Diversity Faculty

Diversity Resources

[email protected]
254-968-9576

Dr. Wallace holds a bachelor of business administration in marketing and a Master of Business Administration (MBA) from Stephen F. Austin State University where she was an Alumni Scholar. Elizabeth completed her doctorate of education in higher education at Azusa Pacific University in Los Angeles, California. Dr. Wallace’s dissertation, How Christian students’ academic, emotional, spiritual, and social experiences impact their spiritual identity and development at a secular institution; a grounded theory approach focused on college student identity development.

Dr. Wallace began her work at Tarleton State University in 2006 as the Chief Housing Officer and served as the Director for Personnel & Resident Learning at Baylor University where Dr. Wallace received the prestigious Pillar of Baylor award and an honorary degree (Alumni By Choice.) Additionally, Elizabeth previously held positions at Stephen F. Austin State University including beginning her career in Financial Aid. Elizabeth served as the Region III Representative for the Spirituality and Religion Knowledge Community for the National Association of Student Personnel Administrators (NASPA) and multiple professional committees. Her most recent publications include,

Helvie-Mason, L. B., Maben, S. K., Endres-Parnell, P., Harris Bozer, A., Jones, N., Reynolds, M., Smith, M., Tabors, C., Wallace, E. (2021). Women’s Mentoring Network — From the Keyboards of Intentional Women. Journal of Texas Women School Executives. Vol. 6, 1-24.
Wallace, E. (2017). How do Christian students' academic, emotional, spiritual, and social experiences impact their spiritual identity and development at a secular institution: A grounded theory approach. Journal of Ethnographic & Qualitative Research. Vol. 12, 3-74.
Wallace, E. (2015). How do Christian students' academic, emotional, spiritual, and social experiences impact their spiritual identity and development at a secular institution: A grounded theory approach (Order No. 3715898). Available from ProQuest Dissertations & Theses Global. (1709048291). Retrieved from https://zeus.tarleton.edu/login?url=https://search.proquest.com/docview/1709048291?accountid=7078.
Tull, A., & Wallace, E. (2014). Strategic Planning and Assessment for Student Affairs in the Community College. The Handbook for Student Affairs in the Community College. Herndon, VA: Stylus Publishing.
Elizabeth lives in Stephenville, Texas with her husband, Raymond. They have two daughters, Holly who lives in McGregor, Texas and Joshlyn, also a Stephen F. Austin alumna, and lives in Nacogdoches, Texas while pursuing her Master of Arts in Counseling.

STEPHENVILLE, TEXAS – In 1986, a congressional resolution declared that February 26 should be designated as “National TRIO Day” to commemorate the annual achievements of the Federal TRIO programs in communities across the country. Tarleton TRIO Programs will be commemorating National TRIO Day on February 28 by recognizing and giving back to its many campus and school partners by delivering tokens of appreciation to target school personnel and campus partners who have provided unwavering support for Tarleton TRIO Programs.

Tarleton State University has long supported college access for all students but especially students who are historically underserved in postsecondary education. The institution’s longest serving program to provide college access for underrepresented students is the TRIO Upward Bound Program, established at Tarleton in 1980. Today, Tarleton is home to three TRIO Programs including Upward Bound, Educational Talent Search, and Student Support Services. Thanks to Tarleton TRIO Programs, hundreds of underserved students have access to a postsecondary education.

Jenny Watts, Executive Director of Tarleton’s TRIO Programs stated, “Celebrating National TRIO Day is especially important this year. Our students, educators, and campus community have been resilient during the pandemic and that resilience should be recognized and celebrated. The TRIO community continues to provide college access to underrepresented students during these challenging times and this work could not be done without the unwavering support of our partners.”

For more than 50 years, TRIO Programs have been providing valuable supportive services to help first-generation students and students from low-income families, veterans, and students with disabilities enter and graduate from college.

TRIO services include:

Assistance in choosing a college.
Tutoring.
Personal and financial counseling.
Career counseling.
Assistance in applying to college.
Workplace and college visits.
Special instruction in reading, writing, study skills, and mathematics.
Assistance in applying for financial aid.
Academic support in high school or service to re-enter high school.

Today more than 1,000 colleges, universities, and community agencies host more than 2,800 TRIO projects that serve more than 800,000 young people and adults.

TRIO serves students of all racial and ethnic backgrounds. Currently, 34% of TRIO students are White, 33% are African-American, 21% are Hispanic, 4% are Asian- American or Pacific Islander, 4% are American Indian, and 1% are listed as “other,” including multiracial students.

Contact:
Jenny Watts
[email protected]
254-968-9369