Through this initiative, our ultimate goal is for historically marginalized and minoritized students to have a safer experience that allows them to thrive in their college careers and beyond. In the same way, students can graduate JMU with an understanding of systemic and systematic oppression present through their discipline and career choice. At a beginning level, creation of and participation in the training by faculty and administration is a first step we hope to see implemented. We consider success as retention of students and faculty at the University, deepened understanding of justice, equity, diversity, inclusion, antiracism, anti discrimination and anti oppression understanding as a reflection of what is taught in class, presented in course syllabi, and fostered in the culture of JMU. We hope to see implementation of similar programs, courses, and training at surrounding higher education institutions, as well as expansion of this program beyond the general education program and into upper-level courses required by majors. While cultural change does take time, we believe these changes should be implemented as soon as possible, ideally for the coming school year 2022-2023.

We also consider success to be the sense of safety and belonging that students experience at JMU. In the 2015 report, The Radical Transformation of Diversity and Inclusion: The Millennial Influence, Christie Smith and Stephanie Turner demonstrated through a 62-item survey that when diversity is defined, "32% are more likely to respect identities, 35% are more likely to focus on unique experiences, 83% are more likely to be actively engaged when there is an inclusive culture, and 29% are more likely to focus on the ideas, opinions, and thoughts of others" (2015, p 8). This could potentially be measured in a Campus Climate Study or similar polling initiative.

In order for the program to be successful, we recommend a TAG Facilitator from GenEd faculty with a clear job description, clear line of authority and responsibility for facilitating the TAG Initiative, including coordinating with faculty and the SAB.

Among challenges of getting to success are lack of broader institutional support and resources, faculty resistance and pushback from donors. Of course, there will be resistance from donors who do not wish to see initiatives of equity and justice. But then, JMU needs to ask itself if funding by means of white supremacy is a legacy it intends to continue, and what the cost will be and has been for historically marginalized students.