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We describe how to facilitate an organizational Diversity, Equity, Inclusion (DEI) cultural transformation utilizing The Transformation Trifecta (TTT) leadership model which includes three steps: learn, integrate, act. The differentiator of this model is the integration step which is often left out of DEI education yet necessary since the majority of behaviors that propagate oppression are unconscious and manifest through implicit bias or microaggressions that are subtle yet impactful. It is necessary to engage an approach that goes beyond the thinking mind in order to shift underlying beliefs through rewiring neural pathways that inform the creation of new behaviors in response to embodying new information. This exploration applies the Transformation Trifecta model to the first phase of an organizational DEI cultural shift meant to increase inclusivity and belonging. Additionally, the exploration will include the research-backed education tool of backward design included in the Institute for Science and Engineer Educators (ISEE)’s Professional Development Program (PDP), which was an instrumental aspect in multiple authors’ training and development. The Transformation Trifecta utilizes backward design in the assessment creation process in order to clearly articulate the desired outcomes and goals for behavior change. There will be a discussion of the top areas of assessment and benchmarks including: belonging, psychological safety, inclusion, growth mindset, equity, and equitable leadership development. 

The Professional Development Program (PDP) was a highly impactful and innovative program that was run by the Institute for Scientist & Engineer Educators for twenty years, from 2001–2020. The program trained early-career scientists and engineers to teach effectively and inclusively, while also developing participants’ skills in leadership, collaboration, and teamwork. In this paper, we summarize important aspects of the PDP and some of the program’s major outcomes, describe legacies of the program, and share recommendations based on two decades of experience. A large section of this paper details aspects of the PDP that we consider essential to the program but that might not be apparent from other documentation of the program. Recommendations for others interested in professional development of STEM graduate students and postdoctoral scholars are: 1) invest in establishing program culture; 2) prepare participants pursuing all STEM career paths for inclusive teaching; 3) focus on teaching and learning authentic STEM practices of participants’ fields; 4) provide authentic and challenging contexts for practicing professional skills; 5) model all aspects of what participants are expected to do; and 6) provide opportunities for growth and becoming a collaborator within the community.