This project evaluates enrichment offered by a Health Sciences Diversity, Equity, and Inclusion (HSDEI) department tasked with embedding and retaining diversity, equity, and inclusion (DEI) in six health sciences schools in an urban higher education institution. The evaluation centers on the realities of a primarily white institution's schools of health sciences' attention to processes and action items related to diversity, equity, and inclusion efforts, including antiracism and social justice advancement and by reciprocally attending to the unique positionality of the training participants and facilitators. Evaluation results offer pathways to build capacity in examining the self, the self in community, and the self in the system as a means to disrupt health inequities. Health sciences has a long history of oppressive and unethical processes affecting health and wellness, which is directly linked to disparate outcomes for minoritized and oppressed individuals and communities in health and life expectancy, affecting the spectrum of experience, including both joy and death. This is especially true for racial, ethnic, educational status, low- economic status, sexual, and gender-minoritized individuals and communities connected both to the university (staff, faculty, and students) and to communities outside of the university. Through document analysis, semi-structured interviews, and a version of a Community Engagement Studio (Joosten et al., 2015) framework, this study examines reciprocity as a driver for sustained DEI-related growth within the schools of health sciences to determine if the HSDEI training options align with stakeholder needs and assets. Four key findings re-frame enrichment options to interrogate: the colonization of DEI in higher education; the lack of attention to place- based learning for DEI to root histories and cultural significance; the dearth of attention to whiteness; and the criticality of the self for DEI facilitators and participants. The recommendations point to a spectrum of solutions to disrupt the components lacking in DEI training, including critical frameworks and questions to ask as an institution, as a unit, and as individuals. The evaluation analysis and recommendations lend support to future research with case studies, a flipped classroom model in DEI enrichment facilitation, and inquiry and best practice to sustain the work. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]