| Overall Rating | Silver |
|---|---|
| Overall Score | 46.21 |
| Liaison | Chris Gardner |
| Submission Date | Aug. 23, 2022 |
Douglas College
PA-5: Diversity and Equity Coordination
| Status | Score | Responsible Party |
|---|---|---|
|
1.06 / 2.00 |
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indicates that no data was submitted for this field
Part 1
Yes
Does the committee, office and/or officer focus on students, employees, or both?:
Employees
None
A brief description of the diversity and equity committee, office and/or officer, including purview and activities:
Douglas College has a Respect, Diversity and Inclusion Specialist that provides advice and guidance to staff, faculty and administrators, develops plans and practices in support of the College’s strategic goals related to diversity and inclusion, and leads initiatives to foster a culture of respect through programs, education and awareness building.
The College also has an Indigenization Strategy Steering Committee Chaired by President Kathy Denton, which has worked to develop the College’s first consolidated Indigenization Strategy, which outlines the College’s commitments to respond to the TRC’s Calls to Action and provisions of UNDRIP.
The College is also in the planning process of creating an Equity, Diversity and Inclusion Task Force. This group will consist of people from across the College, and will discuss such topics of inclusion, antiracism and Indigenization, and look at meaningful ways to ensure all people at the College feel valued, respected and included.
The College also has an Indigenization Strategy Steering Committee Chaired by President Kathy Denton, which has worked to develop the College’s first consolidated Indigenization Strategy, which outlines the College’s commitments to respond to the TRC’s Calls to Action and provisions of UNDRIP.
The College is also in the planning process of creating an Equity, Diversity and Inclusion Task Force. This group will consist of people from across the College, and will discuss such topics of inclusion, antiracism and Indigenization, and look at meaningful ways to ensure all people at the College feel valued, respected and included.
Part 2
Some
Estimated proportion of academic staff that has participated in cultural competence, anti-oppression, anti-racism, and/or social inclusion trainings and activities:
Most
Estimated proportion of non-academic staff that has participated in cultural competence, anti-oppression, anti-racism, and/or social inclusion trainings and activities:
Most
If trainings are made available, provide:
There are several training and professional development opportunities for faculty and staff at Douglas College, as it pertains topics such as antiracism, diversity, inclusion etc. One opportunity that is available is through the Canadian Centre for Diversity and Inclusion (CCDI). As an employer partner of CCDI, our staff have unlimited access to webinars on various topics as it relates to EDI.
The second area of training that is available to staff and faculty is through LinkedIn Learning. Through LinkedIn Learning, staff and faculty are able to navigate the website to find numerous training and learning opportunities that are available and accessible to them at any time.
Finally, the College is currently in the process of working with an external agency to conduct equity, diversity and inclusion training for all of our staff and faculty. Some of the topics that will be covered during the training include; inclusion literacy, intercultural fluency, racial, gender and Indigenous micro-aggressions, and allyship.
The second area of training that is available to staff and faculty is through LinkedIn Learning. Through LinkedIn Learning, staff and faculty are able to navigate the website to find numerous training and learning opportunities that are available and accessible to them at any time.
Finally, the College is currently in the process of working with an external agency to conduct equity, diversity and inclusion training for all of our staff and faculty. Some of the topics that will be covered during the training include; inclusion literacy, intercultural fluency, racial, gender and Indigenous micro-aggressions, and allyship.
Optional Fields
Additional documentation to support the submission:
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Data source(s) and notes about the submission:
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