Overall Rating Silver
Overall Score 46.94
Liaison Tanya Roberts
Submission Date Feb. 7, 2020
Executive Letter Download

STARS v2.1

Durham College
PA-4: Diversity and Equity Coordination

Status Score Responsible Party
Complete 1.33 / 2.00 Allison Hector- Alexander
Manager, Office of Student Diversity, Inclusion & Transitions
Office of Diversity, Inclusion & Transitions
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Does the institution have a diversity and equity committee, office, and/or officer tasked to advise on and implement policies, programs, and trainings related to diversity, equity, inclusion and human rights on campus?:
Yes

Does the committee, office and/or officer focus on students, employees, or both?:
Both students and employees

A brief description of the diversity and equity committee, office and/or officer, including purview and activities:

The Director, Office of Student Diversity, Inclusion & Transitions and team promotes inclusion throughout the institution by taking a leadership role in educating the campus on diversity and by advising on best practices in creating access for all throughout the community. The team works collaboratively to infuse diversity into the curriculum, enhances the compositional diversity profile of students, faculty, and staff, and develops policies designed to improve the campus climate. The team works through the various networks of the institution planning and implementing diversity initiatives on campus to create an inclusive campus environment.

This position reports directly to the vice president, Student Affairs with a dotted line relationship to Human Resources. The Director is responsible for management of the Diversity, Inclusion and Transitions Office, oversight and supervision of the First People's Indigenous Centre and oversight of the First Generation grants.

1.) Equity, Diversity and Inclusion (EDI) Working Group

Terms of Reference

EDI Working Group Mandate: Through a consultative and collaborative process, members of the EDI Working Group will utilize an intersectional lens to establish and implement an institutional framework and strategy for equity, diversity and inclusion that addresses the needs of both students and employees.

(i) Make recommendations on the practical steps necessary to improve the equality of opportunity for all members of the campus community, including compliance with relevant legislation in areas of diversity, which includes culture, race, gender, creed, ethnic background, socio-economic class, ability, age, family status or sexual orientation;

(ii) Advise on EDI training programs for development and delivery to both students and employees;
(iii) Evaluate the efficacy of programming, activities, and processes related to help-seeking behaviours and advising on changes, where necessary;
(iv) Draft an annual report highlighting data related to EDI measures and making recommendations to the Vice President, Student Affairs or delegate;
(v) Disseminate information on matters related to diversity, equity and inclusion

(vi) Strategize towards the development of institutional EDI goals

(vii) Make recommendations for changes/revisions to the institutions’ harassment and discrimination policies

(viii) Provide guidance to departments on EDI issues relating to students and employees.

2.) Indigenization Council

Terms of Reference

Authority:

The Indigenization Council (IC) will report to the VP Student Affairs or delegate who shall define the structure, mandate and terms of reference. Reports will happen quarterly.

Background:

On October 16, 2015, Durham College signed the Indigenous Education Protocol. The Indigenization Council’s role is to advise and assist in the development and implementations of strategies for the advancement and improvement of Indigenous education at Durham College. The Indigenous Education Protocol for Colleges and Institutes and the recommendations from the Truth and Reconciliation will provide core guidelines.

Purpose/Mandate of the Indigenization Council:

The purpose of the IC is to provide guidance and oversight to the institution in meeting the commitments outlined in the Indigenous Education Protocol. It’s mandate will be to:

1. Commit to making Indigenous education a priority
2. Ensure governance structures recognize and respect Indigenous Peoples
3. Implement intellectual and cultural traditions of Indigenous Peoples through curriculum and learning approaches relevant to learners and communities
4. Support students and employees to increase understanding and reciprocity among Indigenous and non-Indigenous Peoples
5. Commit to supporting the increase in the number of Indigenous employees with on-going appointments, throughout the institution, including Indigenous senior administrators
6. Establish Indigenous centred holistic services and learning environments for learner’s success
7. Build relationships and be accountable to Indigenous communities in support of self-determination through education, training and applied research

The Indigenizing Council will:

• Promote and maintain current resources on best practices in Indigenous education
• Disseminate information to various departments within Durham College on matters related to Indigenous Education and the ‘Indigenization’ of the campus
• Revise current practices to include Indigenous pedagogical practices
• Establish systems to promote indigenous presence on campus and in the community
• Share ideas and build relationship within Durham College and communities
• Review policy and procedure to identify potential negative impacts on Indigenization of the campus
• Promote awareness of indigenous culture among indigenous and non-indigenous persons


Estimated proportion of students that has participated in cultural competence trainings and activities (All, Most, Some, or None):
Some

Estimated proportion of staff (including administrators) that has participated in cultural competence trainings and activities (All, Most, Some, or None):
Some

Estimated proportion of faculty that has participated in cultural competence trainings and activities (All, Most, Some, or None):
Some

A brief description of the institution’s cultural competence trainings and activities for each of the groups identified above:

Training and education in the area of diversity is an ongoing initiative. The Office of Student Diversity, Inclusion and Transitions, in partnership with the Aboriginal Student Centre, hosts a series called Soup and Substance, which is focused on diversity related topics. The sessions are held at noon and provide an opportunity for non-structured discussions about diversity matters at the college. Past topics have included:
• Creating Inclusive spaces on Campus
• Cultural Safety
• Supporting Students with Mental Illness
• Power and Privilege
• Responding to Disclosures of Sexual Violence
• Race and Intersectionalities
• The meaning of Ramadan
• Cultural Competence and the Workplace
Training sessions are also offered for students and employees, and address areas of cultural competence and safety, respect, power and privilege, classroom management, the mechanics of oppression, understand the ‘isms’, and overall sensitivity training. All employees are welcome and encouraged to attend these sessions as well as provide feedback that leads to new needs-specific learning opportunities.

Training Topics for the 2018/19 period include:
• Understanding Implicit Bias
• Cultural Competence
• Kairos Blanket Exercise
• Management Development Series: Creating Supportive and Inclusive Spaces
• Restorative Practices: Repairing Harm and Building Community
• Missing & Murdered Indigenous Women and Girls
• International Women’s Day: Women & Diversity
• Supporting Inclusion and Human Rights on Campus
• Human Rights 101
• Building Community with a Restorative Lens
• Courageous Conversations
• Diversity & the Criminal Justice System
• Allyship, Equity and Inclusion


The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
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