| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 71.07 |
| Liaison | Michael Chapman |
| Submission Date | March 6, 2020 |
Nova Scotia Community College
PA-6: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
1.00 / 1.00 |
Joseph
Fraser Director, Diversity & Inclusion Diversity & Inclusion |
"---"
indicates that no data was submitted for this field
Has the institution engaged in a structured assessment process during the previous three years to improve diversity, equity and inclusion on campus?:
Yes
A brief description of the assessment process and the framework, scorecard(s) and/or tool(s) used:
The College’s Employee Engagement Survey is administered every two years, most recently in 2017. The survey measures overall employee engagement and includes questions pertaining to physical and emotional safety, welcoming and inclusive work environment, and respect in the workplace. Along with a whole-College report, results are also assembled with specific reports from employees who self-identify as Aboriginal/Indigenous, persons with disabilities, members of racially visible groups, and women.
In January 2019 NSCC launched its first Mental Wellness Strategy for students and employees. The strategy aims to build understanding, capacity, and connections to support mental wellness within the College community. A comprehensive evaluation framework has been developed to guide assessment of progress (see attached). Students’ experiences related to mental wellness, including climate, were assessed through engagement sessions with African Canadian/Black students, Mi’kmaq/Indigenous students, students with disabilities, International students, and 2SLGBTQ+ students using a framework designed by the Mental Health Commission of Canada. Student experiences and perspectives were also gathered through a range of activities during the College’s Mental Wellness Week in January 2019 which will become an annual event.
Plans are also in place to develop balanced scorecards for reporting purposes, based on the above metrics, to ensure we are analyzing common measures that matter in support of an exceptional teaching and learning experience.
Currently we are able to identify students who have self-identified as being:
• African Nova Scotian/Black
• Indigenous
• Students with Disabilities
• Female
• International
• English language learner
Data will also be examined across age groups, geographic location and student sponsorship.
To support these efforts, an accountability mechanism has been enacted through the Office of Diversity and Inclusion where all NSCC employees complete a mandatory one-day workshop entitled Understanding Diversity and Building Bridges. In this course participants:
• Explore Equity, Diversity and Inclusion concepts including identity and intersectionality;
• Discuss College Equity, Diversity, and Inclusion related policies and obligations;
• Discuss unconscious bias, privilege and every day microaggressions;
• Examine intercultural competency/proficiency; and
• Discuss agency and allyship.
In January 2019 NSCC launched its first Mental Wellness Strategy for students and employees. The strategy aims to build understanding, capacity, and connections to support mental wellness within the College community. A comprehensive evaluation framework has been developed to guide assessment of progress (see attached). Students’ experiences related to mental wellness, including climate, were assessed through engagement sessions with African Canadian/Black students, Mi’kmaq/Indigenous students, students with disabilities, International students, and 2SLGBTQ+ students using a framework designed by the Mental Health Commission of Canada. Student experiences and perspectives were also gathered through a range of activities during the College’s Mental Wellness Week in January 2019 which will become an annual event.
Plans are also in place to develop balanced scorecards for reporting purposes, based on the above metrics, to ensure we are analyzing common measures that matter in support of an exceptional teaching and learning experience.
Currently we are able to identify students who have self-identified as being:
• African Nova Scotian/Black
• Indigenous
• Students with Disabilities
• Female
• International
• English language learner
Data will also be examined across age groups, geographic location and student sponsorship.
To support these efforts, an accountability mechanism has been enacted through the Office of Diversity and Inclusion where all NSCC employees complete a mandatory one-day workshop entitled Understanding Diversity and Building Bridges. In this course participants:
• Explore Equity, Diversity and Inclusion concepts including identity and intersectionality;
• Discuss College Equity, Diversity, and Inclusion related policies and obligations;
• Discuss unconscious bias, privilege and every day microaggressions;
• Examine intercultural competency/proficiency; and
• Discuss agency and allyship.
Does the assessment process address campus climate by engaging stakeholders to assess the attitudes, perceptions and behaviors of employees and students, including the experiences of underrepresented groups?:
Yes
Does the assessment process address student outcomes related to diversity, equity and success?:
Yes
Does the assessment process address employee outcomes related to diversity and equity?:
Yes
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs, and initiatives:
Survey results, along with other sources of information are used to inform decisions related priority of work and allocation of resources. For example, based, in part, on survey results, the College has created four new positions since 2018 that support equity, diversity, and inclusion across the College. The positions are: Manager, Equity and Inclusion, Respectful Communities Consultant, Senior Advisor, Educational Equity, and Senior Advisor Mi’kmaq and Indigenous Initiatives.
Results have also helped to inform development of an Educational Equity Policy, a Sexual Violence Policy, and a Mental Wellness Strategy (links below) as well as updating of the Employment Equity Policy and a current review of the Respectful Workplace and Learning Environment Policy.
Results have also helped shape learning and development programming such as updating the Understand Diversity and Building Bridges training which is mandatory for all employees; developing a new diversity leadership course, Building Inclusive Practice; and a diversity module in the faculty onboarding program, Our NSCC Learning Community.
Survey results including verbatim comments also helped to inform development of a suite of inclusion-related guidelines including: Guidelines for Inclusive Event Planning, Guidelines for Working with ASL Interpreters, Guidelines for Smudging on Campus, and Guidelines for Religious Accommodation.
Results of the Employment Equity Self-identification survey to date were used to inform development of a comprehensive Employment Equity plan which is currently being implemented (see attached).
Results of student engagements are being used to inform implementation and evaluation of the Mental Wellness Strategy.
Results of the Employee Engagement Survey are used to inform enhancements to the Respectful Workplace and Learning Environment Policy.
Results have also helped to inform development of an Educational Equity Policy, a Sexual Violence Policy, and a Mental Wellness Strategy (links below) as well as updating of the Employment Equity Policy and a current review of the Respectful Workplace and Learning Environment Policy.
Results have also helped shape learning and development programming such as updating the Understand Diversity and Building Bridges training which is mandatory for all employees; developing a new diversity leadership course, Building Inclusive Practice; and a diversity module in the faculty onboarding program, Our NSCC Learning Community.
Survey results including verbatim comments also helped to inform development of a suite of inclusion-related guidelines including: Guidelines for Inclusive Event Planning, Guidelines for Working with ASL Interpreters, Guidelines for Smudging on Campus, and Guidelines for Religious Accommodation.
Results of the Employment Equity Self-identification survey to date were used to inform development of a comprehensive Employment Equity plan which is currently being implemented (see attached).
Results of student engagements are being used to inform implementation and evaluation of the Mental Wellness Strategy.
Results of the Employee Engagement Survey are used to inform enhancements to the Respectful Workplace and Learning Environment Policy.
Are the results of the most recent structured diversity and equity assessment shared with the campus community?:
Yes
A brief description of how the assessment results are shared with the campus community:
Results are shared within the College community through various channels such as e-mail updates, follow-up meetings, agenda items, information posted on intranet, etc.
Are the results (or a summary of the results) of the most recent structured diversity and equity assessment publicly posted?:
Yes
The diversity and equity assessment report or summary (upload):
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Website URL where the diversity and equity assessment report or summary is publicly posted:
Optional Fields
Additional documentation to support the submission:
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Data source(s) and notes about the submission:
https://nscc.sharepoint.com/services/Pages/Employee-engagement-results.aspx is a source available only to employees and students of NSCC. This link references the Employee Engagement survey results which can also be found in credit PA-13: Assessing Employee Satisfaction.
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.