| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 57.05 |
| Liaison | Herbert Sinnock |
| Submission Date | July 12, 2018 |
| Executive Letter | Download |
Sheridan College (Ontario)
PA-5: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
1.00 / 1.00 |
Marla
Terreberry-Portfilio Manager, Human Rights and Equity Centre for Equity and 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:
CEI is currently undertaking the initial phase of a multi-phased project called the Equity and Inclusion Audit, Framework and Strategy Project (Project). The Project aims to further advance the principles of equity and inclusion at Sheridan, by conducting a comprehensive equity and inclusion audit of Sheridan programs and services, written policies and procedures and formal and informal practices to inform the development of a comprehensive Sheridan Equity and Inclusion Framework & Strategy.
During the initial phase of the project, CEI will:
1. conduct an equity and inclusion audit of Sheridan programs and services, written policies and procedures, and formal and informal practices to:
- examine current equity and inclusion efforts underway at Sheridan;
- identify effective equity and inclusion practices at Sheridan; and
- identify gaps (barriers) in what is provided at Sheridan when benchmarked against best practices at comparable post-secondary and other public sector organizations in Canada; and
Additionally, the campus wide Sheridan Multi-Year Accessibility Plan is coordinated and updated every two years (as per the General Requirements section under the Integrated Accessibility Standards Regulation of the AODA) through CEI, and outlines how Sheridan meets its legislative requirements, such as accessible procurement, training, policy development, etc. under the AODA, and includes other notable non-legislative achievements. This document is publicly posted on the Sheridan website.
As identified above, the first phase has two key objectives:
1. conduct an equity and inclusion audit of Sheridan programs and services, written policies and procedures, and formal and informal practices; and
2. carrying out a scan of institutional equity and inclusion frameworks and strategies at comparable post-secondary and other public sector institutions in Canada
In order to achieve these objectives the CEI has retained the services of an external consultant:
1. to conduct an audit of Sheridan’s programs, policies, procedures and services via a scan f Sheridan intranet and internet pages as well as conducting formation gathering interviews with key stakeholders;
2. to conduct an environmental scan of equity and inclusion policies, practices, programs and services in Canadian Post-Secondary and public sector institutions in order to identify promising practices against which Sheridan’s services could benchmarked
3. carrying out a scan of institutional equity and inclusion frameworks and strategies at comparable post-secondary and other public sector institutions in Canada and identify promising practices that Sheridan can consider when developing an E&I framework and strategy.
Subsequent phases will include gathering qualitative and quantitative data through interviews, focus groups, and surveys.
The Equity and Inclusion framework exemplars researched, will be compared with data collected about Sheridan’s current and desired state, and a framework will be developed through a consultative process, to develop a Sheridan Equity and Inclusion Framework to help build and maintain a work and learning environment that is welcoming and supportive for all.
In addition, A Gender and Sexual Diversity Survey was launched on January 26, 2015 and was available to all employees and students until February 6, 2015. The anonymous and voluntary survey was created as part of Sheridan’s commitment in its Strategic Plan to provide an inclusive place to work and learn.
This was the first time Sheridan has conducted this type of survey. It was initiated and organized by Sheridan’s Gender and Sexual Diversity Taskforce (GSDT), a voluntary advisory committee with members representing various campus stakeholders, particularly those with LGBTQ+ experience.
The survey was meant to act as a campus climate assessment to: gather information about attitudes and experiences; identify existing gaps in initiatives on gender and sexual diversity; and inform decision-making for further work related to creating an inclusive and respectful workplace and learning environment.
Since the Equity and Inclusion Audit, Framework and Strategy Project is in progress, results are pending; therefore, the results from the 2015 survey are presented here.
Does the assessment process address campus climate by engaging stakeholders to assess the attitudes, perceptions and behaviors of faculty, staff, administrators and students, including the experiences of underrepresented groups?:
Yes
Does the assessment process address student outcomes related to diversity, equity and success (e.g. graduation/success and retention rates for underrepresented groups)?:
Yes
Does the assessment process address employee outcomes related to diversity and equity (e.g. pay and retention rates for underrepresented groups)?:
Yes
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs and initiatives:
The results from the Equity and Inclusion Audit, Framework and Strategy Project are pending because the Project is currently in progress; therefore, the results from the 2015 survey are presented here.
Please see link below for reports as well as attached report.
https://www.sheridancollege.ca/about/human-rights
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:
At the completion of the EIAF project, the end products will be shared with the Sheridan community.
The results from the Equity and Inclusion Audit, Framework and Strategy Project are pending because the Project is currently in progress; therefore, the results from the 2015 survey are presented here.
Please see link below for reports as well as attached report.
https://www.sheridancollege.ca/about/human-rights
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:
The website URL where the report or summary is publicly posted:
Optional Fields
Additional documentation to support the submission:
Data source(s) and notes about the submission:
The assessment process to address student outcomes related to diversity, equity and success is focused on support for members of marginalized groups and so by extension may be related to graduation/success and retention rates, but this is not the starting point or the primary focus of this assessment. The same is true for employee outcomes.
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.