| Overall Rating | Gold |
|---|---|
| Overall Score | 69.71 |
| Liaison | Sharmilla Raj |
| Submission Date | May 6, 2024 |
Toronto Metropolitan University
PA-6: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
1.00 / 1.00 |
"---"
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:
Quantitative data is used to assess the university’s progress on improving equity, diversity and inclusion generally on campus. A considerable amount of this data is available to community members on the employee and student diversity data centre websites. More information, e.g. such as intersectional data, is available to community members on request. For employees, recruitment, representation and retention data are indicators and measures of progress on advancing equity, diversity and inclusion on campus. For students, representation by program and success metrics (retention and graduation rates) are used to assess progress on advancing equity, diversity and inclusion in education. In addition, the university engages in consultation; conducts surveys, town halls, interviews; and conducts climate reviews for specific issues and groups, for example the Anti-Black Racism Climate Review. Reports with recommendations are produced, implementation committees/groups are established and reports are presented every year on progress and challenges.
1) The Canadian Truth and Reconciliation Commission (TRC), which was tasked with gathering information about and promoting awareness of Residential Schools in Canada, delivered its final report in 2015. The final report included 94 Calls to Action, a number of which relate to post-secondary education.
TMU’s President launched a community-wide consultation on the response to the calls to action. The consultation concluded with a summary community consultation report entitled Truth and Reconciliation at TMU: Building a Foundation for Generations to Come was presented to the President and provost in a community celebration on January 26, 2018.
The assessment report organized a) the findings around six themes (outlining barriers and concerns expressed along with presented solutions and opportunities), b) six steps already taken, c) seven steps now underway, and d) seven further steps to be implemented.
2) Our Diversity Self ID (DSID) report which is produced biennially, also provides data on the recruitment, representation and retention of TMU employees. The last DSID report provides data on TMU employees as of March 2018. We report on 5 groups: women, visible minorities/racialized employees, disabled employees, 2SLGBTQ+ employees and Indigenous employees (First Nations, Metis and Inut employees). The 2018 DSID report has a special focus section on Indigenous employees to support, inform and enhance our TRC campus efforts.
3) In 2010, the Taskforce on Anti-Racism at TMU University released a report that examined systemic racial issues and barriers on campus. A few years later, the student group Black Liberation Collective–TMU, raised new concerns regarding the prevalence of anti-Black racism on campus.
In response to these concerns and as the tenth anniversary of that report approached, the university embarked on the Anti-Black Racism Campus Climate Review in 2019. Anyone from the TMU community who self-identifies as a Black person was invited to participate. On July 17, 2020, TMU hosted an online event that marked the release of the Anti-Black Racism Campus Climate Review Report in honour of Nelson Mandela International Day (July 18).
The Anti-Black Racism Campus Climate Review Report highlights the real-life experiences of Black students, faculty and staff to foster a greater understanding of the realities they experience with anti-Black racism in a Canadian post-secondary institution.
1) The Canadian Truth and Reconciliation Commission (TRC), which was tasked with gathering information about and promoting awareness of Residential Schools in Canada, delivered its final report in 2015. The final report included 94 Calls to Action, a number of which relate to post-secondary education.
TMU’s President launched a community-wide consultation on the response to the calls to action. The consultation concluded with a summary community consultation report entitled Truth and Reconciliation at TMU: Building a Foundation for Generations to Come was presented to the President and provost in a community celebration on January 26, 2018.
The assessment report organized a) the findings around six themes (outlining barriers and concerns expressed along with presented solutions and opportunities), b) six steps already taken, c) seven steps now underway, and d) seven further steps to be implemented.
2) Our Diversity Self ID (DSID) report which is produced biennially, also provides data on the recruitment, representation and retention of TMU employees. The last DSID report provides data on TMU employees as of March 2018. We report on 5 groups: women, visible minorities/racialized employees, disabled employees, 2SLGBTQ+ employees and Indigenous employees (First Nations, Metis and Inut employees). The 2018 DSID report has a special focus section on Indigenous employees to support, inform and enhance our TRC campus efforts.
3) In 2010, the Taskforce on Anti-Racism at TMU University released a report that examined systemic racial issues and barriers on campus. A few years later, the student group Black Liberation Collective–TMU, raised new concerns regarding the prevalence of anti-Black racism on campus.
In response to these concerns and as the tenth anniversary of that report approached, the university embarked on the Anti-Black Racism Campus Climate Review in 2019. Anyone from the TMU community who self-identifies as a Black person was invited to participate. On July 17, 2020, TMU hosted an online event that marked the release of the Anti-Black Racism Campus Climate Review Report in honour of Nelson Mandela International Day (July 18).
The Anti-Black Racism Campus Climate Review Report highlights the real-life experiences of Black students, faculty and staff to foster a greater understanding of the realities they experience with anti-Black racism in a Canadian post-secondary institution.
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:
The findings of TMU's community wide consultation on the response to the TRC calls to action have been used in shaping policies (i.e. collective agreements, academic plan, campus master plan), initiatives (i.e. Aboriginal work program), and educational programs (return of the annual powwow).
For employees, the most recent data is for 2022 and for students, we are preparing the 2023 data for publication. Leaders, committees and other community members are expected to review data relevant to their area(s) of influence and engage in further discussions to understand the context of the data and to identify opportunities, targets, strategies, etc. to remove barriers and advance equity, diversity and inclusion. We have found that high level data masks uneven representation depending on the type of work and area of work. So, our assessments are targeted and specific. The data is one tool that helps to provide insights for further exploration and discussion (could involve surveys, interviews, etc.) Examples of some recent assessments and findings are: Results of the Standing Strong Task Force Report, 2021, which explored anti-Indigenous racism at TMU and the legacy of Egerton Ryerson, which resulted in the decision of the Board of Governors to change the name of the university. A 2023 review of the representation of equity deserving groups in Co-op programs in a Faculty found that overall the representation was good, but specific programs could increase the opportunities to participate with specific actions identified and a commitment to ongoing assessment of progress; and a 2023 assessment of faculty tenure and promotion indicated some areas of progress and some areas where further action is needed. Results of assessments can suggest changes, such as requiring the use of an EDI lens tool when developing or amending policies, adjusting GPA requirements for participation in Co-op programs, the decision for a department to develop and implement a holistic admissions process, identification of staff from equity deserving groups whose compensation should be adjusted to bridge unexplained gaps, collective agreement provisions to include an equity representative on faculty hiring committees, implementation of applicant diversity self-id for applicants to staff and faculty jobs, establishing distinct Black and Indigenous student graduation ceremonies, amending academic accommodation policy to include actions to improve accessibility of education to reduce the need for individual accommodation, designating gender inclusive bathrooms, and more.
To build a diverse and inclusive community of exceptional students, faculty and staff various action oriented frameworks have been established to strategically embed EDI into TMU’s organizational culture to address the needs of both students and employees of diverse backgrounds, including Indigenous and persons with disabilities.
The various areas of focus for Indigenous faculty, staff and students are:
Develop and implement a strategic vision to Indigenize Toronto Metropolitan University (Strategic Vision)
Improve and expand support for Indigenous learners (Indigenous Learners and Access)
Indigenize teaching and learning practices (Learning and Teaching)
Increase Indigenous staff and faculty (Indigenous Employees)
Deepen engagement and partnerships with Indigenous communities (Community Engagement)
Increase Indigenous visibility at TMU through expressions of reconciliation (Visibility and Reconciliation)
Indigenous space making for ceremonies and programming (Space)
The various areas of focus for persons with disabilities are:
Built Environment
Employment
Universal Design for Learning (UDL)
Information and Technology
Communication and Awareness
Procurement
Anti-Black Racism Campus Climate Review Report: https://www.torontomu.ca/equity/programs-reports/anti-black-racism-campus-climate-review/anti-black-racism-campus-climate-review-report/executive-summary/
For employees, the most recent data is for 2022 and for students, we are preparing the 2023 data for publication. Leaders, committees and other community members are expected to review data relevant to their area(s) of influence and engage in further discussions to understand the context of the data and to identify opportunities, targets, strategies, etc. to remove barriers and advance equity, diversity and inclusion. We have found that high level data masks uneven representation depending on the type of work and area of work. So, our assessments are targeted and specific. The data is one tool that helps to provide insights for further exploration and discussion (could involve surveys, interviews, etc.) Examples of some recent assessments and findings are: Results of the Standing Strong Task Force Report, 2021, which explored anti-Indigenous racism at TMU and the legacy of Egerton Ryerson, which resulted in the decision of the Board of Governors to change the name of the university. A 2023 review of the representation of equity deserving groups in Co-op programs in a Faculty found that overall the representation was good, but specific programs could increase the opportunities to participate with specific actions identified and a commitment to ongoing assessment of progress; and a 2023 assessment of faculty tenure and promotion indicated some areas of progress and some areas where further action is needed. Results of assessments can suggest changes, such as requiring the use of an EDI lens tool when developing or amending policies, adjusting GPA requirements for participation in Co-op programs, the decision for a department to develop and implement a holistic admissions process, identification of staff from equity deserving groups whose compensation should be adjusted to bridge unexplained gaps, collective agreement provisions to include an equity representative on faculty hiring committees, implementation of applicant diversity self-id for applicants to staff and faculty jobs, establishing distinct Black and Indigenous student graduation ceremonies, amending academic accommodation policy to include actions to improve accessibility of education to reduce the need for individual accommodation, designating gender inclusive bathrooms, and more.
To build a diverse and inclusive community of exceptional students, faculty and staff various action oriented frameworks have been established to strategically embed EDI into TMU’s organizational culture to address the needs of both students and employees of diverse backgrounds, including Indigenous and persons with disabilities.
The various areas of focus for Indigenous faculty, staff and students are:
Develop and implement a strategic vision to Indigenize Toronto Metropolitan University (Strategic Vision)
Improve and expand support for Indigenous learners (Indigenous Learners and Access)
Indigenize teaching and learning practices (Learning and Teaching)
Increase Indigenous staff and faculty (Indigenous Employees)
Deepen engagement and partnerships with Indigenous communities (Community Engagement)
Increase Indigenous visibility at TMU through expressions of reconciliation (Visibility and Reconciliation)
Indigenous space making for ceremonies and programming (Space)
The various areas of focus for persons with disabilities are:
Built Environment
Employment
Universal Design for Learning (UDL)
Information and Technology
Communication and Awareness
Procurement
Anti-Black Racism Campus Climate Review Report: https://www.torontomu.ca/equity/programs-reports/anti-black-racism-campus-climate-review/anti-black-racism-campus-climate-review-report/executive-summary/
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:
TMU's community wide consultation on the response to the TRC calls to action report was shared with the entire TMU community via a presentation of the report to TMU President and Provost before 200+ TMU community members. Hard copies were distributed and a copy of the report is also available online. During Social Justice Week, an in-person update on the status of our progress is shared with the community on an annual basis; this is also done through TMU Today, our institutional e-news magazine, student newspapers and social media.
Similarly, the DSID report findings are shared via in-person presentations, on-line newspaper articles, distribution of hard copies, DSID website and social media.
As indicated previously, a considerable amount of data used in assessments is available online in TMU’s student and employee diversity data centres. Results in specific areas are typically shared within those areas in order to celebrate successes, course correct or implement new initiatives. Results of university progress on implementing recommendations from climate reviews are usually presented to the specific communities involved, shared in the university’s internal newsletter and/or in reports.
Similarly, the DSID report findings are shared via in-person presentations, on-line newspaper articles, distribution of hard copies, DSID website and social media.
As indicated previously, a considerable amount of data used in assessments is available online in TMU’s student and employee diversity data centres. Results in specific areas are typically shared within those areas in order to celebrate successes, course correct or implement new initiatives. Results of university progress on implementing recommendations from climate reviews are usually presented to the specific communities involved, shared in the university’s internal newsletter and/or in reports.
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):
---
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:
Website URL where information about the institution’s diversity and equity assessment efforts is available:
https://www.torontomu.ca/diversity-self-id/diversity-data-centre/
https://www.torontomu.ca/confronting-anti-black-racism/pdfs/anti-black-racism-campus-climate-review-report-july-2020.pdf
https://www.torontomu.ca/content/dam/next-chapter/Report/SSTF-report-and-recommendations-Aug_24_FINAL.pdf
https://www.torontomu.ca/confronting-anti-black-racism/reports/
TMU was just ranked #1 among Canada’s top diversity employers in 2023 by Forbes magazine. URL: https://www.forbes.com/sites/rachelpeachman/2023/07/11/meet-canadas-best-employers-for-diversity-2023/?sh=3ed595de18c3
https://www.torontomu.ca/diversity-self-id/diversity-data-centre/
https://www.torontomu.ca/confronting-anti-black-racism/pdfs/anti-black-racism-campus-climate-review-report-july-2020.pdf
https://www.torontomu.ca/content/dam/next-chapter/Report/SSTF-report-and-recommendations-Aug_24_FINAL.pdf
https://www.torontomu.ca/confronting-anti-black-racism/reports/
TMU was just ranked #1 among Canada’s top diversity employers in 2023 by Forbes magazine. URL: https://www.forbes.com/sites/rachelpeachman/2023/07/11/meet-canadas-best-employers-for-diversity-2023/?sh=3ed595de18c3
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.