|Submission Date||Aug. 11, 2020|
University of New Brunswick, Fredericton
PA-6: Assessing Diversity and Equity
|1.00 / 1.00||
Has the institution engaged in a structured assessment process during the previous three years to improve diversity, equity and inclusion on campus?:
A brief description of the assessment process and the framework, scorecard(s) and/or tool(s) used:
Two UNB-wide environmental scans (a.k.a. Equity Conversations) were conducted in 2018: one on the Fredericton campus and one on the Saint John campus. All UNB faculty, staff, and students were invited to the sessions; 118 people registered for the events and the attendees included members of all FDGs. These scans included reviews of institutional systems that affect all UNB employees, including Chairholders. An initial inventory of UNB equity-related initiatives was generated at these events, as well as a SWOT (strength, weakness, opportunities, and threats) analysis. In addition to harnessing considerable energy
and momentum, these well-attended consultation events generated a list of future programming and policy initiatives. For example, participants advocated for expansion of daycare resources, development of designated prayer spaces, and allocation of resources for equity hires. Two additional scans were conducted in 2019, with the goals to form action groups for each of the key areas identified in the original scans and to help the action groups begin planning how to address key areas.
A CRC-specific environmental scan was conducted in 2019. UNB’s Vice-President (Research) circulated the AP to all current Chairholders and to Chairholders whose terms had ended within the past two years. Current Chairholders were invited to attend a roundtable session with the VPR, where questions and suggestions for developing the AP could be discussed. Chairholders who could not attend this session were invited to share their feedback via email, and were also invited to one-on-one meetings with the VPR. The roundtable and emailed feedback produced suggestions for improving the environment for CRCs from the FDGs, including supporting areas of research with higher representation from the FDGs. Chairholders also highlighted the reality that the region’s largely white population could make recruiting and retaining some members of the FDGs, especially visible minorities, more difficult. Respondents also highlighted the wider issue of sexism as a barrier to retaining female Chairholders. Although Chairholders who had been formerly employed at other institutions indicated that UNB is further ahead than some Canadian institutions in this respect, work remains to be done to ensure women are not the target of microaggressions or systemic exclusions (e.g. mandating EDI training for all CRC hiring units).
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?:
Does the assessment process address student outcomes related to diversity, equity and success?:
Does the assessment process address employee outcomes related to diversity and equity?:
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs, and initiatives:
Redressing the systemic barriers and suggestions for improvement that emerged from these environmental scans, particularly those that require fundamental institutional change, require long-term committment and resources. With this in mind, the importance of continuing to record and report on ongoing and new EDI-related barriers is reflected in Objective 2.1 (Data on EDI and systemic barriers at UNB will be fully and consistently recorded) and Objective 2.2 (Data on systemic barriers and EDI-related matters at UNB will be transparently reported). Objective 3.2 (Programs and initiatives developed with an EDI lens will increase UNB’s retention rate) identifies the method for responding to this data to ensure the institution implements the policies and practices required to eliminate the identified environmental barriers.
Are the results of the most recent structured diversity and equity assessment shared with the campus community?:
A brief description of how the assessment results are shared with the campus community:
A report summarizing the assessment can be found on UNB website and was highlighted in the President's Annual Report.
Are the results (or a summary of the results) of the most recent structured diversity and equity assessment publicly posted?:
The diversity and equity assessment report or summary (upload):
Website URL where the diversity and equity assessment report or summary is publicly posted:
Website URL where information about the institution’s diversity and equity assessment efforts is available:
Additional documentation to support the submission:
UNB will be one of 17 Canadian post-secondary institutions that will be part of the Dimensions Pilot Program. This program is intended to publicly recognize post-secondary institutions seeking to increase equity, diversity and inclusion (EDI) in their environments and across the research ecosystem. The program objective is to foster transformational change within the research community at Canadian post-secondary institutions by identifying and eliminating obstacles and inequalities.
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 and complete the Data Inquiry Form.