| Overall Rating | Platinum |
|---|---|
| Overall Score | 85.74 |
| Liaison | Mike Wilson |
| Submission Date | Dec. 13, 2023 |
University of Victoria
PA-6: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
1.00 / 1.00 |
Claire
Irvine Sustainability Coordinator Campus Planning and Sustainability |
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:
Employees:
The Equity Action Plan launched in October 2022. Its goals provide UVic with strategic direction to advance equity, diversity and inclusion, and to create the conditions in which everyone feels a sense of belonging: as connected and respected parts of the university community. UVic conducted four phases of campus-wide engagement to create the Equity Action Plan. During this time, the UVic community shared stories, experiences, advice and recommendations for building a more equitable university. To keep the plan accountable to its commitments, high-level advancements toward recommended actions are reported out on the plan’s website and updates through an opt-in mailing list.
The Equity Action Plan’s engagement began by asking how we could best consult our campus community. This phase (Phase 1) determined the methods of engagement used throughout the next phases (including online surveys as well as face-to-face meetings and peer-led discussions). Next (Phase 2), we invited the UVic community to share what it would look like for equity, belonging and diversity to exist at UVic. During phase 3, we asked our campus community to share their stories and ideas for solutions to the barriers they were experiencing. Finally, a phase 4 survey gave the UVic community an opportunity to provide feedback on the draft EAP goals and determine priorities for action. Self-ID data was collected throughout Phase 2-4 surveys. Engagement was co-led by the Reflection and Challenge Committee (RCC), a group of 25 diverse faculty, staff and students from across the university, and Equity and Human Rights.
To fulfill provincial reporting requirements, UVic collects employment equity data through the Employment Equity Survey. The survey – which is sent to all new employees regardless of employment status – allows UVic employees to self-identify as a member of one or more of Canada’s four protected groups:
Women
Indigenous Peoples
Persons with Disabilities
Visible Minorities
Given the survey is voluntary, the following data represent only survey respondents. Currently, our response rate is roughly 85%.
Date of publication: April 15, 2023
Data source: Rates calculated through the Federal Workplace Employment Equity Information Management System (WEIMS) using UVic confidential self-identification data and Statistics Canada data.
Weighted representation at UVic reflects the overall representation of the respective designated groups against the total number of staff or faculty and librarians
Availability for staff is Census Metropolitan Area (CMA) data based on the selected geographic region (i.e., the Greater Victoria Area), weighted for the availability of ‘Professionals.’ Availability for faculty and librarians is national, weighted for the ‘Faculty, Librarians and Archivists.’
Students:
The University of Victoria Law School's Equity & Diversity Survey
Four featured sections:
1. Basic Demographics: Collects fundamental demographic information to understand and represent the first-year class.
2. Dimensions of Discrimination: Addresses six dimensions prohibited by the BC Human Rights Code, aiming to identify and rectify disparities.
3. Under-represented Groups: Measures the effectiveness of the Equity Policy commitments for five groups in Canadian law schools.
4. Socio-Economic Barriers: Explores socio-economic challenges faced by students from low-income families.
Confidentiality and Data Handling:
Survey adheres to privacy policies, ensuring participant anonymity.
Data is securely stored on a UVic server, accessible only to Institutional Planning & Analysis.
Utilization of Survey Data:
Analyst compiles an equity and diversity report for key decision-makers.
Annual public release of first-year class profiles promotes transparency.
Individual responses are securely destroyed within three months.
Feedback Mechanism:
Participants are encouraged to provide feedback on the survey and admissions process.
This innovative online survey aligns with the university's commitment to diversity, inclusivity, and privacy standards.
Additional Student Surveys:
UVic participates in several student surveys conducted by the Canadian University Survey Consortium (CUSC), as well as the Canadian Graduate and Professional Survey (CGPSS) and the BC Student Outcomes survey of Baccalaureate Graduates (BGS). Recent surveys UVic students and graduates have participated in include:
-2020 NSSE: UVic Frequencies and Statistical Comparisons
-2020 NSSE: UVic Engagement Indicators
-2023 Survey of Middle-Years UVic Students
-2022 Survey of First-Year UVic Students
-2021 Survey of Graduating UVic Students
-2020 Survey of Middle-Years UVic Students
Each of these surveys is a comprehensive assessment of student satisfaction with their education and the institution as a whole, providing insight into students’ experiences and success rates. In each of these surveys, students are asked whether they self-identify as being within various underrepresented groups, and if UVic encourages experiences with diverse people, conversations, and ways of educating. This way, responses of students in underrepresented groups can be compared to the responses of students who do not identify as being within an underrepresented group. Discrepancies can then be identified and further addressed through the implementation of various initiatives and programs.
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:
The Equity Action Plan has 5 goals; each goal includes the following sections.
- Why: Provides background information on the development of each goal, drawing on what we heard during community engagement.
- Committed actions: A list of activities that UVic is committed to undertaking as we work towards each universal goal. These actions include input from community engagement, adapted Scarborough Charter commitments and leadership priorities.
- Lead: Listed senior leaders are accountable for ensuring progress on the committed actions.
- Barriers: Barriers to equity, diversity, inclusion and belonging that have been identified through community engagement.
- Targeted actions: Actions drawn from the list of committed actions that address each of the identified barriers.
For examples see: https://www.uvic.ca/equity-action-plan/learn-our-goals/how-to-read-the-plan/index.php
Action updates are reported out through the community actions page. https://www.uvic.ca/equity-action-plan/view-progress/uvic-community-actions/index.php
In the most recent assessment, the diversity within the workforce and continuing faculty and librarians was evaluated based on Canadas 4 Protected groups. The findings are as follows:
Workforce Diversity:
• Women: Representing 63.5% of the total workforce (1,295 individuals), women are slightly overrepresented (availability of 53.5%).
• Indigenous Peoples: Accounting for 3.0% of the workforce (61 individuals), Indigenous Peoples are slightly overrepresented (availability of 2.8%).
• Persons with Disabilities: Making up 4.1% of the workforce (83 individuals), persons with disabilities are underrepresented (availability of 9.1%).
• Visible Minorities: Comprising 11.1% of the workforce (227 individuals), visible minorities are slightly underrepresented (availability of 13.6%).
Continuing Faculty and Librarian Diversity:
• Women: Among continuing faculty and librarians, women represent 48.5% (396 individuals) and are slightly overrepresented (availability of 44.9%).
• Indigenous Peoples: Accounting for 5.0% of continuing faculty and librarians (41 individuals), Indigenous Peoples are over represented (availability of 1.4%).
• Persons with Disabilities: Making up 3.9% of continuing faculty and librarians (32 individuals), persons with disabilities are underrepresented (availability of 8.9%).
• Visible Minorities: Comprising 14.8% of continuing faculty and librarians (121 individuals), visible minorities are underrepresented (availability of 20.8%).
These assessment findings are essential for shaping policy, programs, and initiatives to foster diversity and inclusion. By identifying underrepresented groups, UVic has develop targeted strategies to address these disparities. The results inform policies including the preferential and limited hiring policy and promoting greater inclusive hiring and retention practices. Programs and initiatives are being, and have been, designed to support the recruitment, retention, and professional development of individuals from underrepresented groups. Ultimately, these findings help guide efforts towards a more diverse and inclusive environment within UVic.
Students:
UVic Law Equity and Diversity Survey: https://www.uvic.ca/law/admissions/folder/index.php
The University of Victoria Law School is currently conducting an online survey to gather valuable insights on equity, diversity, and inclusivity within its student community. This web-based survey is designed to assess the diversity of the applicant pool, enhance admission practices, formulate effective recruitment strategies, and gain a deeper understanding of student needs. The online questionnaire covers various aspects, including basic demographics, dimensions of discrimination, underrepresented groups, socio-economic factors, and offers an opportunity for participants to provide feedback.
Additional student survey results are used to assess and inform the success or need of various equity and diversity initiatives. https://www.uvic.ca/institutionalplanning/reports/surveys/index.php
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:
The results of the assessment and related research are shared with the University community in reports through the Equity Action Plan, and through Institutional Planning and Analysis' sites.
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:
Data source(s) and notes about the submission:
There is also a section of the Equity Action Plan that is dedicated to UVic Community Action. This is where progressive actions to meet the goals of the Plan are reported and shared publicly: https://www.uvic.ca/equity-action-plan/view-progress/uvic-community-actions/index.php
There are also reflection and action guides for every audience of the UVic community: https://www.uvic.ca/equity-action-plan/take-action/resources/index.php
The Better Data Project:
https://www.uvic.ca/equity-action-plan/better-data/index.php
The Better Data Project at the University of Victoria, launched on November 1, 2023, invites all employees and students to complete a questionnaire aimed at improving the collection and use of identity data on campus. This initiative focuses on six identity categories: gender, sexual orientation, disability, Indigenous identity, racial and/or ethnocultural identity, and religious and/or spiritual identity. The collected data will inform the review of support structures, strategies for recruitment and advancement, and the evaluation of institutional plans. The project ensures privacy compliance with the BC Freedom of Information and Protection of Privacy Act and emphasizes confidentiality in handling personal information.
Student Surveys: https://www.uvic.ca/institutionalplanning/reports/surveys/index.php
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.