Actions:

• Provide training to the staff of the Vice-Dean Research office on EDI, accessibility, and antiracism in connection with research activities.
• Provide opportunities conducive to continuous conversations around the development of EDI, accessibility, and antiracist practices for researchers.
• Provide advise and guidance for researchers to integrate strong EDI, accessibility and antiracist plans within research.
• Share with central administration the challenges and experiences of researchers from Indigenous, racialized, and other underrepresented communities within the Faculty of Education.
• Promote diversity of research activities through Faculty of Education’s channels.

Indicators:

• Number and diversity of workshops associated with EDI, accessibility, and antiracism offered to staff of the Vice-Dean Research’s office.
• Number of provided opportunities and number of people in attendance.
• Number of grant proposals that integrate strong EDI, accessibility, and antiracist plans.
• Information associated with the experiences of researchers from Indigenous, racialized, disabled and 2SLGBTQ+ communities, and other underrepresented communities is shared with central administration to find solutions to concrete barriers and problems.
• Various research approaches are featured through Faculty of Education’s communication channels.

Actions:

• Support diverse research epistemologies and methodologies through internal grants, including the ones from Indigenous, racialized, disabled and 2SLGBTQ+ communities, and other underrepresented groups.
• Review Faculty Award selection criteria for research prizes and awards to ensure nominations include equitable representation of researchers from Indigenous, racialized, disabled and 2SLGBTQ+ communities, and other underrepresented communities.
• Implement training on non-traditional research and other means of ensuring members of nomination and selection committees better understand the resources, benefits, and other implications of such research approaches.
• Establish EDI accessibility, and anti-racist funding opportunities and ensure that these funding opportunities are identified and shared with Faculty members.

Indicators:

• Ration of submitted vs. funded projects to the Research Committee and joint university funding programs that adopt non-traditional research epistemologies and methodologies.
• Nominations for Faculty Awards pertaining to research that include equitable representation of researchers from Indigenous, racialized, disabled and 2SLGBTQ+ communities, and other underrepresented groups.
• Members of nomination and selection committees understand the resources, benefits, and other implications of such research approaches.
• EDI accessibility, and anti-racist funding opportunities are established, and information associated with these funding opportunities is shared with Faculty members.

Actions:

• Review admission process to ensure equitable access to members from Indigenous, racialized, disabled and 2SLGBTQ+ communities, and other underrepresented communities.
• Develop and implement appropriate strategies to document the admissions of students from Indigenous, racialized, disabled and 2SLGBTQ+ communities, and other underrepresented communities.
• Ensure members of Indigenous, racialized disabled and 2SLGBTQ+ communities, and other underrepresented communities have equitable access to admission and merit scholarships.

Indicators:

• Number of students from Indigenous, racialized, disabled and 2SLGBTQ+ communities, and other underrepresented communities.
• Access to information associated with the admission of members of Indigenous, racialized disabled and 2SLGBTQ+ communities, and other underrepresented communities.
• Number of members of Indigenous, racialized disabled and 2SLGBTQ+ communities, and other underrepresented communities who are granted admission and merit scholarships.

Actions:

• Review course outline to ensure relevancy of course content, expectations, and material to members of Indigenous, racialized, disabled and 2SLGBTQ+ communities, and other underrepresented communities.
• Increase collaboration in planning and developing courses among teaching staff with focus on inclusive, equitable, and antiracist, teaching and assessing practices.
• Develop and implement courses and concentrations associated with EDI, accessibility, and antiracist education.

Indicators:

• Number of course outlines whose content, expectations, and material are relevant to members of Indigenous, racialized, disabled and 2SLGBTQ+ communities, and other underrepresented communities.
• Number of collaborations in planning and developing courses among teaching staff with focus on inclusive, equitable, and antiracist, teaching and assessing practices.
• Number of courses and concentrations associated with EDI, accessibility, and antiracist education.

Actions:

• Develop effective communications (e.g., a website, social media) about EDI, accessibility, and antiracism challenges, initiatives, local, national, and international communities, and partners.
• Publish regular EDI, accessibility, and antiracist features in the Dean’s newsletter.
• Ensure accessibility of current and future communications and spaces.
• Develop effective collaborations about EDI, accessibility, and antiracism challenges, initiatives, and successes with local, national, and international communities and partners.
• Develop partnerships, co-sponsorships, and opportunities for representation and engagement of various communities in events such as Black History Month, Indigenous Awareness Weeks, Queer History Month.
• Consult local, national, and international communities, and partners particularly those underserved by higher education institutions, to discern needs with respect to knowledge production and capacity development.

Indicators:

• Effectiveness of communication about EDI, accessibility, and antiracism challenges, initiatives, as well as local, national, and international communities and partners.
• EDI, accessibility, and antiracist information are regularly featured in the Dean’s newsletter.
• Accessibility of current and future communications and spaces.
• Number of collaborations about EDI, accessibility, and antiracism challenges, initiatives, and successes with local, national, and international communities and partners.
• Number of partnerships, co-sponsorships, and opportunities for representation and engagement of various communities in events such as Black History Month, Indigenous Awareness Weeks, Queer History Month.
• Number of consultations with local, national, and international communities, and partners particularly those underserved by higher education institutions, to discern needs with respect to knowledge production and capacity development.

Actions:

• Review hiring process to ensure equitable access to a position to members from Indigenous, racialized, disabled and 2SLGBTQ+ communities, and other underrepresented communities.
• Develop and implement appropriate strategies to document the experiences of teaching and administrative staff from Indigenous, racialized, disabled and 2SLGBTQ+ communities, and other underrepresented communities.
• Train teaching and administrative staff on employment EDI, accessibility, and antiracist principles, policies, and practices using multiple formats.

Indicators:

• Number of teaching and administrative staff from Indigenous, racialized, disabled and 2SLGBTQ+ communities, and other underrepresented communities.
• Access to information associated with the experiences of teaching and administrative staff from Indigenous, racialized, disabled and 2SLGBTQ+ communities, and other underrepresented communities.
• Number of training opportunities associated with EDI, accessibility, and antiracist principles, policies, and practices provided to teaching and administrative staff.

Actions:

• Create mentorship network that addresses the experiences, needs, and interests of teaching and administrative staff from Indigenous, racialized, disabled and 2SLGBTQ+ communities, and other underrepresented communities.
• Develop opportunities for teaching and administrative staff from Indigenous, racialized, disabled and 2SLGBTQ+ communities, and other underrepresented communities to share experiences, and explore career opportunities and pathways.
• Create prompt, effective, accountable, supportive, and confidential channels to address concerns and complaints associated with EDI, accessibility, and racism.

Indicators:

• Mentorship network that addresses the experiences, needs, and interests of students of teaching and administrative staff from Indigenous, racialized, disabled and 2SLGBTQ+ communities, and other underrepresented communities.
• Number of opportunities provided and number of people who benefit from them.
• Satisfaction level of teaching and administrative staff from Indigenous, racialized, disabled and 2SLGBTQ+ communities, and other underrepresented communities.

Action:

Designate accessible non-denominational contemplative space for individual or group meditation, spiritual needs, and other activities promoting mental and emotional wellness.

Indicator:

Creation of an accessible non-denominational contemplative space for individual or group meditation, spiritual needs, and other activities promoting mental and emotional wellness.

Action:

Define and implement a global space strategy for all Indigenous needs, including academic, communal, study, and cultural functions.

Indicator:

Number of spaces for all Indigenous needs, including academic, communal, study, and cultural functions.

Action:

Define and implement a global space strategy to reflect diverse identities within the communal spaces.

Indicator:

Reflection of diverse identities within communal spaces.