Equity, Diversity and Inclusion

For a more equitable, diverse and inclusive university environment

Joined hands expressing diversity and solidarity.

Preamble

Statement of Principles for Equity, Diversity and Inclusion

In keeping with the University of Ottawa's position on inclusion and diversity, the School of Social Work is committed to promoting an educational environment that fosters equity, diversity and inclusion.

The School of Social Work recognizes that certain social groups are disadvantaged because of historically constructed inequalities embedded in social structures, institutions and ideological discourses. These inequalities (based on sex and gender, race and ethnicity, religion, age, sexuality, gender identity, language, class and disability) lead to differences in access to education and to unequal outcomes in terms of economic, political, social and cultural power. In keeping with the values that define the profession of social work, the School of Social Work adheres to the principle of equity; it strives to provide every person with the opportunity to develop their full potential regardless of their social group.

The School's commitment to equity, diversity and inclusion encompasses the following areas:

  1. Recruitment, admission and retention of students;
  2. Teaching curriculum;
  3. Research;
  4. Recruitment of administrative and faculty members;
  5. Internships, fieldwork placements and other community collaborations.

This commitment involves the entire School, from faculty members, administrative staff, instructors and practicum supervisors, to undergraduate and graduate students. The School of Social Work recognizes that a commitment to equity, diversity and inclusion requires skill development and an ongoing effort of reflection and dialogue.

(Adopted at the School of Social Work Assembly on April 16, 2019)

Equity, Diversity and Inclusion Committee (EDIC)

The Equity, Diversity and Inclusion Committee includes the chair of the School of Social Work, the undergraduate and graduate studies supervisors, the field placement and education coordinator, the committee chair and student members.

Mandate:

The mandate of the EDIC is to:

  1. Prepare and implement an equity, diversity and inclusion action plan.

  2. Propose to the undergraduate and graduate studies committees ways to comply with CASWE certification requirements and the University of Ottawa’s principles of equity, diversity and inclusion.

  3. Report to the APUO assembly on its work and submit any proposals for change to the School of Social Work’s undergraduate or graduate studies committee.

  4. Serve as an information and referral source on equity, diversity and inclusion measures under consideration at the School of Social Work.

Membership: 

The membership of the EDIC is as follows:

  • Director of the School of Social Work (ex-officio member)
  • Head of undergraduate studies (ex-officio member)
  • Head of graduate studies (ex-officio member)
  • A School of Social Work professor serving as the committee lead
  • A member of the School of Social Work placement coordination team
  • At least two social work students (undergraduate and graduate representatives, ideally).

Note:

  • The number of student members is not limited, provided applications are submitted by the deadline.
  • Persons who agree to serve on the EDIC do so for two years (with exceptions such as those at the end of a term or of program of studies).
  • Email addresses of members, including student members, are published on the school’s website.
  • The procedure for taking part in the EDIC is explained below.

2023 - 2024 EDIC members:

EDI Action Plan 2023-2028

In the winter of 2022, the Equity, Diversity and Inclusion Committee (EDIC) of the School of Social Work at the University of Ottawa conducted an IDS consultation with students, professors and administrative staff at the School who identify with one or more of the following five marginalized groups: Indigenous People, racialized groups, religious and ethno-religious minorities, LGBTQA2S+ communities, and people with disabilities. The purpose of this consultation was to gather testimonials about the barriers to inclusion experienced within the School as well as some ideas for actions that could be taken to develop a learning and working environment within our department in which the social work staff and student community can thrive with confidence.

The following action plan is the result of this consultation process. It includes five main objectives:

  • Goal 1: Address microaggressions in everyday life at the School;
  • Goal 2: Addressing unfair treatment (discrimination) in schools;
  • Goal 3: To ensure better representation of diversity in the School's curriculum;
  • Goal 4: To have better representation and visibility of diversity in the School;
  • Goal 5: Create EDI measures of success at the School.

Each major objective is broken down into several sub-objectives. Some of the measures that will be adopted to achieve these sub-objectives may be transversal to the five target groups, while others will be more specific to one group or another. The ultimate goal is for intersectional thinking to emerge more and more naturally in the School, while avoiding groups feeling marginalized to the benefit of others. The School of Social Work does not have a dedicated budget for IDW activities. The achievement of the objectives in this action plan will therefore depend on the human and material resources available. The objectives have been set for a five-year period in order to allow time for the various people and bodies involved to implement them according to the openings and resources available. The adoption of this action plan consists of the adoption of these 5 objectives and their sub-objectives. The implementation of the action plan will require the openness, participation and continued commitment of all members of the School to the five target groups.

Address microaggressions in official School communications as well as in everyday interactions between all members (students, professors, administrative staff) of the School

Sub-goal #1.1: To raise awareness among the School's student, professors, and administrative staff members of the microaggressions they may perpetuate against colleagues and student members who identify with Indigenous Peoples, racialized groups, religious and ethno-religious minorities, LGBTQA2S+ communities, and persons with disabilities, and of the anti-oppressive ways to respond to accounts of microaggressions and experienced discrimination.

  • Responsibility: The EDIC, the chair of the school, the ungraduated and graduated supervisor, the Kinistòtàdimin Circle and the professors .

Sub-goal #1.2: To work with the Kinistòtàdimin Circle to raise awareness among all members of the School on how to approach and communicate with Indigenous elders.

  • Responsibility: The Kinistòtàdimin Circle in collaboration with the EDIC.

Sub-goal #1.3: To transform the School's official emails, documents and forms to use epicene or inclusive language and to respect gender diversity.

  • Responsibility: Chair of the School of Social work, the ungraduated and graduated supervisor and Secretariat in collaboration with the EDIC.

Sub-gaol #1.4: To work with the University to make the 12th floor washrooms as inclusive as possible.

  • Responsibility: EDIC and the chair of the School of Social work.

Becoming a member of the EDIC

Are you studying in a School of Social Work program? Would you like to become involved in the Equity, Diversity and Inclusion Committee (EDIC)? You can volunteer in two ways:

1. As a student member of the EDIC

  • Duties: Take part in three or four EDIC meetings during the academic year, and possibly a few additional activities (depending on how involved you would like to be).
  • Benefits: A rewarding experience helping to improve living conditions for marginalized groups at the school; an opportunity to share your experiences and perspectives concerning equity, diversity and inclusion of marginalized groups; volunteer work you can add to your résumé.
  • Procedure: Email your application to the School of Social Work ([email protected]) by September 15 of the current year.
  • We strongly encourage members of marginalized groups to apply. The number of student members who can be accepted is not limited, provided applications are submitted by September 15 each year.

2. Through the Community Service Learning (CSL) program (jointly with the Michaëlle Jean Centre for Global and Community Engagement)

  • Duties: Take part in three or four EDIC meetings during the academic year and carry out other duties related to the objectives set out in the placement contract.
  • Benefits: Hours of EDIC involvement that count in your CSL program; a rewarding experience helping to improve living conditions for marginalized groups at the school; an opportunity to share your experiences and perspectives about equity, diversity and inclusion of marginalized groups; volunteer work you can add to your résumé.
  • Procedure: If the Community Service Learning (CSL) Program is an assessment option in one of your courses, your instructor will explain the registration process to you. If your application is accepted, you will decide on general and specific objectives with your instructor and the person responsible for the EDIC.
  • The maximum number of applicants chosen for the CSL program varies between one and three per term, depending on requirements.
  • If there are more applicants from the CSL program than are needed, priority will be given to persons belonging to a marginalized group on the basis of their gender, gender identity, sexual orientation, Indigenous or ethic origin, disability, religion, social class or similar criteria, who self-identify through this affiliation. Motivations shared during discussions with the person in charge will also be considered.
  • Your participation in the EDIC through the CSL program will make you eligible to be nominated for a Michaëlle Jean Centre Community Service Learning Award for Outstanding Achievement, which comes with a $500 scholarship that you can apply against your tuition fees for the following year. Learn more about volunteering and experiential learning.

EDI resources on campus

Office of the Vice-Provost, Equity, Diversity and Inclusive Excellence (EDI)

Have questions about an issue of discrimination or of equity, diversity and inclusion? Contact the the Office of the Vice-Provost, Equity, Diversity and Inclusive Excellence, who can provide advice and guidance:

Office of the Vice-Provost, Equity, Diversity and Inclusive Excellence (EDI)

Jock Turcot University Centre (UCU), 301B
85 University Private
Ottawa, ON K1N 6N5
Reception: 613-562-5800 ext. 4313
[email protected]
Hours of operation: Monday to Friday 9 a.m. to 4 p.m.

You can also consult the UOSU Student Rights Centre resources or email the Student Rights Centre.

Other campus EDI resources:

There are many equity, diversity and inclusion resources on campus.

EDI scholarships and awards:

The University of Ottawa and the School of Social Work offer several scholarships and awards that promote equity, diversity and inclusion:

Statement of Proactive Policy on Admission to the Baccalaureate Program

The School of Social Work is guided by principles of equity with respect to people who have historically been disadvantaged by social structures and the ideologies that sustained them. Such discrimination compromised equal access to education and various avenues of economic, political, social and cultural empowerment.

With regard to people from minority groups or those experiencing challenging life situations, the School adopts proactive processes both during the admission phase and throughout the program, including ongoing support. These processes relate directly to the accreditation standards 2.4.1, 2.4.2 and 2.4.7 of the Canadian Association for Social Work Education (CASWE):

SB/M 2.4.1: The academic unit clearly states the academic and professional requirements and admission policies for its programs, including any equity provisions consistent with the mission of the school and the mission of CASWE-ACFTS.

SB/M 2.4.2: Student recruitment efforts seek to reflect a diverse population with a particular consideration for students of various ethnic, cultural and racial and other diverse populations that may be under-represented and under-served.

SB/M 2.4.7: The academic unit provides academic advisement and support for all students regarding their program and progress and particularly where students have been recruited as a result of equity-based initiatives.

The following describes how the policy is applied:

Through its Baccalaureate Program application review process, the School of Social Work takes into consideration people who self-identify as members of minority groups or as living through challenging life situations, and for whom the required minimum average would normally represent a hurdle given the cohort being assessed. The School might thereby be in a position to admit one or two additional students each year beyond the regular admission targets.

To facilitate the success of all students, support mechanisms are in place to ensure students’ progress and retention. These support mechanisms are important for all students, given that this professional program follows the accreditation guidelines of the CASWE. At all times, and for any reasons, students are invited to meet with the professor responsible for undergraduate studies for the School of Social Work. This professor could assist students in developing a tailored education plan and/or refer them to appropriate services. Assistance from peers could be another avenue of support.

(Adopted at the Departmental Assembly on March 21, 2017)

Statement of Proactive Policy on Admission to the Master’s Program

The School of Social Work is guided by principles of equity with respect to people who have historically been disadvantaged by social structures and the ideologies that sustained them. Such discrimination compromised equal access to education and various avenues towards economic, political, social and cultural empowerment.

With regard to people from minority groups or those experiencing challenging life situations, the School adopts proactive processes during both the admission phase and program of study and ensures the sustained application thereof. These processes relate directly to the accreditation standards 2.4.1, 2.4.2 and 2.4.7 of the Canadian Association for Social Work Education (CASWE).

SB/M 2.4.1: The academic unit clearly states the academic and professional requirements and admission policies for its programs, including any equity provisions consistent with the mission of the school and to the mission of CASWE-ACFTS.

SB/M 2.4.2: Student recruitment efforts seek to reflect a diverse population with a particular consideration for students of various ethnic, cultural and racial and other diverse populations that may be under-represented and under-served.

SB/M 2.4.7: The academic unit provides academic advisement and support for all students regarding their program and progress and particularly where students have been recruited as a result of equity-based initiatives.

The following describes how the policy is applied:

Through its Master’s Program application review process, the School of Social Work takes into consideration people who self-identify as members of minority groups or as living through certain specified life situations, and for whom the required minimum average would normally represent a hurdle given the cohort being assessed. The School might thereby be in a position to admit one or two additional students each year beyond the admission targets established through the completion of prerequisites.

Support mechanisms are in place to ensure that the progress of these students is monitored without incidence of discrimination or stigmatization. Such supervision will be provided by the professor responsible for graduate studies who may, for example, work with students to set up a tailored program of courses and refer them to appropriate services. Assistance from peers might well form another component of available support as envisaged by the School.

(Adopted at the Departmental Assembly on February 23, 2016)