Presentation on theme: "I acknowledge that we stand on traditional Mi’kmaq territory."— Presentation transcript:
I acknowledge that we stand on traditional Mi’kmaq territory
Our Process Dalhousie’s Strategic Direction 2014-18 Charter 5.2- Fostering A Collegial Culture grounded in Diversity and Inclusion Team led by Kim Brooks – Dean Faculty of Law Over 60 Outreach Meetings- All Campuses Review of recent Canadian University Task Force reports Hundreds of individual submissions
The Overarching Question What would Dalhousie look like if all of us felt we truly BELONGED?
The Broader Context Several high profile incidents in NS National and International issues Prompting National and International conversations about sexism, misogyny, racism, ethnocentrism, heterosexism, colonialism, socio- economic disadvantage, ableism, sexualized violence, harassment and discrimination
Concerning Themes Some staff, faculty and students reported experiencing what they labelled “everyday racism” : comments that made them feel othered and excluded; Staff raised concerns about experiencing retribution when they raised issues of inclusion; One student starkly said that it felt like the administration was just waiting for the sexist professors to retire or die; We heard a lack of confidence about whether senior administrators, like Associate or Assistant Deans, Deans, and Directors are competent and comfortable with discussions of issues of complaints of harassment and racism, therefore many people shared that they just stopped making complaints; Students in several faculties reported that they can still complete an entire degree without taking a course with a woman, a racialized or Indigenous person, or someone with a disability; Some students who hold conservative or religious beliefs reported incidents of being mocked by other students and professors;
Recommendations Six Themes – to support the key message- Belong Understand Learn Reflect Account Support Heal
Recommendation 4A: Establish a high- profile lecture series entitled "uncomfortable conversations". Recognize and engage contributions of Dalhousie's experts and bring outside leading academics to campus to give signature lectures and establish inclusion as key in intellectual life at the University.
Recommendation 3B: Adopt a required statement on inclusion to be inserted in all Dalhousie course syllabi
Recommendation 3A: Design a statement of commitment to be signed by each student as part of their admissions package or orientation process, and by each faculty and staff member at the time of appointment - retroactively for those already employed
Recommendation 4B: Design and implement a formal, mandatory program for all students at Dalhousie
Recommendation 4C: Design and implement ongoing education plans for all staff and faculty to support a fully inclusive university
Recommendation 4E: Design and implement programming for all students who live in Dalhousie residence that supports inclusive engagements, including sexual engagement and respectful community building across diversity
Recommendation 6A: Explore the potential of upstander programming
Recommendation 5A: Develop a mandatory on-line orientation module for all students to complete before they commence their studies at Dalhousie
Recommendation 5B: Review student orientations to study the design and operation of orientation week events on campus and within faculties and to ensure that they demonstrate respectful inclusion of the wide range of students
Recommendation 8A: Develop and support already existing inclusivity campaigns around observance and recognizing inclusion and diversity matters with high-impact communications and education pieces
Recommendation 10K: Develop a peer- support program for students with mental health issues
Recommendation 10J: Explore means to expand childcare availability
Recommendation 14A: Ensure that mental health is central in the development of student and faculty/staff wellness plans, and make those plans public.
Recommendation 15A: Develop a statement of complex content, or other system of appropriately supporting students who have experienced trauma to avoid triggering distress or re-traumatizing learners
Thank You A systemic response requires systemic participation. We hope that we have inspired you to take ACTION, personally, in your own unit and/or faculties.
5.2 Phase 1 Committee Members Brenda Beagan, Associate Professor, School of Occupational Therapy Dianne Pothier, Professor of Law Emerita, Schulich School of Law Gregory Power, Director, MedIT, Faculty of Medicine Jacqueline Skiptunis, Vice-President, Academic and External, DSU Katherine Frank, Assistant Vice-President, Human Resources Kim Brooks, Dean, Schulich School of Law (Outreach Chair) Mahbubur Rahman, Vice-President, Finance & Operations, DSU Maya Churbaji, Research and Operations Coordinator, Human Resources Quenta Adams, Director, Advising and Access Services, Student Services Samuel Mason, Board Member, South House Sara Swasson, Native Post Secondary Liaison, Native Post Secondary Education Counselling Unit Wanda Thomas Bernard, Professor, School of Social Work