|Submission Date||Oct. 5, 2018|
|1.33 / 2.00||
Special Advisor to the Provost | Equity, Diversity and Inclusion
Office of the Vice-President, Academic
Diversity, inclusion and mutual respect are foundational principles underlying SFU’s strategic vision. In 2018 SFU appointed two Directors of Equity, Diversity and Inclusion: one in Human Resources and the other in Faculty Relations. The University also appointed Kim Hart as Special Advisor to the Provost on Equity and Diversity. Part of her task during 2018/19, working in collaboration with others and with the advice of an advisory group (comprised of faculty, staff and students) is to engage in a community consultation and to prepare a report with recommendations for an action plan, including a framework for embedding equity, diversity and inclusion more deeply into SFU's institutional practices and processes. Other key contacts for this project include: Senior Advisor to the Provost’s Office on Faculty Diversity, Inclusion and Engagement; Director of Equity, Diversity and Inclusion (Faculty Relations); Director of Equity, Diversity and Inclusion (Human Resources); Faculty Relations Equity Diversity and Inclusion Initiatives; and Special Projects (Equity Diversity and Inclusion) Office of the Associate Vice President, Students and International.
There are numerous cultural competency trainings and activities available to SFU community members. A few examples are highlighted below:
Effective Intercultural Communication is a free, facilitated online opportunity for students who would like to increase their intercultural understanding and communication skills through developing self-awareness. Participants identify cultural influences, gain insight into their own cultural rules, norms and biases and use empathy to discuss the interconnection and complexity of culture and communication. Participants also learn to develop tools and strategies to promote more integration of diversity in inclusive ways.
SFU's Passport to Leadership 2 program helps students explore who they are in relation to others and to build self-awareness. Topics include: appreciation of diversity, and identifying power and privilege.
San'yas Indigenous Cultural Safety Training Human Resources has made the Provincial Health Services Authority's San’Yas: Indigenous Cultural Safety Training available to SFU employees (Managers/Supervisors). The training is a unique on-line program designed to increase knowledge, enhance self-awareness, and strengthen the skills of those who work directly and indirectly with Aboriginal people. The online modules are dynamic, interactive and self-paced over a 6-week period.
Decolonizing Teaching: An Integrated Series and Grant Program (DTSS). This grant program is focused on faculty development for decolonizing teaching. Faculty members participating in the DTSS will: discuss the implications for teaching, including their intersection with disciplinary knowledge, and facilitating student discussion related to them; craft a project proposal for implementing and evaluating the changes they wish to make to their teaching; receive feedback from fellow seminar participants and facilitators on their designs.
To support the indigenization of curriculum, crosscultural training, prepared by William G. Lindsay (Cree-Stoney), is also available to SFU staff. The first workshop entitled, ""In the Context of Colonialism: The Indian Act, the Residential School System, and Reconciliation - A Primer,"" is a three-hour presentation
facilitated by William
SFPIRG offers numerous training and awareness programs to SFU community members including an anti-oppression training.
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.
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.