A compilation of workshops focusing on issues related to equity, diversity and inclusion
OEDI delivers workshops on various diversity and inclusion topics to students, faculty and staff. Literacy and education are crucial mechanisms used to ignite change and foster inclusion. The impact of training and education depends on community members' understanding and committing to life-long learning, practicing mindfulness and taking responsibility for building an inclusive university.
Equity, Diversity and Inclusion (EDI): Foundations and Principles
The Office of Equity, Diversity and Inclusion, OEDI, is launching a series of EDI workshops available for faculty, students and staff as part of our education, training and literacy role.
In this foundational workshop titled "Equity, Diversity and Inclusion (EDI): Foundations and Principles," participants will be introduced to equity and inclusion in practice within the context of the university's mission and commitments. Participants will also discuss applying EDI foundations and principles in their roles and their units' functions.
This foundational overview of EDI explores the concepts enhancing participants' understanding of equity, diversity, inclusion, unconscious bias, and microaggression and their application in the institutional setting. The interactive session will examine the impact of EDI issues on equity-deserving faculty, students and staff and on the culture and climate of the university. Participants will also learn critical perspectives on equity, diversity, and inclusion and develop an understanding of commitments to and measures towards applying equity and inclusion principles in their roles and responsibilities.
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Inclusive Excellence Cluster Hiring Initiative - Equitable & Inclusive Hiring for Academic Selection
This session is co-facilitated by the Office of Equity, Diversity and Inclusion and Human Resources. All members of academic selection committees recruiting positions under the Inclusive Excellence Cluster Hiring Initiative are recommended to attend this session.
This workshop provides information on the Inclusive Excellence Cluster Hiring Initiative, an overview of equitable and inclusive hiring, how to apply an EDI lens through the recruitment and selection process, implicit bias, and tools to mitigate bias.
Wednesday, May 24, 2023 | 1 p.m. MDT
Equitable and Inclusive Hiring for Academic Selection
This session is co-facilitated by the Office of Equity, Diversity and Inclusion and Human Resources. All members of academic selection committees shall be required to participate in this session at least once every two years.
This workshop provides academic selection committees with an overview of equitable and inclusive hiring, how to apply an EDI lens through the recruitment and selection process, implicit bias, and tools to mitigate bias.
Thursday, May 11, 2023 | 9 a.m. MDT
Monday, June 12, 2023 | 2 p.m. MDT
Equitable and Inclusive Hiring
Presented by the Office of Equity, Diversity, and Inclusion and Human Resources
The Office of Equity, Diversity, and Inclusion and Human Resources are partnering to deliver a workshop on Equitable and Inclusive Hiring. This workshop is an opportunity for hiring managers for non-academic staff specifically and anyone interested in learning more about equitable and inclusive hiring practices. This 90-minute session will provide participants with some foundational ideas about what it means when we talk about equity and inclusion in hiring processes for staff at the University and learn how to incorporate them into the existing practices and processes. This interactive workshop will challenge and engage participants in thinking critically about barriers to equitable and inclusive hiring while examining and applying hiring managers' role in creating an inclusive environment.
Anti-Islamophobia 101 Virtual Workshop
The Office of Equity, Diversity and Inclusion is hosting a workshop by the Canadian Council of Muslim Women.
The Anti-Islamophobia 1O1 virtual workshop addresses the realities of Islamophobia and how it operates within Canadian society. The workshop will help participants critically examine the impacts of Islamophobia on the lives of Muslims living in Canada and how it further marginalizes Black and Indigenous Muslims, queer Muslims, and Muslims with disabilities. Participants will learn how to be active allies to counter Islamophobia.
- Increased understanding of what Islamophobia is and how it works within our society.
- Increased understanding of gendered Islamophobia and its impact on Muslim women.
- Increased understanding of intersectional identities.
- Increased understanding of how to collectively act against racism and Islamophobia.
Mentorship through Anti-Racism and Equity Lens Workshop
The CIHR Research Excellence, Diversity and Independence (REDI) Early Career Transition Award is a new funding opportunity available to postdoctoral researchers, clinicians, and research associates from specific underrepresented groups to help them launch their research faculty careers in Canada. This program is one outcome of the Government of Canada’s Anti-Racism Strategy and targeted funding for Black scholars in Budget 2022 and was developed after a process of engagement with health researchers and trainees on their anti-racism action plan. The inaugural offering of the CIHR REDI Early Career Transition Award aims to address historical and longstanding barriers to inclusion, systemic discrimination and racial inequities, lack of mentorship through equity and intersectionality lenses, and disproportionate underfunding for Black people and racialized women, especially in community-based health research.
The first competition is open to racialized women (including trans and non-binary women and cisgender women) and Black people.
The Office of Equity, Diversity and Inclusion is supporting this process through the creation of guidelines, toolkits, and workshops to increase knowledge on mentoring for the requirements of this program and to ensure they are supported to assist racialized women (including trans and non-binary women and cisgender women) scholars and Black scholar mentees in their research journey through equity and intersectional lenses. The first mentorship session is open to applicants and supervisors or mentors to learn more about the guidelines for mentorship plan requirements for this application and to understand best practices on how to approach mentorship through an anti-racism and EDI lens.
Transforming STEM through Dialogues and Reflective Leadership
These workshops are for academics as part of the Academic Leadership Academy.
This session will be instructor-led and offered in-person or as a virtual classroom via Zoom. Please refer to the facility to verify. If this session is offered via Zoom, the Zoom invitation & link for this training (and additional information) from the Instructor will be emailed before the class date. Please note that the Instructor may not send this until the day before, so please be patient.
Workshop 1: Power and Privilege in STEM
Wednesday, May 10. 2023 | 12 - 1.30 p.m. (MDT)
Power and privilege are what shape the need for EDI. Power and privilege contribute to humans' social stratification and perpetuate ongoing STEM inequities. During this session, we will discuss the meanings of these terms and reflect on how they show up in STEM higher education environments. We will also discuss how this understanding is important in fostering equity-oriented practices and identifying specific places for challenging existing power structures in our spheres of influence.
Workshop 2: Social Identity and STEM
Wednesday, May 24. 2023 | 12 - 1.30 p.m. (MDT)
Building on topics discussed in the earlier session around power and privilege, this second session will allow participants to explore their social identities as STEM practitioners and how they influence their teaching and learning. We will discuss what it means to value the contributions and identities of diverse stakeholders in STEM as a way of humanizing STEM higher education. Participants will then translate those discussions into concrete actions or strategies they could take.
Workshop 3: Redefining STEM Leadership through equitable practices
Tuesday, June 6, 2023 | 12 - 1.30 p.m. (MDT)
This third session will emphasize translating our discussions and understandings into practice. We will glean ways to foster equity within units and across sectors of the University from our discussions. We will discuss antiracist, decolonizing and humanizing approaches toward developing policies, practices and structures that support the equitable belonging and flourishing of diverse stakeholders in STEM.
Workshop 4: Actions towards transformative STEM Education
Tuesday, June 20, 2023 | 12 - 1.30 p.m. (MDT)
This culminating session will consist of showcasing concrete actions for transformative STEM leadership. It will be a session centered on acknowledging and celebrating commitments to change. We will also discuss ideas for individually and collectively sustaining and expanding campus-wide equity practices in STEM.
Please allow 10 business days for a response to your request.
Regardless of their sources, microaggressions often occur in different contexts and are usually marked by unfriendly, hostile behaviours toward victims. There are cases of microaggressions in xenophobic reactions to persons from underrepresented social minorities. Defined as “...brief and commonplace daily verbal, behavioural and environmental indignities, intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults to the target person or group”, microaggressions considerably harm the victim and, if left unaddressed, may create a non-welcoming environment for students, staff or faculty.This workshop focuses on what microaggressions are, everyday categories, reactions to acts of microaggression, and strategies for responding to microaggressions.
This workshop explores the implications of diversity and the need for creating an inclusive teaching and learning environment at the university. An inclusive learning climate is where all students receive adequate support to reach their intellectual and academic goals. Students in an inclusive learning environment experience a sense of belonging in the classroom regardless of learning preferences, or experiential or identity backgrounds. Such environments are sustained when instructors and students become mindful of the need for sensitivity to diversity in the classroom.
This presentation focuses on the alignment between the intent of EDI initiatives and their impacts. Inclusion and diversity require intentionality and decisive actions to deliver qualitative results in driving progress. The presentation examines EDI actions and their alignment with the university's equity and inclusion goals. Discussions explore ways staff, faculty and students can align their intent with meaningful impact to support their diversity, equity and inclusion efforts.
A discussion on developing diversity and inclusion initiatives within a unit involves several measures that may include collecting and analyzing data to determine priorities and areas of need, aligning EDI strategies with the unit’s objectives, and implementing and regularly evaluating the strategy to ensure progress. This presentation highlights practices for effectively implementing EDI initiatives.
As humans, we all have unconscious biases that impact our decision-making and behaviours. In many ways that we are unaware of, these biases can undermine our efforts to foster inclusion, equity and diversity. Understanding unconscious/implicit bias and how it impacts our decisions is key to fostering more inclusive environments in our workplaces, teaching and learning, and leadership. This workshop explains how unconscious bias is formed and different forms of unconscious bias, e.g. affinity bias; confirmation bias; social comparison bias; and attribution error. Participants learn about ways to self-examine various biases that influence how we interact and behave around/towards various groups of people, the impact of unconscious bias in the workplace, and strategies for reducing its effects.
This workshop focuses on the concepts and contexts of power and privilege. What does it mean to have privilege? The workshop will consider how social identities (sexuality, gender, race, class and religion) provide or deny privilege. Can we identify whether we have the privilege and how our actions might reflect such privilege? How do power and privilege impact disparities? How can power and privilege be applied to break the cycle of oppression? This workshop explores these questions, allowing participants to examine how social identities create power and privilege and perpetuate oppression. Participants will learn about bias, develop skills for allyship, and take steps toward equity and inclusion.
This workshop aims to introduce faculty, students, and staff to the concept of intercultural competence. The workshop examines why developing intercultural competencies are essential for creating an inclusive and welcoming climate for the university community. The research states that intercultural competence is an ambiguous term, and many people have challenges applying it to their practices. This workshop will start from the basics to provide participants with opportunities to discuss the concept, what it means to them, and how it can be applied to their practice.
In our everyday interactions, we may inadvertently use words and phrases that have the potential to be considered unwelcoming by the recipient or an observer. In diverse environments, the language we use can cause harm to those we interact with. Using respectful and mindful language is important in creating and fostering a welcoming and inclusive climate at the university. The objective of this workshop is to explore ways language can exclude and include diverse groups of people and to encourage practice skills for the intentional use of language in interactions in our interactions.
This workshop focuses on gender imbalances, gaps, and discriminatory practices in higher education. What do we know about the nature, extent, and impact of barriers to the equitable participation of women in higher education? What measures can be applied to address barriers and factors that contribute to gender imbalances in universities?