| Recommendation | Accountability18 | Metrics/Key Performance Indicators (KPIS)19 | Status of Recommendation20 |
|---|---|---|---|
| 56 | Existing mentorship programs for students and employees need to be reviewed using anti-racism, equity, diversity, and inclusion lens to revise content for cultural appropriateness and enhance programming. | Director, Organizational and Human Development
Director, Student Success Office |
The toolkit from Recommendation 2 is applied to existing mentorship programs for employees.
The toolkit from Recommendation 2 is applied to existing mentorship programs for students. |
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| 57 | OHD and SSO should develop mentorship programs for racialized employees and students respectively in collaboration with/through appropriate channels and which address significant events in the lifecycle of employees and students (e.g., freshman year, transitions to the workforce). | Director, Organizational and Human Development
Director, Student Success Office |
Pilot a mentorship program for racialized employees.
Pilot a mentorship program for racialized students. |
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| 58 | Race-based, participation, and engagement data should be collected on an ongoing basis to evaluate these mentoring programs, participation and uncover areas in need of improvement. | Director, Organizational and Human Development
Director, Student Success Office |
An annual evaluation of the mentorship program for racialized employees (see Recommendation 57) is conducted.
An annual evaluation of the mentorship program for racialized students (see Recommendation 57) is conducted. |
The University’s Equity Data Survey was created and launched in 2021 that could be used for this purpose. |
| 59 | SSO should partner with external organizations that offer mentorship programs to provide additional options for Black, Indigenous, and other racialized students. | Director, Student Success Office | At least one mentorship partnership agreement with an external organization is developed. | |
| 60 | Develop Alumni Affinity groups to offer an organized mechanism or channel for Black, Indigenous, and other racialized alumni to provide networking, career advice, or intergenerational mentoring to undergraduate and graduate students from these communities. | Senior Director, Alumni Relations | At least one Alumni Affinity groups for racialized individuals is established. | |
| 61 | A central information resource/hub that acts as a one-stop location for information about mentoring, career development, funding, and other supports for racialized groups should be developed, as students and employees may be unaware of mentorship programs that are available to them. |
AVP, Equity, Diversity, Inclusion and Anti-Racism
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See Recommendation 8. | |
| 62 | Develop a framework/program to track the careers of Black, Indigenous, and other racialized employees, and support their professional progress through various mechanisms/systems (e.g., onboarding, peer mentorship, other professional development opportunities) to ensure their long-term retention and to address unique challenges that they may experience.
a) This framework should be piloted with the 10 Black and 10 Indigenous faculty that the University is in the process of employing through its cluster hiring. |
AVP, Equity, Diversity, Inclusion and Anti-Racism | Pilot a mentorship and sponsorship program designed for the 10 Black and 10 Indigenous faculty cluster hires. | |
| 63 | Undertake a consultation process to learn about and address research barriers and particular needs of Black, Indigenous, and other racialized researchers, including a review of recent research in this field. | Vice-President, Research and International | A study, which identifies and addresses the research barriers and needs of Black, Indigenous, and other racialized researchers, is conducted/commissioned. | |
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64 | Identify research funding sources and allocation practices and collect data on current levels of institutional support for research by Indigenous, Black, and racialized scholars, recognizing that funding practices vary considerably from faculty to faculty. a) Ensure consistent startup funding offers and disbursements. b) Set goals and create specialized programs to ensure the continued support of Black, Indigenous, and other racialized scholars. |
Vice-President, Research and International | A study, which identifies and addresses significant gaps in funding (e.g., allocation practices, startup funding offers and disbursements) is conducted/commissioned. | |
| 65 | Conduct a review of hiring practices, training, career advancement, performance management/ appraisal, faculty appointments, and tenure and promotion policies – in particular, policies 18, 76, and 77 – using equity, diversity, inclusion, anti-racism, and anti-oppression lenses. | Vice-President, Academic and Provost | A review of the University’s hiring, training, career advancement, performance management/appraisal, faculty appointments, and tenure and promotion practices (and their accompanying policies – Policies 18, 76, and 77) is completed. See Recommendation 1. | |
| 66 | The University’s onboarding process should include useful information/initiatives that are specially designed for racialized employees. | Director, Organizational and Human Development | Information that directs employees to resources for racialized employees (see Recommendation 8) is included in the onboarding process. | |
| 67 | Ensure the racial and cultural diversity of academic, student, and career advisors, to provide more culturally sensitive advisory services to students. | AVP, Academic | See Recommendation 7 (framework to be used for restricted/priority hirings). | |
| 68 | Create research awards and additional funding opportunities for Black and Indigenous faculty researchers (e.g., support for open-access publication fees; recruitment of Highly Qualified Personnel (HQP); mentorship or networking events; fellowships, research awards and other opportunities for research advancing culturally diverse ways of learning and knowing; and community-based research). | Vice-President, Research and International | A research award, specifically for Black and Indigenous faculty researchers to access funding for various research-related opportunities (e.g., open-access publication fees; HQPs; fellowships), is created. | |
| 69 | Provide training for staff who support the administration of research, especially for projects with Indigenous, Black, and racialized communities. | Vice-President, Research and International | A relevant training course/workshop for all staff, and students who support the administration of research, is available. | |
| 70 | The University should: a) Create a central Professional Development Fund for Black, Indigenous, and other racialized employees that can be used to access professional development and mentoring opportunities. b) Incentivize and support Black, Indigenous and racialized employees to take advantage of professional development funding for their career development or advancement. c) Develop data collection and reporting structures to track and measure the use and impact of this fund on members of the Black, Indigenous, and other racialized communities. |
Director, Organizational and Human Development | A Professional Development Fund for Black, Indigenous, and other racialized employees is created.
An evaluation/impact of this fund is conducted annually. |
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| 71 | Develop a framework for the formation and implementation of ERGs at the University. This framework should include a set-up process, terms of reference, and guidelines and best practices (e.g., setting up communities of practice/networks; creating safe spaces to promote a sense of belonging) for ERGs. | Associate Provost, Human Resources | A framework for the formation and implementation of ERGs is developed. | |
| 72 | The guiding principles developed in Appendix F should be considered in the development of future strategic planning in the University. | Vice-President, University Relations | The guiding principles in Appendix F are reviewed and considered in the next iteration of the strategic plan. | |
| 73 | Mission – It is recommended that no changes are to be made to the mission statement at this time, as the mission is established in the University of Waterloo Act. | n/a | n/a | |
| 74 | Vision – Revise the vision statement to use active language that is more community and culturally focused to set anti-racism, anti-oppression, and decolonial goals. | Vice-President, University Relations | The vision statement is revised in the next iteration of the strategic plan, with active language that is more community and culturally focused to set anti-racism, anti-oppression, and decolonial goals. | |
| 75 | Values – Revise the values to include language that speaks specifically to anti-racist and anti-oppression beliefs, values and principles and promotes the ability of all members of the campus community to thrive. A specific value around action should also be added. | Vice-President, University Relations | The values are revised in the next iteration of the strategic plan, to include language that speaks specifically to anti-racist and anti-oppression beliefs, values and principles and promotes the ability of all members of the campus community to thrive. | |
| 76 | The Taskforce recommends that the University establish specific training for Senior Leadership, including ways to monitor implementation, establish accountability and demonstrate the values that will lead the cultural shift required to establish a culture of belonging. | AVP, Equity, Diversity, Inclusion and Anti-Racism | Anti-racism training for the University’s Senior Administration33 is developed. | |
| 77 | The Taskforce recommends that the University considers the following principles and guidelines, intended to supplement the work that has been done in this course, and for other areas across campus that may also be looking to develop anti-racism training opportunities. | AVP, Equity, Diversity, Inclusion and Anti-Racism | The provided principles and guidelines are reviewed and considered in the development and delivery of the e-learning course – Confronting Anti-Black Racism. | |
| 78 | Set targets, in line with the Government of Canada’s 50/30 challenge – gender parity (50% women and/or non-binary people) and significant representation (30%) of other equity deserving groups, including Black, Indigenous, and other racialized persons, taking intersectionality into consideration.
a) The institution should also consider mechanisms to move closer to or meet targets at each of the regular recruitment cycles of new members to governance tables, reporting on these mechanisms, providing projections on when targets will be met, and educating staff, faculty, and students about the importance of equity in governance. |
President and Vice-Chancellor | Gender parity (50% women and/or non-binary people) and significant representation (30%) of other equity deserving groups is attained in the following bodies: Senate, the Board of Governors, Dean’s Council, and Executive Council.
The University’s progress in attaining the Government of Canada’s 50/30 challenge on its governance bodies (i.e., the Senate, the Board of Governors, Dean’s Council, and Executive Council) is publicly reported annually. |
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| 79 | Until the institution can embed more diverse and sustainable representation in the University’s bicameral governing structures, it is recommended that the institution establish interim solutions to ensure equitable representation on leadership governance bodies by creating supplementary positions to these tables, dedicated to racialized and indigenous individuals. | President and Vice-Chancellor | Supplementary positions dedicated to racialized individuals are created (as interim solutions) on governance tables (Senate, the Board of Governors, Dean’s Council, and Executive Council) where the 50/30 challenge has not been met (see above). | |
| 80 | Ensure inclusive and intentional recruitment, hiring and retention of more Black, Indigenous, and other racialized individuals into faculty and staff positions, which will support the creation of a qualified and diverse pool of leadership-ready members for governance roles. | See Recommendation 7. | ||
| 81 | Ensure inclusive and intentional recruitment, hiring and retention of more Black, Indigenous, and other racialized individuals into senior leadership positions. Review institutional appointment processes for senior leaders to ensure the process of appointing individuals is also based upon anti-racist, decolonial and equity principles. | University Secretary | A review of institutional appointment processes for senior administration34 to ensure that the process of appointing these leaders employs anti-racist, decolonial and equity principles, is commissioned/conducted. | |
| 82 | Develop Pathways to Leadership Programs designed specifically for Black, Indigenous, and other racialized individuals to create and support qualified candidate pools. These programs will develop leadership competencies and capacities to enhance and support pathways to leadership. | Director, Organizational and Human Development | A Pathways to Leadership Program, designed specially for Black, Indigenous, and other racialized individuals, is developed. | |
| 83 | Develop mentorship and sponsorship programs for Black, Indigenous, and other racialized individuals to support them in their path to senior leadership and governance roles and support their growth and success while in leadership. | See Recommendations 57 and 82. | ||
| 84 | The SSO, in consultation with student groups, should host a series of events throughout the year that focuses on building race, culture and ethnicity awareness within the student body. | Director, Student Success Office | At least five events, in consultation with student groups, are hosted throughout the year that focus on building race, culture, and ethnicity awareness within the student body. | |
| 85 | The University should create specific equity, diversity, inclusion, and anti-racism roles that are appropriately compensated, and can provide expert advice and guidance across the organization. The Taskforce acknowledges that there has been an increase in such positions throughout the institution, commends the addition of these positions and recommends that similar positions are considered across Faculties and Academic Support Units, to further increase and embed Indigenous, anti-racism and equity considerations throughout all operations. This recommendation should also be achieved through the EDI-R Program Area Leads (PALS) program that was announced in Fall 2021. | AVP, Equity, Diversity, Inclusion and Anti-Racism | The EDI-R Program Area Leads (PALS) initiative is established. | |
| 86 | The Offices of IR and EDI-R should be primarily responsible for organizing and hosting events and opportunities that support Black, Indigenous, and other racialized students, faculty, and staff in exploring and celebrating their own activities. | AVP, Equity, Diversity, Inclusion and Anti-RacismAVP, Indigenous Relations (for Indigenous-related events) | At least five events are hosted throughout the year that support Black, Indigenous, and other racialized students, faculty, and staff in exploring and celebrating their own activities. | |
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87 | The Taskforce offers a 16-month calendar (see Appendix H) outlining days of observances: a) Publish this 16-month calendar for student groups, faculties, and academic support units to acknowledge and celebrate significant dates. b) Commit to publicly acknowledge and celebrate the following key commemorative dates annually: Black History month; International Day for the Elimination of Racial Discrimination; Asian Heritage month; International Day for Cultural Diversity for Dialogue and Development; Indigenous History month; National Day for Truth and Reconciliation. c) A campus-wide message from the President should be sent out for key commemorative dates on the calendar that cannot be celebrated via an event (e.g., International Day for the Elimination of Racial Discrimination). d) The Office of Equity, Diversity, Inclusion, and Anti-racism and the Office of Indigenous Relations should regularly review the calendar to ensure that the University acknowledges and celebrates key commemorative dates. |
AVP, Equity, Diversity, Inclusion and Anti-Racism
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Campus-wide events and/or a message from the President are organized/sent for the following key commemorative dates annually:
A review of the calendar to ensure that the University acknowledges and celebrates key commemorative dates is conducted annually |
The dates of cultural, religious and spiritual significance for campus community members are posted on the EDI-R website: uwaterloo.ca/human-rights-equity-inclusion/equity-office/equity-campus/equity-initiatives |
| 88 | The Book Club should continue to be a safe place to learn and unlearn about race, culture, and ethnicity with facilitators that can lead discussions on the books on PART’s reading list. | University Librarian Director, Print and Retail Solutions |
The Anti-racism Book Club continues to be held monthly. | The Library and Bookstore have jointly agreed to take over the Anti-racism Book Club series. |