Fill - Free fillable PROGRESS REPORT Instructions Filling out all four sections (University of Windsor) PDF form

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INSTITUTIONAL EQUITY, DIVERSITY AND INCLUSION ACTION PLAN:

PROGRESS REPORT

Institution:

Contact name and information:

Instructions

Filling out all four sections of this report is mandatory. Institutions must email a PDF of this

completed report and, if applicable, a revised copy of the institution’s equity, diversity and

inclusion action plan by December 15, 2018, to edi-edi@chairs-chaires.gc.ca. If an institution

chooses to revise its action plan in anticipation of the assessment process, it must post an

updated version of the plan on its public accountability web page.

Equity, Diversity and Inclusion Recognition

Each year, the Tri-agency Institutional Programs Secretariat recognizes an institution with

exemplary recruitment, nomination and/or appointment practices that promote equity and

diversity. Indicate below whether your institution would like to be considered for the program’s

recognition. The evaluation process for the recognition will be based on the committee’s

assessment of this progress report and the institution’s corresponding action plan.

Yes:____________ No:___________

PART A: Equity and Diversity Targets and Gaps

A.1) Provide the current targets and gaps for your institution in the table below (using the

target-

setting tool).

Designated

group

Target

(percentage)

Target (actual

number)

Representation

(actual number)

Gap(actual

number)

Women

Indigenous

peoples

Persons with

disabilities

Visible

minorities

Number of currently active chairs:_______________

Number of empty chairs:______________________

Number of chairs currently under peer review:________________

2017/18

XXX

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A.2) Provide any contextual details, such as empty chairs for which recruitment processes have

started (limit 200 words):

PART B: Results of the institution’s Employment Systems Review, Comparative Review

and Environmental Scan

In developing their action plans, institutions were required to develop objectives that were

S.M.A.R.T. (specific, measurable, aligned with the wanted outcome, realistic and timely),

and

nclude a measurement strategy for monitoring, reporting on progress, and course correcting if

necessary, based on: 1) an employment systems review; 2) a comparative review; and 3) an

environmental scan (see Appendix A for the requirements that the program stipulated to

develop the action plans).

B.1) Outline the key findings of the employment systems review that was undertaken w

hen

afting the action plan limit 250 words:

The University is currently in the process of finalizing a Nomination Package for a new NSERC Tier 2

Canada Research Chair in Freshwater Restoration Ecology. This Nomination will be submitted to the

CRC Secretariat in the very near future.

The University posted (October 17, 2018) a new external NSERC Tier 2 Canada Research Chair

position in Autonomous and Connected Vehicles. This posting represents a vacancy due to the end of

the term of an existing chair holder. The closing date for applications was November 20, 2018. Please

note that the posting is in compliance with the Equity, Diversity and Inclusion Action Plan introduced in

September, 2018.

The Employment Systems Review (ESR) was completed in 2014 and included an environmental

scan to gauge the health of the institution’s workplace environment and the impact that it may have

on the institution’s ability to meet its equity, diversity and inclusion objectives. As commented in the

ESR, the environmental scan did not include an analysis specifically for the Canada Research

Chairs at the University of Windsor but it is important to note that the CRC program can access and

benefit from the findings of the environmental scan. The process used to incorporate the ESR into

the Action Plan was done in reverse where the Action Plan was developed based on the CRC

Target Setting results and the current environment of the CRC program as it relates to equity,

diversity and inclusion. The next step was to refer to the ESR and highlight the sections that were

cohesive with the UWindsor CRC Action Plan.

There were no gaps identified for the CRC's in the four designated groups for 17/18.

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B.2) Outline the key findings of the comparative review that was undertaken when drafting the

action plan (limit 250 words):

3) Outline the key findings of the environmental scan that was undertaken when drafting the

action plan (limit 250 words):

4) Provide an overview of who was consulted in the drafting of the action plan. What form di

he consultation/engagement with members of the four designated groups (i.e. women, persons

with disabilities, Indigenous peoples and visible minorities) and other underrepresented faculty

take? What equity diversity and inclusion (EDI) experts were consulted? Note: Do not t

disclose any third party personal information (limit 250 words):

For 2017/18, we conducted a comparative review of the Canada Research Chairs with respect to

salaries, course releases, administrative levies and all appear to have been administered in an

equitable manner. No disparities were identified.

In the course of the review of the CRC's Form 300's for 2017/18, we ensured that the institutional CRC

Budget Policy had been adhered to. This institutional CRC Budget Policy ensures consistent and

equitable distribution of chair funding to all chairholders.

As part of the ESR that was taken into account when drafting the Action Plan, the UWindsor

commitment to equity, diversity and inclusion continues to be very strong. No gaps have been

identified in the four designated groups in 2017/18 for the target setting exercise. The Employment

Systems Review (ESR) included an environmental scan to gauge the health of the institution’s

workplace environment and the impact that it may have on the institution’s ability to meet its equity,

diversity and inclusion objectives. It was noted in the ESR that the University of Windsor has very

strong employment equity processes and structures in place for the recruitment and retention of all

faculty and staff. The equity framework for the recruitment and retention of all CRC's falls within the

equity framework that is in place within the University of Windsor.

The various committees, as noted in the CRC Action Plan, that support the equity framework at the

University of Windsor continue to support and promote measures for delivering fairness and equity

through established policies, procedures and practices.

The CRC Equity, Diversity and Inclusion Action Plan Committee was formed to support the

development of the CRC EDI Action Plan. The committee of twelve consists of members from four

designated groups: Women, Visible Minorities, Persons with Disabilities, and Indigenous Peoples. The

Committee is co-chaired by the Provost, and Vice-President, Research and Innovation. Committee

representation of the four designated groups is; Women-7; Visible Minorities-7; Persons with

disabilities-1; Indigenous peoples-1.

In addition, we received feedback from a UWindsor Professor Emeritus who has conducted

extensive equity, diversity and inclusion research, with a focus on the Canada Research Chair Program.

Through the course of this research, extensive interviews were undertaken with CRC's across the

country, in a effort to assess the CRC program, equity, diversity and inclusion matters.

We have also utilized the newly launched Diversity and Equity Assessment and Planning (DEAP)

tool that provided a summary of assessment survey for 2017/18, and supported the development and

overview of goals for 2018/19.

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PART C: Objectives, Indicators and Actions

Indicate what your institution’s top six key EDI objectives are, as well as the corresponding

indicators and actions (as indicated in the action plan). For each objective, outline what

progress has been made, with reference to the indicators. Use the contextual information box to

communicate any progress made to date for each objective.

Key Objective 1:

Corresponding actions:

•

Indicator(s):

Progress:

Next steps:

•

Contextual information (e.g., course correction, obstacles, early wins, etc.) (limit 80 words):

Key Objective 2:

Corresponding actions:

Indicator(s):

Progress:

Next Steps:

Contextual information (e.g., course correction, obstacles, early wins, etc.) (limit 80 words):

Ensuring and maintaining equitable target for Women (CRCs)

Continue to post available CRC positions with Senior Women's Academic Administrators Canada (SWAAC)..

Target is 28% for 2017/18.

No gap in women chairholders in 2017/18.

Will continue to use equitable recruitment and retention processes.

In 2018/19 we will be submitting a new chair nomination for a fourth female.

Ensuring and maintaining equitable target for Persons with Disabilities (CRCs).

Continue to post available CRC positions with network such as the Discoverability Network.

Number of CRC applicants to postings that self-identify as a Person with a Disablity.

No self-identified candidates in the most recent CRC posting.

Will continue to use equitable recruitment processes to attract persons with disabilities.

No gap is currently noted, but are committed to ensuring we continue to post for available positions on the Discoverability Network..

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Key Objective 3:

Corresponding actions:

Indicator(s):

Progress:

Next Steps:

Contextual information (e.g., course correction, obstacles, early wins, etc.) (limit 80 words):

Key Objective 4:

Corresponding actions:

Indicator(s):

Progress:

Next Steps:

Contextual information (e.g., course correction, obstacles, early wins, etc.) (limit 80 words):

Ensuring and maintaining equitable target for Visible Minorities (CRCs)

Continue with University's open and equitable recruitment and retention processes.

Target is 15%.

Occupancy for 17/18 is 27%.

Will continue to use equitable recruitment and retention processes.

The University of Windsor continues to meet or exceed the targets for CRC's with visible minorities.

Mandatory Unconscious Bias Training for all CRC Search Committee members.

All persons who sit on CRC Search Committees must complete Unconscious Bias Training

100% compliance for all Search Committees.

All current CRC Search Committee members have completed Unconscious Bias Training.

Will continue to require all CRC Search Committee members to complete Unconscious Bias Training.

Committee members are required to submit a completed certificate from the CRC Unconscious Bias Training module to the VPRI for monitoring and retention.

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Key Objective 5:

Corresponding actions:

Indicator(s):

Progress:

Next Steps:

Contextual information (e.g., course correction, obstacles, early wins, etc.) (limit 80 words):

Key Objective 6:

Corresponding actions:

Indicator(s):

Progress:

Next Steps:

Contextual information (e.g., course correction, obstacles, early wins, etc.) (limit 80 words):

Mandatory Employment Equity training for all CRC Search Committee members

All persons who sit on CRC Search Committees must complete Employment Equity training.

100% compliance.

Will continue to require all CRC Search Committee members complete Employment Equity Training.

Ongoing Employment Equity training for new CRC Search Committee members.

Employment Equity training is offered three times per year, and new search committee members will be required to complete.

Utilize DEAP Tool to monitor EDI progress and develop ongoing goals and objectives.

DEAP completed for 2017/18 which provided a diversity score card; summary of assessment; and goals.

DEAP diversity score card completed for 2017/18, and goals for 2018/19 identified.

Will complete DEAP Tool on an annual basis to monitor ongoing progress in meeting EDI goals & objectives.

Aligning CRC Action Plan with DEAP Tool to achieve goals & objectives for 2018/19.

All relevant areas were on target to meet objectives; DEAP is a systematic tool to identify, and measure equity goals.

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ART D: Challenges and Opportunities

Other than what has been outlined in the section above, outline any challenges and

opportunities/successes, as well as best practices that have been discovered to date in

developing and implementing the institutional equity, diversity and inclusion action plan (limit:

500 words):

CHALLENGES

Given the low numbers of Canada Research Chairs (CRC's) at UWindsor, as the terms of CRCs come to

an end, the removal of just one chairholder can result in gaps in our Equity and Diversity Targets. We will

continue to ensure that our recruitment and retention processes are equitable, diverse and inclusive in an

effort to mitigate future gaps in our target setting.

Another challenge noted during the implementation of the Action Plan was the low response to requests

to have annual, voluntary, one-on-one meeting with the Executive Director, Research and Innovation.

During the current year, only three CRC's arranged to meet to discuss any potential challenges with their

Chair positions. The results of these meetings were positive however, and no issues were noted.

OPPORTUNITIES

For over 30 years UWindsor has had exemplary equity, diversity and inclusive practices in the

recruitment and retention of our faculty. Our institutional policies with respect to Equity, Diversity and

Inclusion have been carefully reviewed to ensure adherence to the Canada Research Chairs Guidelines

and utilizing the Best Practices Guide for Recruitment, Hiring and Retention. During this review, we also

assessed our existing procedures, and we are currently in the process of augmenting some of these

procedures related to the Canada Research Chairs, to ensure clarity is communicated to the University

research community.

As we complete the recruitment and hiring of new chair positions, the Office of Research & Innovation

will coordinate an 'onboarding' and orientation of the new chairs. We are in the process of finalizing a

CRC Tier 2 Nomination for a position in Freshwater Restoration Ecology, and have recently posted a

new CRC Tier 2 position in Connected and Autonomous Vehicles, both of these positions will be filled

with external candidates. This orientation is key to ensure the new chairholders are welcomed and

oriented to the UWindsor community in an effort to support the establishment of their research programs

as seamlessly as possible.

We will also be instituting a Canada Research Chairs semi-annual forum (February and September

annually) with the Vice-President, Research and Innovation and the Executive Director, Research and

Innovation in an effort to provide an open and inviting forum to discuss any issues, concerns, or

recommendations. Our CRC's are research leaders within the institution, and it is of the utmost

importance to the University to ensure we are providing an equitable, diverse and inclusive environment

to support their respective research programs.

We will continue to utilize the DEAP tool to monitor our ongoing progress in meeting our EDI goals and

objectives . The DEAP tool provides a systematic approach to identify, measure, track, and record

progress.

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Appendix A - Institutional Equity, Diversity, Inclusion Action Plan Requirements

To remain eligible for the program, all institutions with five or more chair allocations must

develop and implement an equity, diversity and inclusion action plan. This plan must guide their

efforts for sustaining the participation of and/or addressing the underrepresentation of

individuals (based on the institution’s equity gaps

) from the four designated groups (FDGs)—

women, Indigenous peoples, persons with disabilities and visible minorities—among their chair

allocations. Institutions are expected to develop the plan in collaboration with individuals from

each of the FDGs, chairholders, faculty and administrators responsible for implementing the

program at the institution.

It is important to note that institutions can only address their gaps once chair positions become

available (i.e., when their current chairholders’ terms end). However, it is expected that

institutions will manage their chair allocations carefully in order to meet their equity and diversity

targets, which includes choosing not to renew Tier 2 or Tier 1 chairholders as necessary.

Institutions must have action plans posted on their websites as of December 15, 2017. They

must also email a copy of their action plan by email to the program at edi-edi@chairs-

chaires.gc.ca. If an institution fails to meet these requirements by the deadlines stipulated, the

program will withhold peer review and payments for nominations submitted to the fall

2017 intake cycle, and to future cycles as necessary, until the requirements are fulfilled.

Institutions must inform the Tri-agency Institutional Programs Secretariat when they revise or

update their action plans by emailing edi-edi@chairs-chaires.gc.ca.

On December 15, 2018, institutions will be required to report to the program using the

Equity,

Diversity and Inclusion Progress Report, and publicly on their public accountability and

transparency web pages, on the progress made in implementing their action plans and meeting

their objectives.

The action plan must include, at a minimum, the following components:

1) Equity, Diversity and Inclusion Objectives and Measurement Strategies

• impactful equity, diversity and inclusion objectives, indicators, and actions that will

enable swift progress towards:

o addressing disadvantages currently experienced by individuals of the FDGs; and

o meeting the institution’s equity targets and goals by December 2019—aggressive

objectives must be set using this timeline based on the number of chair

allocations that are (or will become) available in the institution within the next 18

to 24 months (the 18 months starts as of December 15, 2017, when the action

plan is implemented).

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• objectives should be S.M.A.R.T. (specific, measurable, aligned with the wanted

outcome, realistic and timely), and include a measurement strategy for monitoring,

reporting on progress, and course correcting if necessary, based on:

o an employment systems review to identify the extent to which the institution’s

current recruitment practices are open and transparent; barriers or practices that

could be having an adverse effect on the employment of individuals from the

FDGs; and corrective measures that will be taken to address systematic

inequities (an example of corrective measures that could be taken by institution

n Ontario is provided on the Ontario Human Rights Commission website

);

o a comparative review—by gender, designated group, and field of research—of

the level of institutional support (e.g., protected time for research, salary and

benefits, additional research funds, office space, mentoring, administrative

upport, equipment, etc.) provided to all current chairholders, including

measures to address systemic inequities;

o an environmental scan to gauge the health of the institution’s current workplace

environment and the impact that this may be having (either positive or negative)

on the institution’s ability to meet its equity, diversity, and inclusion objectives,

and measures that will be taken to address any issues raised; and

o the institution’s unique challenges based on its characteristics (e.g., size,

language requirements, geographic location, etc.) in meeting its equity targets,

and how these will be managed and mitigated.

• institutions will be required to report to the program and publicly on the progress made in

eeting their objectives on a yearly basis.

2) Management of Canada Research Chair Allocations

Provide a description of:

• the institution’s policies and processes for recruiting Canada Research chairholders, and

l safeguards that are in place to ensure that these practices are open and transparent;

• how the institution manages its allocation of chairs and who is involved in these

decisions (e.g., committee(s), vice-president level administrators, deans / department

heads);

• the institution’s decision-making process for determining in which faculty, department,

research area to allocate its chair positions, and who approves these decisions;

• the decision-making process for how the institution chooses to use the corridor of

flexibility in managing its allocation of chairs, and who approves these decisions;

• the decision-making process and criteria for determining whether Tier 2 and Tier 1

chairholders will be submitted for renewal and who is involved in these decisions;

• the process and criteria for deciding whether to advance individuals from a Tier 2 chair

to a Tier 1 chair, and who is involved in these decisions;

• the process and criteria for deciding which chairholder(s) will be phased-out in the case

here the institution loses a chair due to the re-allocation process

, and who is involved

in these decisions;

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• the decision-making process for determining what level of support is provided to

chairholders (e.g., protected time for research, salary and benefits, additional research

funds, office space, mentoring, administrative support, equipment, etc.), and who within

he institution is involved in these decisions;

• safeguards taken to ensure that individuals from the FDGs are not disadvantaged in

negotiations related to the level of institutional support provided to them (e.g., protected

time for research, salary and benefits, additional research funds, office space,

mentoring, administrative support, equipment, etc.);

• measures to ensure that individuals from the FDGs are not disadvantaged when

applying to a chair position in cases where they have career gaps due to parental or

health related leaves or for the care and nurturing of family members; and

• training and development activities related to unconscious bias, equity, diversity and

nclusion for administrators and faculty involved in the recruitment and nominati

ocesses for chair positions (acknowledging that research has shown unconscious bias

can have adverse, unintended and negative impacts on the overall success/career of

individuals, especially those from the FDGs).

ollection of Equity and Diversity Data

Provide a description of:

• the institution’s processes and strategies for collecting and protecting data on the FDGs

(both applicants to chair positions and successful candidates);

• the institution’s strategies for encouraging individuals to self-identify as a member of the

Gs; and

• an example of the institution’s self-identification form as an appendix.

etention and Inclusivity

Provide a description of:

• how the institution provides a supportive and inclusive workplace for all chairholders

(including those from the FDGs) and how this is monitored (e.g., survey of chairholders,

monitoring why chairholders leave the institution);

• the procedures, policies and supports in place that enable the retention of individuals

from the FDGs;

• the process by which the institution manages complaints from its chairholders/faculty

related to equity within the program;

• the contact information of an individual or individuals at the institution responsible for

addressing any equity concerns/complaints regarding the management of the

institution’s chair allocations; and

• a mechanism for how concerns/complaints are monitored and addressed, and reported

to senior management.

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