Please see, About “EDI Concepts in Canadian Universities”: Series A through E: https://keepinganeyeonedi.ca/2024/05/20/about-edi-concepts-in-canadian-universities-series-a-through-e/

This is a difficult series to parse because there is a high degree of overlap between concepts.

Bibliographer’s comments in red font. Quotes in black font or preformatted boxes.

Part 2, Safety & Harm,

Kinds of safety: Physical, Psychological, Cultural

UBC, EDI & Safety

U of A, Psychological Protection

OUR GOAL

Psychological protection ensures the psychological safety of our people, so that they feel valued and protected from harm. This is at the heart of the institution, and foundational to all policies, practices and procedures. The culture is one where supporting psychological health is the norm. 

-  The university sets healthy workplace standards that include psychological safety. This will ensure that a climate exists where everyone is valued, included and can contribute in a positive way.

-  We have a climate where psychological safety and trust are consistently reinforced through dialogue in a mutually beneficial and preventative way.

-  In a timely manner, the university proactively and courageously addresses all situations that may threaten or harm psychological safety.

This will be achieved through:

1. Continuously reviewing policy and procedures to support healthy workplace practices.

2. Ongoing education and evaluation, through feedback, of processes to ensure psychological protection is a priority.

3. Recognizing that psychological injury can manifest in a number of different ways, such as illness, injury, lack of engagement, concerns about performance, disruptive behaviours, or behaviours that may be out of character for an individual or groups.

...Individuals are responsible for their own psychological safety. They are also responsible for supporting the safety of others, while being mindful of ways that their own personal actions may inflict harm. Our culture recognizes that it is not possible for individuals to always behave perfectly. Once harm has been identified, individuals will be expected to work to restore safety.



University of Regina, 23 Creating Cultural Safety

Creative Commons License.

A Prescient Article from 2010:

First, see, U of A, Psychological Protection entry above for the following excerpt (2024):

OUR GOAL

Psychological protection ensures the psychological safety of our people, so that they feel valued and protected from harm. This is at the heart of the institution, and foundational to all policies, practices and procedures. The culture is one where supporting psychological health is the norm.

Compare with:

“In praise of dangerous universities: By that I mean a place where you’ll encounter disturbing ideas.” 

A safe university isn’t a university free of theft, vandalism and violence. It’s not one where the ice is cleared quickly from the sidewalks. Rather, a safe university is a university at which no one will hear racist, sexist, or homophobic comments, or any discriminatory slights against a person’s religion, nationality, age or disability.

... A dangerous university is not one given to making people feel good about themselves, at least not on principle. It is not about affirming identities or celebrating cultures or contributions.

...Rather, a dangerous university is about investigation and criticism, about constructing from evidence and argument alone a view of the world, and about knowing how to put that view to the test. It is a university at which one will encounter disturbing ideas and values, sometimes spoken by the very people who advocate them. It is a university at which people speak freely and at which no view is out of bounds.

... I fear, though, that we, the professoriate in Canada, have already condemned the entire next generation to safety.

*Mark Mercer is a philosopher at St. Mary’s University (SMU), Halifax, NS. Mercer is a former president of the Society for Academic Freedom and Scholarship (SAFS).

Mercer’s July 19, 2022 book, In Praise of Dangerous Universities And Other Essays, is available, here.

In Praise of Dangerous Universities And Other Essays

At a time when the university has lost its way, Mark Mercer offers an eloquent statement regarding its moral purpose. A just read for those of us who want to understand and put right the crisis of the Academy. In this wide-ranging potpourri of essays, Mark Mercer consistently circles back to his central thesis: universities, done right, are integral to our way of life in open societies. This engaging collection, written in the thoughtful, civil, and non-partisan style for which Mercer is known, provides a needed antidote to the Diversity, Inclusion, and Equity virus that is turning the true university mission on its head.

Part 3, Health and Well Being,

University of Calgary

Sustainability: Health and Well Being 

Health and Well Being 
Ensuring healthy lives and promoting well-being at all ages is essential to sustainable development.

Re, sustainability: EDI Concepts in Canadian Universities, Series A: Part 5 of 5, Impact. https://keepinganeyeonedi.ca/2024/03/22/series-a-edi-concepts-in-canadian-universities-5-of-5-impact/

University of British Columbia (1 of 2)

Well Being at UBC

A few thoughts: i) “We all [ italics mine] have a hand in…”? Why? ii) And if I prefer eating cheese puffs and playing video games, what’s it to you? I like my life, I get straight A’s without trying. You’ve got my tuition. Now piss off. iii) “Supporting wellbeing … has many benefits … people … are more likely to recommend UBC to others.” Hm. 

At UBC, wellbeing is a deeply held value. A priority that helps guide our daily interactions, decisions, policy planning and program development. An essential building block to achieving our full potential in teaching, learning, research and engagement.

We all have a hand in shaping campus environments that support health and wellbeing. By championing wellbeing for all of our communities, together we can create happier, healthier, more sustainable communities at UBC and beyond.

All across UBC, wellbeing work is in action—threaded throughout strategic plans, in research projects across diverse disciplines, and embedded across a broad range of programs, services and initiatives across the university.

Supporting wellbeing for our entire UBC community has many benefits—people who are well are more productive, able to engage in deeper learning, have higher retention rates, a stronger sense of community and are more likely to recommend UBC to others.

UBC students, faculty, and staff report high levels of stress and anxiety, sedentary behaviour, unhealthy food intake, and barriers to inclusion that affect their academic performance and productivity. It is important that we address these issues by working proactively together—embedding wellbeing into our campus culture, championing wellbeing in both large and small ways, and supporting one another in addressing challenges.

University of British Columbia (2 of 2)

Okanagan Charter

The UBC President was first to sign the Pledge followed by the Okanagan College President and the Simon Fraser University Student Society President. UBC administrators, students, staff and faculty were well represented in the Charter development process and pledge

We invite everyone at UBC to use the Charter as a guide to create and participate in conversations on how to advance wellbeing at UBC.

See, The Okanagan Charter, https://keepinganeyeonedi.ca/2024/05/14/the-okanagan-charter/

University of Toronto

Wellness, Inclusion, Diversity, and Equity (WIDE) Committee

The Department of Immunology recognizes wellness, equity, diversity, and inclusion (EDI) as core values that promote excellence in all that we do. We encourage all applications to our student programs, faculty and staff positions, particularly those from individuals who have been and continue to be underrepresented/minoritized groups within the system.  We value diverse thought, backgrounds, and perspectives in our learners, staff and faculty members. The department supports and values a healthy, professional work and learning environment where all are treated fairly and with respect, and recognizes the importance of personal wellness and work-life integration in achieving the full potential of all members of our community.

Our departmental Wellness, Inclusion, Diversity, and Equity (WIDE) Committee has been established to ensure that we:

-  Embrace wellness and EDI in our goal to sustain excellence in teaching, research and service
-  Support a healthy learning and work environment for all members of our department
-  Provide EDI training opportunities for all members of our community to address issues of unconscious  bias, mistreatment and implementation of EDI into practice

And now this one is interesting — more detail in recruitment and career advancement, please: 

" to ensure that we ... Incorporate the principles of EDI in our recruitment and career advancement practices with regards to faculty, staff and students"

Part 4, Civility and Respect,

See, A Performative Contradiction https://keepinganeyeonedi.ca/2022/09/11/a-performative-contradiction-learn-about-the-national-standard-civility-and-respect/

See, Infantilizing a Workforce with ‘Civility and Respect’ https://keepinganeyeonedi.ca/2022/09/09/infantilizing-a-workforce-with-civility-and-respect/

Note: This blog post has a lot of material on mandatory Civility and Respect training (e.g. NSERC).

McMaster University

PRESIDENT’S MESSAGE – EQUITY, DIVERSITY AND INCLUSION

Valued and respected each need indexicals — valued and respected by whom?

What is meant by “apply a critical lens”? 

McMaster has a vision to achieve international distinction for creativity, innovation and excellence as a research-intensive, student-centred university.

... McMaster strives to support all members of our community in feeling valued and respected for their contributions to our shared mission and goals.

... Our focus on diversity is an institution-wide effort which challenges us to consider the ways that we attract, engage and support our students, faculty and staff, apply a critical lens to our organizational structures and processes, innovate within our research and academic programs, and foster a community ethos and approach that is based on dignity, respect and inclusion for all. 

... Our goals and aspirations to be a welcoming and inclusive community that prizes respect, collaboration and diversity is a collective responsibility and can only be achieved with the commitment and support of the entire community.

...I look forward to all that we can achieve as we work together to promote equity, diversity and inclusivity across our entire community.

University of Alberta

Respectful Relations, Health & Well-Being

Goal

We will create and support a safe, healthy, welcoming and affirming community within the Faculty of Education that is accessible, respectful, reflective of diversity and inclusive.

Objectives

-  Create an inclusive and welcoming culture for faculty, staff, and students that centres civility, respect, support, and mentorship.

University of Lethbridge

Respect at ULethbridge program launches important initiative

An important journey is beginning for University of Lethbridge employees with the launch of the Respect at ULethbridge program.

As part of the University’s commitment to equity, diversity, inclusion and belonging, as well as an ongoing investment in the value everyone brings to campus, Respect at ULethbridge is the first foundational step in a series of many steps ULethbridge is taking to foster a better place to work, learn and come together as a campus community.

... All employees will be expected to complete a virtual course that addresses these issues and how to recognize and respond to instances of bullying, abuse, harassment and discrimination. With engaging and thought-provoking lessons, questions and scenarios, the course provides information on anti-racism, unconscious bias and microaggressions, and shows how to model positive change and promote physical and psychological health.

... “At the University of Lethbridge, equity, diversity, inclusion (EDI) and belonging is a collective responsibility that we must all work towards. To do so, we must be clear on our values, and respect is a key value that allows us to work together in a good way,” says Martha Mathurin-Moe, ULethbridge’s Vice-Provost, Equity, Diversity and Inclusion.

... Dr. Michelle Helstein, ULethbridge Provost and Vice-President (Academic), adds that everyone will prosper in a supportive environment.

... “We are excited to be on this journey with you and are committed to lead by example in fostering a safe, inclusive and respectful campus for all.”

University of Alberta

Civility + Respect

Proposed definitions

It is a good practice for work groups to have conversations and come to shared understandings of terms such as civility and respect and how they show up in the workplace. Below are some suggestions as a starting point:

Civility is “the behaviours that help to preserve the norms for mutual respect in the workplace. Civility reflects concern for others” and is usually demonstrated through manners, courtesy, politeness, and a general awareness of the rights, wishes, concerns, and feelings of others.

Respect is “an active process that integrates personal, group, and institutional behaviours geared towards acknowledging and valuing [differences]”. The Cambridge Dictionary defines respect in terms of honour and care for others, and behaving in ways that do not cause offense.

Part 5, Human Resources,

The University of Winnipeg

EDI in Human Resources

This section of The University of Winnipeg EDI Hub provides resources, training, and information about how to apply equity, diversity, and inclusion principles to faculty and staff employment practices.

For EDI data dashboards for UWinnipeg faculty and staff, visit UWinnipeg EDI Data.

University of Waterloo

Employment equity

The University of Waterloo has a strong commitment to increasing equity, diversity, inclusion and Indigenous initiatives in all facets of its operations and to remove barriers to achieving an equitable academic, research and campus environment. As outlined in it’s 2020-2025 Strategic Plan, Waterloo is committed to being “a people-centered institution committed to genuine care, concern, respect, inclusivity and well-being for all.”

There are several initiatives and training opportunities in place to increase access and inclusion for faculty, staff and students across the campus community. The Equity, Diversity, Inclusion and Anti-Racism (EDI-R) office works with stakeholders across campus to advance equity through evidence-based policies, practices and programs.While employment equity and diversity are central to the EDI-R, all members of the university community share the responsibility of creating an equitable and diverse campus.

Like many equity initiatives, employment equity is ongoing, and the University of Waterloo works to identify and eliminate employment barriers that may exist in procedures and policies. An employment equity program attempts to achieve a workforce that reflects the diversity of the available labour force.

Employment equity works to increase the range of applicants to reflect all those – including those from historically under-represented groups – who are qualified candidates. Understanding the employment equity landscape better positions Waterloo to identify and remove barriers that prevent the full participation of members ofhistorically under-represented groups in the workforce.