Utilize EDI consulting firms to determine where to post job advertisements and how to recruit a diverse pool of applicants.

• Shaping language and hiring practices to not resolicit unconscious biases.
• As a starting point make sure we are aligned with the training that University of Waterloo (UW) requires.
• HR systems and processes – highlight retention as well, looking at equity practices as well.
• Onboarding practices.
• Evaluating and getting the perspectives of those we hire.
• Fair assessment of lived experiences, looking at people’s skill sets and how they fit into the community.
• Utilizing consultants to help us – work has already been done that we can utilize.
• Clearly defining when we would use consultants (possibly by creating policies).

Require EDI and anti-racism training for all members of SJU hiring committees.

• Reporting/grievance process – setting up a system including EDI concerns for non-unionized staff and students
  (research systems already in place – collective agreement).
• Ensuring inclusivity is also highlighted (not just diversity).
• Hiring team should know and understand the job description as part of the hiring process
   (would help guide the process).
• Reviewing current job descriptions.
• Ensuring that hiring is an integrated process – reflecting on the position and how it fits within the department
  (not just hiring but beyond).
• The right “fit” for SJU – problematic language, shifting from the right “fit” to enhancement and alignment.
• Catholic identity – presents a unique challenge, talk about our Catholicity focusing on inclusivity:
   *Acknowledgement of collective wrongs of the past and the depth of the problem, emphasize that we are trying
     to do better (acknowledgement, discussion, put into the forefront).
   *Become a leader in advocacy.
• Board recruitment processes.
• Student hiring practices:
  *Fully consider soft skills of different students, not just trying to fit a certain mold.
   *More involvement of staff in the student hiring process – create a more objective fair process.
   *Making leadership roles more accessible for students that are not outgoing, etc.
   *Cliques – find a way to stop their development from happening.
   *More training (and more oversight) for student leaders who are mentors and provide feedback to other leaders
     - interpersonal skills and encouragement.

Determine appropriate ways to interview faculty candidates about how EDI will be addressed in the classroom and incorporated into course material.

• Trying to fix the system, parallel with diversifying – hiring these voices to help us to change our systems, and
   making this known:
   *Bringing in different voices and perspectives to bring systemic change.
• Looking at current processes and policies, support and culture to address current inequitable practices.
• Accountability – ensure that there are processes in place.
• Supporting individuals once they have been hired/come to SJU:
   *Supports for families of individuals who have come from other places/outside of Canada.

Metrics:

• UW equity survey – SJU has access to the SJU specific results/data.
• Looking beyond surface data – looking at the systems (measuring these systems).
• Ensuring training for the different committees.
• Policies and procedures – ensuring they have been reviewed using an EDI lens.
• Community feedback system.
• Including feedback collection in already established processes/systems.
• Revisiting the survey questions from Phase 1.
• Feedback collection methods (surveys, focus groups, etc.)

Timelines:

• Think about prioritizing within the timeline (short, medium, long term).
• Short term goal – possibly pilot the student experience survey to recent student leaders and use those results
  to help integrate results into SAT training (and other student leader training).

Marketing
 

Continue strengthening marketing message to align further with the upcoming Strategic Plan, with a particular focus on SJU’s mission and identity.

• Clearly reflect the concept SJU’s mission and identity as a Catholic university should ensure that all prospective
   and current students experience belonging, support, and justice in their university experience.
• Reflect the diversity of our campus in all communication with students.
• Expressing the value of a Liberal Arts education (specifically to individuals new to Canada), show as practical
  and emphasize the type of employment that can be achieved with this education.

Outreach (high school, grades 9–11)

Develop and enhance outreach strategies that target high schools (grades 9-11) with a diverse racialized student population.

• Building partnerships with stakeholders outside of high schools that focus on racialized students e.g. CICS
  Youth Centre.
• Going to more diverse places to reach potential students, reach out to people where they live, not just
   where they go to school (community locations, places of worship, etc.).
• Tailoring outreach/recruitment to more diverse communities: 
   *Explore the way we conduct our outreach and recruitment, change our mindset to reach more
     diverse people (avoid the use of the colonial mindset).
• Thinking about other equity deserving folks (not just racialized individuals) within our outreach:
   *Students who are the first in their families to go to university, 2SLGBTQ+, students with disabilities,
     mature students etc.
   *Added challenge is that we need to ensure that there are supports in place for these individuals
     when they arrive.
• Lowering our target audience (grade 8) to encourage reach out to catch individuals who may not continue
  on with their education because of racialized identity, low income, etc.
• Developing and utilizing summer programs to bring marginalized students to campus with a long-term goal of
  getting them interested to apply and be academically prepared.
• Explore the way we conduct our outreach and recruitment, change our mindset to reach more diverse people
  (avoid the use of the colonial mindset)
   *First and main goal is outreach/recruitment/service not revenue generating.

Recruitment

Review recruitment practices and strategies in an ongoing and consistent way.

• Reflecting the diversity of our campus in all communication with students.
• Reviewing current list of top feeder schools to ensure we are recruiting from a diverse pool.
• Developing connections with high schools with higher Indigenous populations, as well as
   international schools.
• Committing to more diversity in recruitment roles.
• Tailoring outreach/recruitment to more diverse communities:
   *People have varying experiences with Catholic institutions, do something to reach and welcome
     individuals who do not have positive views.
   *Make it clear that you do not need to be Catholic to be registered or live at SJU.
   *Explore the way we conduct our outreach and recruitment, change our mindset to reach more
     diverse people (avoid the use of the colonial mindset).
• Emphasizing SJU hospitality within our recruitment practices.
• Linking academics to recruitment, highlight what we are already doing.
• SMF is a unique program the overlaps with our Catholic identity. Leverage this and the skills and
  knowledge of our faculty and staff when recruiting.
• Linking recruiting with service.​​​​​​ 
   *Doing things within our community to back-up what we are saying/our values and show solidarity
     (active reconciliation).

Admissions

Review and enhance admissions strategies in an ongoing and consistent way to ensure we are meeting the needs of prospective students.

• Working collaboratively with Student Affairs and Campus Ministry to ensure that there are existing
   support networks for all students once they are “on campus”.
• Continuing to advocate and problem solve for students who have extenuating circumstances that cause issues
   with regular admissions standards.
• Continuing to develop relationships with families/caregivers and guidance counsellors to ensure awareness
  of personalized admissions support.
• Continuing to partner with UW in new EDI admissions strategies.
• Making SJU residence cost more accessible.
• If SJU could set its own admission criteria, what would this look like? 
   *Marks not being the only thing (privilege of marks).
   *Giving more weight to experience, volunteerism, community involvement.
   *SJU could volunteer to UW that we would be willing to pilot this piece.
   *Western’s “Access Pathway” of admission for their school of medicine – separate process for
     students who identify as being disadvantaged, something that could be explored. (Laurier has
     this as well: https://www.theworkingcentre.org/laurier-school-community/668)

Scholarships and Bursaries

Develop and implement new scholarships and bursaries to support racialized students.

• Collaborating with Advancement to create scholarships and bursaries that are specific to racialized students.
• Developing a bursary that supports non-Arts SJU students who have financial barriers to accessing residence
   and/or meal plans.
• Making scholarships and bursaries more accessible.
• Putting in place processes to ensure their needs are met and students know what opportunities they have
   to help them succeed (specifically those students who are transferring, mature students, students outside of
   the first-year guarantee, etc.).