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Equity, Diversity & Inclusion Policy

Equity, diversity, and inclusion are central to Camosun's culture and values. Defining these ideas through a community-led process will enhance a common core of understanding and lead to the development of policy and practices for how we relate to students, employees and the wider community.

Equity, Diversity, & Inclusion Policy finalized

Camosun’s Equity, Diversity, and Inclusion Policy PDF is now in place. For a more comprehensive explanation of the recommendations set forth in the policy; see the Priority Recommendations Briefing Notes below.

Thank you to those who offered their thoughts. The survey has now closed, and the Education Policy Team will review your feedback regarding the policy.

The EDI Policy
– Context, Content and Impact

The Equity, Diversity and Inclusion (EDI) policy is intended to articulate a core set of principles that lead to the development and implementation of directives for how we relate to students, employees and the wider community. The values articulated in Camosun’s Strategic Plan are reflected in the EDI policy. The policy will enhance the educational success of students by supporting our core values and help enact and advance our college capabilities.

The policy document defines the terms “equity,” “diversity” and “inclusion” and articulates six principles based on data gathered through consultations and surveys with employees and students at the college. These six principles are:

  1. Increase Support for Persons with Disability-Related Barriers
  2. Support the Implementation of College-Wide Indigenization
  3. Foster Human Resource Practices Through an Equity, Diversity, and Inclusion Lens
  4. Increase Support for Equity, Diversity, and Inclusion
  5. Increase Inclusive and Accessible Information on College Services, Systems, and Processes
  6. Encourage the application of Universal Design for Learning (UDL) principles and ensure that the education approvals process upholds the values of EDI.

The impact of the enactment of this policy cannot be understated. Placing EDI at the core of everything we do at the college is intended to enhance student learning and employee work experiences and lead to college-wide culture change in alignment with contemporary practices in higher education teaching and learning.

A Commitment to Community Engagement and Participatory Policy Making

Consistent with Camosun’s commitment to participatory policy making, consultations with the college community began in the early fall of 2017. At the core of the policy development process was a Steering Committee made up of 10 employees from college departments and two students, an EDI Policy Working Committee of approximately 50 employees and three students, and a 13- person Student Policy Advisory Committee. College Executive EDI Champions provided regular feedback, guidance, and support.

We began by asking our college community what EDI means to them, and what does EDI looks and feels like. We asked them to describe experiences that do not reflect EDI, and for suggestions on what more the college can do to advance EDI. The Steering Committee drafted the EDI policy based on 308 student surveys, 161 employee surveys, 4 student focus groups, 4 employee focus groups, surveys of equity/diversity/human rights policies at other Canadian institutions, and a review of the scholarly literature on EDI. Through this engagement and research, the Steering Committee was able to create a policy that speaks to Camosun College’s values and principles, and to make recommendations for key EDI initiatives.

As we gathered data and information from surveys and focus groups, we connected with the college community (both employee and student groups) to share our findings and describe how the data was informing our policy development. Consultations will continue until the policy is finalized and approved as we reach various milestones identified in the January 2018 policy‐scoping document.

Suggested Priorities for EDI Policy Implementation

The EDI Steering Committee has identified a call for action in three priority areas, based on the frequency and consistency of the feedback we received from the college community. These include:

1. Increasing support for students with disability-related barriers

This is a shared, college-wide responsibility. To operationalize this recommendation, we call on all students, instructors, and employees to be mindful of how their practices affect accessibility and promote inclusion for students with disabilities. The Centre for Accessible Learning will provide leadership to the college in developing clear and detailed procedures and standards to address the functional limitations experienced by students with disabilities by streamlining the accommodations process and outlining the most appropriate delivery of those accommodations. This may include communicating the academic accommodations to instructors, providing advocacy and mentorship to students, collaborating with stakeholders and identifying the steps required to implement academic accommodations, steps for appeals, and educational and training opportunities for employees that raise awareness and understanding of the barriers students may experience.

2. Centralizing the supports needed to champion equity, diversity, inclusion, and human rights on campus

We recognize the range of services we offer to support students and employees at the college. The college commits to evaluating the various support services offered to students and employees to enable them to study and work in a diverse, equitable, and inclusive environment. The college is committed to identifying strengths in the services we offer, identify gaps in services, and explore opportunities for growth.

In alignment with current mandates, the college will review existing complaints processes to ensure that human rights, discrimination, and harassment complaints for students and employees are addressed. The college is also committed to providing awareness, training, and education on social identity and human rights-related issues and is committed to monitoring, assessing, and evaluating the implementation of EDI.

3. Employee recruitment, hiring, onboarding, and development

In order to ensure we attract, retain and promote a diverse workforce, we recommend that HR and college leadership explore ways to embed EDI into the recruitment, hiring, onboarding and development of all employees. Actions may include advertising jobs in a variety of platforms to reach a wider and diverse audience and ensuring that hiring committees, through HR support, are themselves diverse in their makeup and embed EDI into the hiring and selection processes.

We also recommend long and short term goals be developed to increase the diversity of college leadership.

Contact Us
Camosun College Lansdowne
3100 Foul Bay Rd
Victoria BC V8P 5J2
Camosun College Interurban
4461 Interurban Rd
Victoria BC V9E 2C1
  • 250–370–3000
  • 1–877–554–7555 (toll-free)

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