Engaging Diverse Students, Staff and Faculty in the Office of Sustainability:
Study of Equity, Diversity, and Inclusion Practices

Cristina Araujo, Victoria Bent, Shawna D'Antimo, Dana Kinsley, Brendyn McMahon

Abstract

Equity, Diversity, and Inclusion (EDI) is a key term to demonstrate, exemplify, and put into practice, especially at academic institutions. Humber College and the Office of Sustainability offer education based on aspects of EDI and implements its importance across curriculum and programming in the college. This qualitative research paper aims to determine some of the ways the Humber Office of Sustainability can increase their EDI practices to better serve the Humber community. This study helps to understand, identify, and address the gaps the Office of Sustainability has with meeting the needs of diverse students and staff within the Humber community. This qualitative study utilized a purposive sampling method by interviewing staff with knowledge of EDI practices across Humber College’s departments. The results showed that intersectionality appears to be an effective method to address the Office of Sustainability’s gaps in meeting diverse communities at Humber. This research provides suggestions such as providing information and creating programming for students, providing workshops for staff and members of the community, and increasing staff training and communication between departments.

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Overview of our research project

Introduction

Our project is significant to the Humber Office of Sustainability because it focuses on supporting their culture and community pillar, and aims to create the equitable, diverse, and inclusive participation of students, staff, and partners. Currently within the Humber Office of Sustainability, there is a lack of documentation on existing policies or practices that relate to EDI for staff to review. The existence of gaps in implementing EDI and meeting the needs of diverse students was found to be a common issue when conducting research of other academic institutions. Our project aims to use an intersectionality framework to identify gaps within the Humber Office of Sustainability, and how we can better engage diverse students, staff, and communities. This will be significant to the sector because it allows the opportunity for students and staff to further EDI initiatives that can work to inspire and create positive changes within larger communities.

Research Methods

This qualitative research project is exploratory and used a non-probability purposive sampling method to identify participants. Humber staff and faculty with knowledge of EDI practices were identified as candidates for our research. Interested candidates were recruited through email and sent a letter of invitation to participate in an interview, with our participant consent form and interview question guide. Semi-structured in-depth interviews were conducted to learn about current EDI practices, and how these can be incorporated into the Office of Sustainability. The interviews were audio recorded over Zoom and lasted approximately 30 minutes. Interviews were transcribed from a total of seven participants at Humber from equity related departments and Faculty of Social and Community Services. The method used for data analysis was inductive and utilized thematic coding. Transcripts were examined in relation to our research questions and data was reduced into emerging themes to generate results and recommendations.

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Equity, Diversity, and Inclusion Tree

Results

The results were organized into the following main themes Inclusion: Opportunities to create inclusion and collaboration were important to participants, promotion of EDI can be through events and engaging in activities. Collaboration: Recognize gaps in representation, allow space for advocacy, and empower students to be part of creating peer-led programing that impacts them. Learning: Training and workshops were viewed as key to support education and encourage understanding around EDI. Accountability: Take personal accountability to improve and seek champions to encourage others to take action. Social Systems: Need to take care of each other and strengthen those who are undervalued to change power structures. Power Relations: Recognize origins/systems of oppression, biases, and provide additional resources and support to equity groups. Indigenous Inclusion: Consultation and integration of Indigenous education were key, Four Seasons of Reconciliation training is a response to TRC #62 – Education for Reconciliation.

Discussions and Conclusions

Recommendations for the Office of Sustainability Staff Training: Include an intersectional foundation of awareness towards different communities/groups to increase participation in EDI training. Programs and Support: If representation is not in the staff, it should be represented in the programming, peer-led programming can further address this. Workshops/Events: Promote EDI and Sustainability through collaboration with other departments to improve inclusivity, training certificates could allow for further participation. Student Involvement: Promotion of diverse participation with the Office, the development of a work study position operating between the Office and IE&E would be a great opportunity. Hiring Practices: Use strategies aimed at diverse groups and seek participants with interest in EDI to help integrate PD opportunities with EDI practices. Website: Include educational videos around topics of Sustainability/EDI. Provide information on how the Office collaborates with departments such as the BASE, IE&E, and the LGBTQ+ Resource Centre.

Acknowledgements

Our capstone research team would like to extend our sincere thanks to the Office of Sustainability, for partnering with our capstone team, providing us with essential resources, knowledge, and collaborating with our team to influence the direction of our research. To our Project Leads Tayler Buchanan and Lindsay Walker for supervising the development of our project, connecting us with stakeholders within the community, and communicating knowledge and resources to our team. Also to our professor and supervisor, Linda Hill, for providing us with guidance, support, and suggestions that were integral in the completion of our project. Our deepest gratitude goes to our Research Participants, for their contributions to our research and the development of recommendations to better incorporate EDI practices within the Office of Sustainability. Without the tremendous support from the staff and faculty at Humber College, our capstone research would not be possible.