Niagara College Canada

Create conditions where Indigenous ways of knowing, being, and doing are woven into the College’s curricular and co-curricular learning environment.

Implement the Colleges and Institutes Canada (CICan) Indigenous Education Protocol, TRC Calls to Action, and the Indigenous Peoples Education Circle Action Plan (IPECAP). 

Review the Truth and Reconciliation Commission’s 94 Calls to Action to identify items that the college can act on within the next three years.

Continue to build relationships with and maintain accountability to Indigenous communities within Niagara College and partner organizations through dialogue and consultation using the principles of the Guswenta Two Row Wampum. 

Create a welcoming and inclusive space to learn and work, where everyone feels a sense of belonging. 

Build and strengthen connections both within Niagara College and with partner organizations. 

Develop regular, accessible, and ongoing EDI communications and feedback mechanisms. 

• We will maintain consistent communication structures about resources, training, events, future initiatives, and progress.  
• We will create multiple avenues for students and employees to share feedback and concerns, including online forms, transparent complaints processes, and regular pulse surveys. 

Review college policies, practices, procedures, and programming to improve equity, diversity, and inclusion. 

• We will audit college services, physical spaces, and digital tools with input from members of equity-deserving communities, including feedback on aspects of culture, including food options, washroom spaces, ramps, hallways, celebrations, Learning Management System, online forms, MS Office Suite. 
• We will develop an EDI assessment approach to examine college policies, procedures, and academic programs. 

Increase awareness about the mandates of and access to specific student services among students and anyone in a student-facing role. 

• We will develop and distribute accessible resources to clarify services provided by all departments in Student Affairs and International. 
• We will ensure consistent application of practices, processes, and responsibilities related to letters of accommodation. 

Develop additional initiatives and activities to support students’ sense of belonging. 

• We will expand communication about co-curricular opportunities and informal events and activities for students. 
• We will increase EDI learning opportunities (e.g., safe space, cultural humility, bystander intervention, student rights and responsibilities, and allyship training) and include these as part of student orientation and co-curricular experiences. 

Bridge the gap between domestic and international student services, communications, and experiences to increase interaction and cultural sharing among domestic and international students.  

• We will share communications, initiatives, and events related to days of significance with both domestic and international students.  
• We will review and compare domestic and international student policies, practices, and procedures to develop and communicate the rationale and purpose for tailored services. 

Develop and enhance consistent structures to support students from equity-deserving communities.   

• We will continue to review accessibility of academic programming to provide flexibility for students with varying life circumstances. 
• We will increase awareness of and offer EDI resources to partner organizations and employers hosting NC students for placements, internships and co-op employment opportunities, particularly as it relates to students from equity-deserving communities.

Develop and implement learning opportunities for employees in principles of EDI and allyship.  

• We will make self-directed and self-paced resources available for employees at all levels of the organization to identify and understand current terminology, days of significance, and best practices related to EDI.  
• We will deliver training related to key workplace EDI topics, such as anti-bias, microaggressions, allyship, bystander intervention, and inclusive leadership. 

Increase participation from, support for, and advancement of members of equity-deserving communities.  

• We will review and clarify employee demographics, recruitment and hiring, workplace policies and procedures, and recognition practices using EDI principles to invite participation from and create safety for members of equity-deserving communities. 
• We will support employees from equity-deserving communities through access to mentoring and communities of practice.  

Offer ongoing EDI-focused support in curriculum development and program review.  

• We will expand resources and learning opportunities for employees within academic departments that highlight how learning outcomes, assessments, and rubrics contribute to EDI in the classroom.
• We will leverage existing resources, such as the NC Accessibility Hub and expand opportunities for employees within academic departments to apply universal design principles and implement student Letters of Accommodations.

Enhance support for EDI across Niagara College.   

• We will provide a range of resources and structures that allow individuals as well as teams to try practices that contribute to EDI across the college, including access to an EDI fund, dedicated time for learning, EDI-specific recognition events. 
• We will support employee engagement in EDI-focused events by addressing barriers to participation, offering ongoing opportunities to share experiences, and ensuring enough notice to participate in events.