Access and Equity. This section recognizes institutions for their efforts in improving postsecondary education equity and access. Institutions play an important role in providing equitable and inclusive environments that make it possible for students from diverse communities to thrive and succeed. Institutions will also be recognized for creating equitable access opportunities that can include multiple entrance pathways and flexible policies and programming, with the focus on students who, without interventions and support, would not otherwise participate in postsecondary education. Examples include outreach to marginalized youth, transition, bridging and access programs for adults with atypical education histories and who do not meet admission requirements.
Access and Equity. This section recognizes institutions for their efforts in improving postsecondary education equity and access. Institutions play an important role in providing equitable and inclusive environments that make it possible for students from diverse communities to thrive and succeed. Institutions will also be recognized for creating equitable access opportunities that can include multiple entrance pathways and flexible policies and programming, with the focus on students who, without interventions and support, would not otherwise participate in postsecondary education. Examples include outreach to marginalized youth, transition, bridging and access programs for adults with atypical education histories and who do not meet admission requirements. Institutional Approach to Improving Access and Equity In addition to its education and research mission, uOttawa is the only Ontario university with a legislated mandate to “further bilingualism and biculturalism and to preserve and develop French culture in Ontario.” This mandate springs from its close historic ties to the Franco-Ontarian community, particularly in Eastern Ontario. For over a century and a half, the University of Ottawa has fostered the development and education of the local Franco-Ontarian community, helping to create economic opportunities and community resiliency. The University of Ottawa takes very seriously its responsibility to uphold the bilingual character of the institution, as well as its mandate to develop la Francophonie across the province. The University of Ottawa has worked closely with the Franco-Ontarian community to develop needed programs, such as Social Work or Occupational Therapy, and has delivered local versions of the BEd program in Toronto and Windsor to strengthen these communities and meet their needs. Academically, bilingualism at the University of Ottawa means the simultaneous offering of programs in either official language. Efforts are made to ensure an appropriate linguistic balance on campus to facilitate the completion of academic programs in either official language. This commitment has recently been reaffirmed with a revised version of uOttawa’s policy on bilingualism. The University of Ottawa is also committed to actively improving access and equity with respect to underrepresented groups, such as first-generation students, students with disabilities (with particular attention to mental health issues), Indigenous students, new Canadians, refugees and students receivi...
Access and Equity a) In providing Training Services, the Provider: i shall comply with the relevant State and Federal Government anti- discrimination legislation including the Disability Discrimination Act Education Standards 2005; ii shall not use sexist, racist or other language which offends community standards; iii shall ensure that the learning environment is free from harassment or victimisation; iv shall not use or promote cultural, racial, disability or gender based stereotypes; v shall ensure that programs and appropriate venues are accessible to all students; and vi shall ensure that students are provided with additional support services where required.
Access and Equity. Discrimination occurs if a person treats someone differently on the basis of an attribute or characteristic such as gender, sexuality, race, pregnancy, physical or intellectual impairment. Centenary SHS strives to meet the needs of each student through incorporating access and equity principles and practices which acknowledge the right of all students to equality of opportunity without discrimination. For example the following principles apply:
Access and Equity. This section recognizes institutions for their efforts in improving postsecondary education equity and access. Institutions play an important role in providing equitable and inclusive environments that make it possible for students from diverse communities to thrive and succeed. Institutions will also be recognized for creating equitable access opportunities that can include multiple entrance pathways and flexible policies and programming, with the focus on students who, without interventions and support, would not otherwise participate in postsecondary education. Examples include outreach to marginalized youth, transition, bridging and access programs for adults with atypical education histories and who do not meet admission requirements. Institutional Approach to Improving Access and Equity Queen’s University is committed to fostering an equitable and inclusive educational environment that supports student success and to developing a range of entrance pathways, including through partnerships with the college sector. While the Queen’s student body is diverse in many respects16, the university recognizes the need for ongoing enhancement of the programs and pathways it offers in support of access and equity for students. Queen’s aims to broaden the diversity of its student body and provide all students with a supportive environment in which to pursue a postsecondary education. We aim to achieve this through programs, policies and practices that facilitate access to postsecondary education at both the undergraduate and graduate levels and to ensure that the university is responsive to the unique needs of each student. A particular area of focus for Queen’s has been increasing enrolment among Indigenous students through targeted recruitment activities, outreach programing and alternate admissions pathways. In 2016, Xxxxx’s had 287 self-identified Indigenous applicants, made 188 offers of admission and received 71 acceptances. This represents increases of 68 per cent in applications, 150 per cent in offers, and 163 per cent in acceptances since 2012. Queen’s has a strong retention rate of self-identified undergraduate Aboriginal students: 92 per cent from year 1 to year 2, consistent with the broader first-year cohort. In 2016, 1.2 per cent of incoming graduate students self-identified as Aboriginal. Among the policies and programs in place to enhance access for Aboriginal students and support their success is an Aboriginal Student Admissions Policy for all un...
Access and Equity. Staff who witness a racial incident must intervene immediately, this includes verbal, physical, avoidance, exclusion and written racism. All forms of racial incidence need to be reported as a serious occurrence to the Ministry of Education.
Access and Equity. This section recognizes institutions for their efforts in improving postsecondary education equity and access. Institutions play an important role in providing equitable and inclusive environments that make it possible for students from diverse communities to thrive and succeed. Institutions will also be recognized for creating equitable access opportunities that can include multiple entrance pathways and flexible policies and programming, with the focus on students who, without interventions and support, would not otherwise participate in postsecondary education. Examples include outreach to marginalized youth, transition, bridging and access programs for adults with atypical education histories and who do not meet admission requirements. technology in Instructional Design/Teaching and Learning category Institutional Approach to Improving Access and Equity Ryerson reflects and embraces the diversity of Toronto and offers a learning environment that is enriched by a diverse profile of students. Ryerson has a strong commitment to providing access and support for underrepresented groups — in particular first-generation students, Indigenous people, persons with disabilities and internationally educated professionals — through initiatives targeted to the specific needs of these students. Ryerson is the most applied-to university in Ontario with the highest ratio of applications to registrants. Given Ryerson’s location and the attractiveness of its programs, it is anticipated that robust demand will continue. Ryerson has almost 6,800 first-generation students, more than 450 Indigenous students and about 1,200 students with disabilities. Based on National Survey of Student Engagement data, it is estimated that 55 per cent of undergraduate students identify as a member of a visible minority group. In 2012, Ryerson created the position of Assistant Vice-President/Vice-Xxxxxxx, Equity, Diversity and Inclusion (EDI), to identify and address systemic barriers among the academic and administrative functions of Ryerson and to create a visible presence for equity, diversity, and inclusion. Units within the EDI umbrella collaborate across Ryerson to provide learning and engagement opportunities, mentoring and support services that enhance the success of its diverse student body.
Access and Equity. This section recognizes institutions for their efforts in improving postsecondary education equity and access. Institutions play an important role in providing equitable and inclusive environments that make it possible for students from diverse communities to thrive and succeed. Institutions will also be recognized for creating equitable access opportunities that can include multiple entrance pathways and flexible policies and programming, with the focus on students who, without interventions and support, would not otherwise participate in postsecondary education. Examples include outreach to marginalized youth, transition, bridging and access programs for adults with atypical education histories and who do not meet admission requirements. Institutional Approach to Improving Access and Equity The University of Toronto is a leader in providing access to higher education to students from all backgrounds and levels of family income through its unparalleled student aid commitment and broad range of access and pipeline programming. To supplement existing initiatives, U of T will provide additional resources and supports to enhance the participation of students from two specific underrepresented communities: Indigenous (Aboriginal, First Nations, Inuit and Métis peoples) and Black students. For Indigenous students, a number of supports will be implemented in response to the Final Report of the Steering Committee for the U of T Response to the Truth and Reconciliation Commission of Canada. The report calls for developing new or enhancing existing programming and services (e.g. First Nations House). For Black students, recommendations will come forward from the Working Group on Black Student Recruitment and Success. Increased access from these communities will have a positive impact on the University and province. For example, evidence has shown that increased diversity of medical students leads to better physicians with a greater ability and understanding of diverse communities. One key to ensuring a diverse student body is recruitment of faculty members from underrepresented groups so students can see themselves at the front of the classroom and benefit from a range of research approaches and teaching styles. The University will make additional investments in hiring excellent faculty from diverse groups across our three campuses. Examples of Institutional Initiatives • TRC Related Supports – In response to the University of Toronto’s TRC Steering Committee’s Cal...
Access and Equity. In providing Training Services, the State Provider:
