Common use of Access and Equity Clause in Contracts

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 receiving support from the Ontario Student Assistance Program (OSAP). In 2016-17, the University of Ottawa established a Presidential working group to examine diversity and inclusion on campus. The recommendations flowing from this group will form the basis of an action plan to address identified needs. Links are currently being developed between this group and the working group on retention. The University of Ottawa is also increasing its efforts to develop an institutional Indigenous culture on the campus and to develop an Indigenous agenda for the years covered by SMA2. The university considers this to be of particular importance, given its location in the national capital and with a large Indigenous student population. The existing program in Aboriginal Studies and the Institute of Canadian and Indigenous Studies provides a base on which uOttawa plans to build.

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 For over 50 years, Algoma University and its predecessor, Algoma University College, have played a unique role providing equitable access to high-quality postsecondary education for Northern Ontarians, many of whom would not have had the opportunity otherwise to attend university. Algoma welcomes First Generation students and has active and successful programming to support them. We have a full suite of services to support students with disabilities. Our support services also take into account special needs of mature students and both the administration and Students’ Councils are active in promoting acceptance and equity for the LGBTQ community. Although Algoma offers a grouping of courses in French language and literature, we see serving the francophone population as the particular mandate for Laurentian University. Algoma has paid attention to providing international students with a full program of English as a Second Language, specialized transitional (Foundation) courses as needed, and extra social support services. In addition to its education our activities in the north, our degree-completion programming in Brampton provides opportunities not otherwise available within the community, providing access for a large number of first-generation learners and research mission, uOttawa is the only Ontario university with a legislated mandate newcomers to “further bilingualism Canada. We have expanded our medical and biculturalism psychological assistance for all students. Our scholarship and bursary programs aim both to attract and to preserve retain students. Our special area of focus for the next three years will be attracting and retaining Anishinaabe (First Nations, Métis, and Inuit) students. This group demonstrates lower levels of secondary and post-secondary attainment compared to non-Aboriginal identified Northern Ontarians and to Ontarians generally.3 The Aboriginal population is one of the few youthful, growing demographics; with 40 per cent of Aboriginal people in Ontario being under the age of 25, compared to 30 per cent for non-Aboriginals. As a percentage of Northern Ontario’s population, this demographic has grown from 7.9 per cent to 12.6 per cent of the total population between 1996 and 2006. Additionally, it is a wish of this demographic to stay, work in, and develop French culture northern communities.4 Algoma University has an important role and opportunity to sustain Northern Ontario by ensuring equitable access to postsecondary education for Aboriginal people. The proportion of Anishinaabe students attending Algoma University reflects Northern Ontario’s demographics. Anishinaabe students are often First Generation, many are mature students and many have family obligations. They may have lower secondary school achievement, and many take advantage of pathways to come from college to university. Student recruitment from Northern Ontario First Nations is not always an easy matter. Distances are vast, communications are difficult, communities are small and outreach needs to be consistent. Establishing relationships with First Nations communities is an essential part of building trust and confidence. Federal funding caps for postsecondary studies limit the number of students First Nations send to college and to university. Students may arrive at university lacking academic preparation in Ontario.” This mandate springs from its close historic ties to the Franco-Ontarian communitycertain areas, particularly in Eastern Ontariothe sciences. Students often have significant family responsibilities and may choose part-time over full-time studies. These students tend to be more mobile and may not complete all their studies at the same university. Algoma University works closely with many Aboriginal organizations and communities to overcome these challenges. Reporting on the number and proportion of Anishinaabe students poses data collection challenges for the system generally and Algoma specifically. For over example, self-identification is voluntary and requires universities to cultivate a century and a half, the University constant awareness of Ottawa has fostered the development and education of the local Franco-Ontarian community, helping its importance to create economic opportunities and community resiliency. The University of Ottawa takes very seriously its responsibility to uphold the bilingual character of the institution. Algoma’s best current estimate of its Anishinaabe student body is based on band sponsorship on admission (about nine per cent) and we are working at creating more consistent and reliable data sets for overall Anishinaabe enrolment. 3 Statistics Canada, as well as its mandate to develop la Francophonie across the province. The University Census of Ottawa has worked closely with the Franco-Ontarian community to develop needed programsCanada, 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 receiving support from the Ontario Student Assistance Program (OSAP). In 2016-17, the University of Ottawa established a Presidential working group to examine diversity and inclusion on campus. The recommendations flowing from this group will form the basis of an action plan to address identified needs. Links are currently being developed between this group and the working group on retention. The University of Ottawa is also increasing its efforts to develop an institutional Indigenous culture on the campus and to develop an Indigenous agenda for the years covered by SMA2. The university considers this to be of particular importance, given its location in the national capital and with a large Indigenous student population. The existing program in Aboriginal Studies and the Institute of Canadian and Indigenous Studies provides a base on which uOttawa plans to build2006.

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 McMaster is deeply committed to its education the principles of access and research missionequity. Our Statement on Building an Inclusive Community with a Shared Purpose reinforces the university’s commitment to the values of respect, uOttawa collaboration and diversity. We are dedicated to building an inclusive community that has meaningful representation — at all levels and in all constituencies on campus — of the diversity evident in the wider community. The University Equity Plan has been updated recently, so that it reflects evidence‐based best practices from sources such as the Xxxxxx Xxxx Program (U.K.), the National Science Foundation’s Advance Program (U.S.), and the Canadian Tri‐Council Agencies. We will continue to work to facilitate student mobility, create enhanced pathways and improve access for underrepresented groups, including crown wards, first‐ generation students, adults with atypical educational backgrounds and Indigenous students. McMaster is located on the traditional territories of the Mississauga and Haudenosaunee nations, and within the lands protected by the Dish with One Spoon wampum agreement. Our main campus is situated near Six Nations of the Grand River, the most populated Indigenous reserve in Canada. McMaster is the only Ontario research‐ intensive university with a legislated mandate in Canada located in such close proximity to “further bilingualism an Indigenous reserve and biculturalism we have built trusted relationships that date back more than 25 years. We have benefited from the skills, knowledge, and wisdom of our Indigenous partners, scholars, students, and staff, and we will continue 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 work together to create economic opportunities meaningful pathways for Indigenous learners. Examples of Institutional Initiatives Initiatives that are building a culture of inclusion • A newly created senior role, Vice‐Xxxxxxx, Equity and community resiliency. The University of Ottawa takes very seriously its responsibility to uphold the bilingual character of the institutionInclusion, 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, will be McMaster’s lead on advancing equity 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 receiving support from the Ontario Student Assistance Program (OSAP). In 2016-17, the University of Ottawa established a Presidential working group to examine diversity and inclusion on campus.  The recommendations flowing from this group will form Equity and Inclusion Office provides educational opportunities, consultation and advice on barriers to accessibility; oversees the basis Sexual Violence Response Protocol; and supports the work of the President’s Advisory Committee on Building an action plan to address identified needs. Links are currently being developed between this group Inclusive Community and the working group on retentionMcMaster Accessibility Council. The University of Ottawa is also increasing its efforts  McMaster has hired Xxxx Xxxx, a firm specializing in diversity and inclusion, to develop an institutional provide training and certification to faculty and staff equity leads. These workshops will be offered to approximately 200 faculty and staff members involved in hiring and selection processes. A longstanding commitment to Indigenous culture on the campus studies and to develop an Indigenous agenda for the years covered by SMA2. The university considers this to be of particular importance, given its location in the national capital and with a large Indigenous student population. The existing program in Aboriginal Studies and the Institute of Canadian and Indigenous Studies provides a base on which uOttawa plans to build.students