EDI Action Plan

Reference Guide

Action	Timeline	Accountability	Status
The specific action related to the thematic area/priority. Informed by working-group expertise, equity principles, and promising practices from other post-secondary institutions.	Short Term (S): Actions within one year of launch (Nov 2025–Nov 2026) Medium Term (M): Actions within 2–5 years of launch (Nov 2026–Nov 2030) Long Term (L): Actions initiated during the 2025–2030 cycle but implemented in full in the next cycle (post-2030).	Department(s) and/or individual(s) primarily responsible for implementing the action	Not Initiated: Initiated: In Implementation: Completed:

Action

Timeline

Accountability

Status

The specific action related to the thematic area/priority. Informed by working-group expertise, equity principles, and promising practices from other post-secondary institutions.

Short Term (S): Actions within one year of launch (Nov 2025–Nov 2026)
Medium Term (M): Actions within 2–5 years of launch (Nov 2026–Nov 2030)
Long Term (L): Actions initiated during the 2025–2030 cycle but implemented in full in the next cycle (post-2030).

Department(s) and/or individual(s) primarily responsible for implementing the action

Not Initiated:

Task not initiated

Initiated:

Task in Planning

In Implementation:

Task in implementation

Completed:

Task Complete

Priority 1: Belonging Fostered by Equity-Informed Leadership

Equity-Informed Decision-Making

Action	Timeline	Accountability
Maintain equity-informed decision-making processes concerning the College's accessibility programming and anti-ableism efforts and create new processes to this end, as necessary.	S-L	CEDI; Facilities; CAS; various departments as appropriate.
Track and maintain commitment to 50-30 targets for the senior leadership team and the Board of Governors. Embed EDI considerations, both qualitative and quantitative, in succession planning for leadership positions. Equip people leaders with tools and resources to consider equity in their leadership planning.	M	CEDI; HR; senior leadership.
Develop and implement the Equity-Informed Policy Review Toolkit that provides a structured framework of guiding questions and EDI analysis criteria to evaluate existing and new College policies.	M	CEDI; Policy sponsors.

Equity-Informed Leadership Models

Action	Timeline	Accountability
Commit Executive Leadership Team (ELT) to actively engage in and complete the EDIfied Learning Series to deepen their understanding of EDI principles and build capacity for inclusive decision-making across the College.	M-L	ELT; CEDI.
Integrate an equity lens in all levels of institutional governance and throughout the development and evaluation of the College's Strategic Plan.	S-L	ELT; CEDI Director.
Establish a routine reporting mechanism to provide the Board of Governors with timely and comprehensive updates on the College's progress related to EDI.	S-L	CEDI Director.

EDI Metrics in Decision-Making

Action	Timeline	Accountability	Status
With support from Institutional Research (IR) and drawing upon existing student and employee surveys, build an integrated index of belonging to track effects of the EDI Action Plan	M	CEDI; Institutional Research.
Maintain ongoing records reflecting actions undertaken in response to accessibility needs and produce a comprehensive report reflecting the College's response processes in eliminating the barriers identified by employees with disabilities in fulfilling their responsibilities and succeeding in their roles.	M-L	CEDI; HR; Facilities.

Accountable Leadership

Action	Timeline	Accountability	Status
Establish a system for continuously tracking, assessing, and updating the 5-Year EDI Action Plan based on progress reports from departments and working groups and shifts in College needs, student and staff demographics, or emerging EDI issues. Regular updates will ensure the Action Plan remains a living document that reflects College progress, priorities, and accountability.	M	CEDI.

Advance Our Public and Visible Commitment to EDI

Action	Timeline	Accountability
Maintain and expand the visibility of the Centre for EDI by establishing a permanent, prominent space within the College. This space will serve as a central, accessible resource where students and staff can be directed for support, guidance, and engagement on equity-related matters.	M	CEDI; Facilities.
Develop a public-facing EDI webpage highlighting programs, commitments, resources, and updates to demonstrate accountability and community engagement.	S	CEDI; RMBx.
Ensure hiring managers communicate their values regarding EDI, such as succinct, personalized statements about what EDI means to them on their teams and how they are embedding EDI in practice.	S-M	CEDI; HR; Hiring Manager.
In the launch of the EDI Action Plan, share reaffirmation messages from senior leadership that EDI remains a priority and emphasize the importance of equity in times of transition and rebuilding.	S	CEDI; RMBx; ELT.

Priority 2: Belonging in Our Workplaces

Equity-Conscious Recruitment

Action	Timeline	Accountability
Actively recruit candidates from equity-deserving communities to ensure a more diverse talent pool for leadership roles.	S-M	HR; Hiring Manager.
Conduct candidate experience surveys and request feedback to assess candidate experiences.	S-M	CEDI; HR; IR.
Develop an EDI toolkit for people leaders and implement EDI leadership training for administrators, including applying an EDI lens to the hiring lifecycle and writing inclusive job descriptions.	M	CEDI; HR; ODL.
Expand recruitment sources/venues, including job fairs and boards, search firms, and online presence.	M	HR; Hiring Manager.
Apply a universal accessibility lens to the recruitment process, with a focus on alleviating barriers for applicants with disabilities, including considerations of a neuroinclusive hiring process.	S-M	HR; CEDI.

Equity-Conscious Selection

Action	Timeline	Accountability
For senior leadership hires, ensure the diversity of search committees for both professional stature and lived experience, including appointing someone who does not have a stake in the outcome but whose responsibility it is to point out gaps in the process from an equity perspective.	S-M	HR; Selection Committee; CEDI.
Integrate EDI candidate-competency questions into interviews. Ensure questions are relevant to the field/department. For leadership hires, require EDI statements from shortlisted applicants.	S	HR; CEDI; Hiring Manager.
Create EDI-informed interview guide that defines EDI principles, develops and assesses core competencies, crafts interview questions, implements structured interviewing, and provides a process to review and adapt.	S	HR; CEDI; Hiring Manager.

Equity-Conscious Retention

Action	Timeline	Accountability
Ensure that our employees with disabilities have the same level of access and opportunity to participate fulsomely in College activities, operations and processes in a manner that upholds their dignity and sense of independence. Accessibility Advisory Committee (AAC) serves as an avenue where employee accessibility concerns could be raised, and Accessible Environments Working Group (AEWG) serves as an avenue where those issues could be decided. CEDI communicates issues and concerns to Human Resources that are brought up at AAC meetings, as appropriate.	S-L	CEDI; AEWG/AAC; Facilities.
Assess and revise existing onboarding practices and materials, including integrating CEDI resources, ensuring the use of inclusive and anti-oppressive language, and creating an equitable onboarding guide for administrators to implement.	M	CEDI; HR; ODL.
Integrate the EDIfied Learning Series into the overall onboarding process for new employees. Tailor strategies for employee-group specific training, such as faculty training. Consider strategies to deploy a new EDI training program for new employees, with a focus on new leaders/administrators.	M	CEDI; ODL.
Develop a range of informal mentorship opportunities to support new hires and staff, with a focus on self-identifying staff from equity-deserving groups. This includes matching staff with mentors from diverse backgrounds, creating informal social mentorship spaces, and establishing Employee Resource Groups that build community, enhance visibility, and foster a strong sense of belonging.	M-L	CEDI; ODL.

Equity-Conscious Advancement

Action	Timeline	Accountability
Bring equity lens to advancement programs, such as Emerging Leaders, and consider dedicated pathways for equity-deserving staff to take part in these programs.	M-L	CEDI; ODL.
Develop performance review processes that incorporate equity-related goals by offering employees multiple ways to set and track their progress on creating a College where equity-deserving students and staff belong.	M-L	HR; CEDI; ODL; Managers.
Create an equitable offboarding and workforce transition toolkit to equip managers with resources to continue fostering an inclusive culture and identify impacts on equity-deserving staff.	S-M	CEDI; HR; ODL.
Provide training for managers on equitable offboarding and transition practices, including adoption of the offboarding toolkit.	S-M	CEDI; HR; ODL.
Ensure a trauma- and equity-informed lens to transitions by (1) Providing trauma-informed leadership training to people leaders to ensure equitable lenses are brought to transition conversations with their teams; and (2) Providing trauma-informed healing circles for employees who may experience "survivors' guilt," which may be disproportionately (or differently) felt by equity-deserving staff.	S	CEDI; HR; ODL.
Provide an ongoing forum for centering and actioning the concerns of equity-deserving staff, and activate Employee Resource Groups (ERGs) during transition periods.	S-M	CEDI; ERG Chairs.

Measurement and Evaluation

Action	Timeline	Accountability
Adopt an employee-fulfilled evaluation process of the College's responsiveness to the individualized requirements of our employees with disabilities in creating a work environment that promotes their success and facilitates advancement opportunities from the hiring/onboarding process through to exit.	M-L	CEDI; HR; Facilities.
Using Workday data, set a baseline for self-identification for College employees, consider from a disaggregated perspective and perform annual assessments across departments and functions. Use data to track the retention and advancement of equity-deserving groups.	M	RMBx; Corporate Communications; CEDI.
Track the demographics of applicants via Workday through the recruitment lifecycle to understand barriers at various phases of recruitment and selection.	M-L	HR; CEDI.
Create a data collection system that tracks demographics of new hires, their onboarding experience, and retention rates. Include a feedback mechanism that allows new hires to provide input about their onboarding experience, with emphasis on EDI.	L	HR; ODL; CEDI.
To elucidate themes and barriers related to equity and inclusion, conduct offboarding assessments for voluntary resignations (1) to understand issues that might prevent the retention of equity-deserving employees and (2) to assess possible improvements in fostering a culture of belonging.	M	HR; Managers.

Priority 3: Belonging in Our Classrooms

Recruiting Diversity in Our Student Body

Action	Timeline	Accountability
Ensure equity and accessibility lenses are applied to direct student engagement, including intentional recruitment in underserved communities, culturally responsive tours and programming, and active storytelling of the journeys of equity-deserving students at Fanshawe.	S-M	Student Recruitment Team; Dean of Students; Institute of Indigenous Learning; FSU; RMBx; CEDI.
Broaden the focus beyond just CICE by creating defined pathways, such as ACE, pre-tech, or foundational programs, and connect these students to advising services, offering alternative entry points for those who do not currently meet admissions criteria.	L	Student Recruitment; Admissions; Enrolment.
Adapt communications plans to reflect inclusive language, celebrates diverse stories, and addresses systemic barriers students may face. Share diverse stories in recruitment materials, including spotlights on successful current students and alumni, using various modalities (e.g., video, photos, blog post, etc.).	M	Student Recruitment; RMBx; CEDI.
Identify and communicate key College EDI values and key messages for student support/experience. What are the most important and attractive features/benefits of the College and for student support? Articulating and communicating precisely what makes Fanshawe and student supports distinctive and inclusive encourages prospective students to choose Fanshawe over other colleges that offer the same or similar programs.	M	Student Recruitment; Dean of Students; Corporate Communications; RMBx; CEDI.
Provide staff and faculty with a simple checklist, reference guide, or LinkedIn Learning course on using inclusive language when communicating with prospective students. Consider adapting the Recruitment, Marketing and Brand Experience (RMBx) writing style guide into an easy-to-use reference tool for this purpose.	M	Faculty; CEDI; ODL.
Diversify the student profiles features, showcasing individuals from various programs, for use on social media, websites, and program videos, and in the annual RMBx report. Over the next five years, intentionally create opportunities to highlight mentors, with a focus on equity-deserving students	S-L	RMBx.
Pilot test RMBx materials with students from equity-deserving groups to gather feedback on clarity, tone, and impact. Include opportunities to specifically engage current students with disabilities.	M	RMBx.
Establish a clear implementation plan for a dedicated admissions pathway for underrepresented students in Fanshawe's competitive programs. In conjunction, implement a holistic review process led by an equity-informed admissions panel to improve access for equity-deserving applicants. Build on the existing form (already created) and consider forming a committee (potentially rotating ADs or program coordinators) to support this process. Look to models like dental assisting accreditation (which requires a specific committee) and existing set-aside practices (such as seats for Indigenous students) as examples. If the form is finalized, aim to have this ready for the next or following admissions cycle.	M-L	Student Recruitment; Registrar.
Increase the availability of donor-funded awards specifically targeted to equity-deserving students, including focusing on entrance awards that support first-year students and expand pathways to enrolment.	M-L	Enrolment; Advancement.
Develop and explore long-term outreach initiatives that help equity-deserving students better understand program expectations and career fit before they enroll.	M-L	VP Academic.
Use self-identification data to track diversity of the applicant pool across the College, and in particular, in Fanshawe's competitive programs. This includes collecting EDI data during the Ontario College Application Service (OCAS) application process to identify and minimize systemic barriers.	L	Student Recruitment; Admissions; Enrolment.
Review and strengthen recruitment strategies to better engage equity-deserving groups, addressing barriers across the full recruitment lifecycle and building continuous feedback loops for improvement.	M-L	Institutional Research; Student Recruitment; Admissions; Enrolment.

Retaining Diversity in Our Student Body

Action	Timeline	Accountability
Collect disaggregated demographic data of students (via Ontario College Student Experience Survey); draw on student-centered data and feedback to adapt services through an equity-informed lens; develop process for regular student feedback on EDI.	M	CEDI; Institutional Research.
Continue to support and promote The Kind Space at Fanshawe as an established Peer Community Hub, where students and trained peers come together to connect, network, and build meaningful relationships.	M-L	CAS; CEDI.
Engage in initiatives to expand culturally relevant component and trauma-informed care for equity-deserving students.	L	CAS.

Prepare Students to be Equity Champions in a Changing World

Action	Timeline	Accountability	Status
Maintain and enhance the existing EDIfied Learning Series geared towards students with updated modules, expanded topics, and responsive content aligned with emerging issues and College needs.	M-L	CEDI; ODL
Advance EDI through student leadership and campus-wide training, including leadership development through peer mentoring and collaboration to embed anti-oppression in student leadership training.	M-L	CEDI; Dean of Students

Prepare Students to be Equity Champions in their Chosen Career Fields

Action	Timeline	Accountability
Develop and launch the "My Proud Career" workshop to educate and empower 2SLGBTQIA+ students for their future careers.	S	Career Services.
Develop and launch a practical workshop to 1) empower students with disabilities to navigate workplace barriers, self-advocate, and request accommodations with confidence, and 2) equip faculty and student support staff with strategies to better assist students with disabilities in their employment journey.	M	Career Services.
Integrate comprehensive EDI approaches or expansions in various co-op and career services learning opportunities, including the "Got the Job, Now What?" microcredential, the "Rising Leaders" microcredential, and the co-op 1020 and 1021 courses.	M	Career Services.
Review the Co-op Work Term Assessment and related forms in collaboration to evaluate alignment with EDI.	S	Co-operative Education; CEDI.

Foster Educational Excellence through Inclusive Instruction

Action	Timeline	Accountability
Flag barriers to course delivery, design and instruction to the Accessible Environments Working Group (AEWG), Academic Leadership Team (ALT), and/or Executive Leadership Team (ELT) for decisions and the Centre for Teaching Learning (CTL) and ALT for action, as appropriate, per the recommendations of the Accessibility Advisory Committee (AAC) or via direct student advocacy, and facilitate solutions as required.	S-L	CEDI.
Implement a "resource hub" that collates new and existing EDI promising practices across the College via an accessible platform and share through routine updates (e.g., portal update, teams chat, and/or newsletter), searchable by discipline/theme (e.g., healthcare, law, welding) and gap in knowledge (e.g., AODA compliance, College-wide dates of significance/observance; scheduling exams and accommodations).	M	CLT; CEDI; RMBx; ASLT; College Council (forum).
With the support of the EDI Champions and designed module, equip instructors with the capability to apply an equity lens in grading/assessment, including drawing from strategies of "ungrading" where relevant.	M	EDI Champions; CEDI.

Foster Equity-Informed Curriculum

Action	Timeline	Accountability
Develop an EDI framework to guide inclusive curriculum, pedagogy, and teaching and learning that includes 1) a rubric for assessing a course for EDI alignment and for setting goals for continuous improvement, and 2) a toolbox of guidelines that can be used to support achievement of those goals.	M	CTL; CEDI; ALT.
Create an implementation plan for rolling this framework out for College use, including identifying how it integrates with other quality frameworks and providing guidelines for SWF time to support EDI-related work.	M	CTL; CEDI; ALT.
Continue to collaborate to create and offer ongoing training and modules for employees to gain EDI competency skills and program-specific pedagogy skills across the schools and campuses. This includes: Completing EDIfied Learning Series Participating in the semesterly Community of Practice	S-L	ODL; CEDI; CTL; Faculty.
Embed EDI considerations throughout the Program Excellence Model (see Policy A126) by identifying specific quality mechanisms where EDI can be integrated, such as when assessing new program development ideas; hosting PAC meetings; completing program reviews; and reviewing the implications of deciding to suspend a program.	M	CTL.
Begin discussions with program teams about how to best embed EDI and anti-oppression as core learning outcomes.	L	Program Teams (faculty); CTL.
Collect and analyze EDI-specific insights from IFGs, SFGs, EFGs, and PAC meetings to inform curriculum and pedagogy goals and planning.	L	CTL.
Include EDI metrics in student course evaluations.	M-L	Institutional Research in consultation with Academic Services.

Priority 4: Belonging on Our Campuses

A Culture of Anti-Oppression

Action	Timeline	Accountability
Celebrate EDI champions, including both faculty and students.	S	Academic Services; RMBx.
Develop College-wide strategy for Universal Design (UDL) for Learning; promote and train faculty to support implementation of a comprehensive UDL strategy across all programs.	M-L	CTL; ODL; Schools.
Host ongoing "Community Conversations" with students to identify barriers to inclusion and promote respect for EDI.	S-L	FSU; Faculty; LLC.

EDI Training and Education

Action	Timeline	Accountability
Beyond the EDIfied series, provide relevant, tailored EDI training and learning opportunities for frontline staff to respond to the needs of students.	M	CEDI; Student Support; CAS; LLC; ESES.
Update library resources and collections to ensure representation of diverse communities and ways of knowing.	S-M	LLC; CTL; CEDI; Schools.
Expand CEDI's core EDI Speaker Series by inviting leaders and practitioners to deliver keynotes or panels highlighting lived experiences and research related to EDI across education, policy, and practice.	M	CEDI.

Inclusion in the Physical Space

Action	Timeline	Accountability
CEDI to flag accessibility issues gathered from the Accessibility Advisory Committee and various other interest groups to Facilities for consideration and action as appropriate.	S-L	CEDI; AAC.
Facilitate The C.A.R.E. Initiative - an internal audit of Fanshawe's physical spaces by mobilizing volunteer groups with lived experiences and/or those responsible for providing supports to students with disabilities.	S-L	CEDI.
Embed Accessibility in convocation access and ceremonies.	S-M	Facilities; CEDI; AAC/AEWG.
Expand access to safe, accessible spaces that accommodates religious and spiritual diversity (dedicated multi-faith spaces).	L	CEDI; Dean of Students; Facilities.
Expand access to safe, accessible, and designated spaces for breast/chest feeding.	M	CEDI; Dean of Students; Facilities.
Increase signage and availability of designated gender-neutral, accessible bathrooms.	M-L	CEDI; Dean of Students; Facilities.
Establish a process to identify earlier which classrooms students with disabilities will be using, allowing time to ensure the spaces are accessible and flexible. Integrate flexibility codes into the scheduling system so classrooms can be flagged and prepared in advance.	M-L	Registrar.

Accessibility and Anti-Ableism

Action	Timeline	Accountability
Maintain a running inventory of accessibility issues and provides formal facilitation between the Accessibility Advisory Committee, Accessible Environments Working Group, senior leadership and departmental leads responsible for actioning the recommendations and eliminating the barriers identified via the committee and other parties who contact CEDI directly. Track progress and measure success by the number of barriers eliminated.	S-L	CEDI.
Proactively chart the Postsecondary Education Standards Development Committee Recommendations Final Report, 2022.	S-L	CEDI.
Review and enhance our existing policies and procedures concerning support animals on campus and modify related policies and procedures according to best practices.	M-L	CEDI.
Facilitate and fulfill the College's Accessibility Compliance Reports due to the government.	S-L	CEDI.
Monitor current accessibility legislation (i.e., AODA-IASR, OHRC) as well as emergent accessibility best practices (i.e., Postsecondary Education Standards Development Committee Recommendations Final Report, 2022)	S-L	CEDI.
Formulate and implement a Prioritization Framework to determine how to allocate resources to address existing accessibility issues across the College.	S-L	CEDI.
Coordinate with HR and EHSES to identify gaps in our emergency response systems with respect to the removal of accessibility barriers for College Community Members in emergency situations.	S-L	CEDI; HR; EHSES.
Establish and publish clear procedures in making accessibility-related requests for College community members with disabilities. CEDI to build and implement Standard Operating Procedures in actioning emergent accessibility needs that occur outside of the AAC/AEWG processes.	M-L	CEDI, HR, Facilities, CAS, ALT.
Introduce an early morning, low-traffic hour at the Career Fair specifically designed to create a quieter, more accessible environment for students to engage with employers in a comfortable and supportive setting.	S	Career Services.
Ensure access to accessible and flexible Library Learning Commons (LLC) spaces, technology, and learning resources, including bookable quiet spaces, alternate formats, and OERs. Ensure access to technology, library spaces, and learning resources. Provide bookable quiet spaces, adaptive technology, and location-based appointment options. Provide access to learning materials via alternate formats, accessible recreational tools, and the promotion of built-in digital accessibility features. Maintain digital accessibility through WCAG 2.0 compliance, staff training, and evaluation of licensed resources for accessibility standards. Create and promote OERs that are low-cost, accessible, and easily discoverable through library platforms, while maintaining the selection of accessible digital content.	S-L	LLC.
Provide training and quick reference guide for staff on how to make documents accessible, with an emphasis on practical, day-to-day application.	S	CEDI.
Explore how to better support students in workplace-level high school courses, students with disabilities, and CICE students. This could involve developing a triage approach or setting clear institutional standards.	M-L	Student Recruitment; Dean of Students; RMBx; CEDI.

Integrated Campus Communities

Action	Timeline	Accountability	Status
Establish equity frameworks for approaching for food services reviews, including equity-focused representation on committees addressing campus food options, aimed at recognizing the diversity of the student body and dietary observances.	M-L	FSU Hospitality; Chartwell; Dean of Students; CEDI.
Provide a housing guide and resources for all Fanshawe campuses with equity-related information, including supports for racialized and 2SLGBTQIA+ students seeking community-enriching housing opportunities.	S-M	Manager, Off-Campus Housing.

Priority 5: Belonging on Our Research Teams

EDI in Grant Proposals

Action	Timeline	Accountability
Create handbook for college researchers, particularly prospective Principal Investigators and Research Assistants who are likely to engage in funded research projects.	S	CRI.
In anticipation of future external funding requirements, commence articulating EDI researcher responsibilities as part of the promotion, training, and application process of the internal funding program.	S	CRI administrative team; internal faculty researchers.
Integrate EDI as part of the review and selection process for internal funding to align with sector-wide practices.	M	CRI administrative team; internal faculty researchers.
Expand the internal funding review team to include representatives from outside of the department.	M	CRI administrative team; external reviewers.

Team Composition

Action	Timeline	Accountability	Status
Identify Fanshawe faculty who can serve as EDI "champions"/mentors for the inclusion of EDI in the research process. Showcase their projects during the EDI in Research webinar and during college research-focused events.	M	CRI administrative team; Faculty; RMBx.
Assess the CRI student research/mentorship experience (e.g. co-op students, Research Assistants) through surveys and focus groups. Utilize findings to improve the PI/RA onboarding process.	M	CRI administrative team; CRI and faculty mentors.

Recruitment Processes

Action	Timeline	Accountability	Status
Solidify CRI recruitment and hiring process for departmental personnel and contract researchers who will serve as Principal Investigators and student Research Assistants.	S	CRI administrative team; CEDI; HR.
"CRI Recruitment/Hiring/Training Toolkit" – Incorporation of all EDI-related content into one resource.	L	CRI; CEDI; HR.

Research Environment

Action	Timeline	Accountability
Create handbook for CRI Personnel.	S	CRI.
Solicit feedback on resources created in-house, such as CRI EDI Handbook for Researchers and CRI EDI Personnel Handbook.	S	CRI.
Provide clarity to the CRI team regarding mechanisms for addressing issues, expectations regarding uptake of learning opportunities, etc. (Could include EDI training in yearly goal-setting for team members.)	S	CRI; CEDI.

Knowledge Mobilization & Dissemination

Action	Timeline	Accountability
Enhance content in EDI Considerations in Research webinar - inclusion of projects which successfully embedded EDI into project design. Collaboratively learn from various PSIs in the development stage	S	CRI.
Message internal and external training opportunities related to EDI in research to CRI team and college community.	S	CRI; RMBx; Corporate Communications.
Offer one in-person learning opportunity for the entire CRI team per term.	S	CRI; CEDI.
Enhance existing and/pr create new training materials for researchers, including OERs Provide opportunities for reflection and knowledge checks	M	CRI; ODL; OER.
Create a self-directed, asynchronous training resource for all college researchers (including non-Fanshawe) such as a micro credential.	L	CRI; ODL; OER; CEDI.

Priority 6: Belonging Fostered by Equity-Informed Supports

Equity, Trauma, & Violence-Informed Response Mechanism for Equity-Related Concerns

Action	Timeline	Accountability
Using the EDI Policy Review Toolkit developed by CEDI, review equity-related complaint mechanism through this equity- and trauma-informed lens. Identify pathways for student support, including the new pathways that exist through CEDI and Student Rights and Responsibilities and existing pathways through other College offices, such as CAS.	M-L	CEDI; Policy Sponsors; Dean of Students; CAS.
Recognizing that equity-related issues may be a barrier to program completion, offer Career Exploration appointments to students considering leaving their program, creating a supportive space to discuss alternative academic or career pathways and refer students to CAS and CEDI, as appropriate.	S	Career Services.
Design and implement a centralized reporting and tracking system for reporting incidents of harassment, discrimination, and hate in compliance with Ontario's Bill 166. This system will consolidate all reporting channels into one platform; ensure anonymity and trauma-informed intake; facilitate timely responses between departments; and allow institutional tracking and reporting.	M	CEDI.
Serve in an advisory capacity by providing guidance to institutional and community working groups responding to sensitive or emerging equity-related issues, ensuring principled, inclusive, and human rights-oriented responses.	S-L	CEDI; College Working Groups.
Develop a student-facing page that clearly outlines students' rights under the Ontario Human Rights Code (OHRC), provincial legislation, and College policies. This includes setting clear expectations for reporting, investigations, sanctions, and appeals. An explicit OHRC lens will guide the development to ensure both institutional and human rights perspectives are meaningfully reflected.	M	CEDI; HR; Dean of Students.

Equity, Trauma, & Violence-Informed Response Mechanism for Non-Equity-Related Concerns

Action	Timeline	Accountability	Status
Integrate the student-facing page within the broader Student Experience strategy. This will involve aligning with the Rights & Responsibilities student guide on the OER platform, creating tailored resources and presentations for staff and faculty, and developing a dedicated Student Experience FOL page.	M	Dean of Students.

Alignment of Sexual Violence Prevention and Response within Equity Work

Action	Timeline	Accountability	Status
Enhance existing student training on Sexual Violence prevention by incorporating an EDI lens, ensuring the content is inclusive, trauma-informed, and reflective of diverse student and survivor experiences.	S-M	CEDI; Student Rights and Responsibilities.
Explore opportunities for further collaboration, colocation, and cohesion between CEDI, Student Rights and Responsibilities, and the Dean of Students, supporting an aligned approach to student support across the College.	M-L	CEDI; Student Rights and Responsibilities; Dean of Students.

Mapping and Analysis

Action	Timeline	Accountability	Status
Collect disaggregated demographic data of students (via OCSES survey); draw on student-centered data and feedback to adapt services through an equity-informed lens; and develop process for regular student feedback on EDI.	M	CEDI; Institutional Research.