The Teams are constituted after a broad call for nominations, including self-nomination.

Nominees should demonstrate a commitment to advancing inclusive excellence and some expertise in an area that would advance the work of the Team. Additionally, experience implementing similar initiatives and an ability to share challenges and successes is an asset.

Nominees will be contacted by the AVPEI and invited to submit a paragraph describing how they meet the criteria for membership, and they will also be asked to select one or more Implementation Teams to which they would consider contributing.

The EDI Strategy Steering Committee will review nominations and appoint members accordingly, giving consideration to establishing diverse memberships.

Membership terms may be one, two, or three years in duration depending on the availability and interest of individual members.

The Team lead(s) may determine that addition members are required to support the work, in which case they may initiative a call for expressions of interest. If endorsed by the membership, the Team lead(s) may target their invitation if a particular set of experiences or expertise is required.

The Team lead(s) will:

• Obtain endorsement of the Terms of Reference from the Steering Committee;
• Establish the agendas for, convening, and facilitating meetings; and
• Submit a semi-annual brief of progress on tasks to the Steering Committee.

The Team will meet regularly on a schedule that is agreed by the membership.

Formal minutes are not required. A semi-annual brief on progress will be submitted.

A final report and any recommendations will be submitted to the Steering Committee upon completion of all tasked assigned for the 2019 – 2022 EDI Action Plan time horizon.

To ensure that historically and contemporarily underrepresented, under-utilized, and under-served groups are consulted, meaningfully engaged, and part of the decision-making through the implementation process, the Team will include among its membership the voices and lived experiences of relevant equity-seeking community members, and meaningfully engage key institutional and community-organized groups, including: the Indigenous Education Council, the President’s Advisory Committee on Building an Inclusive Community, the African and Caribbean Faculty Association of McMaster, Women in Science and Engineering, Academic Women’s Success & Mentorship Network, and the Employee Accessibility Network, for example.

The Faculty Assessment and Evaluation Implementation Team is tasked with advancing the following strategic priorities under Objective 2: to enhance systems and resources to support more data-informed and evidence-based EDI-related planning and decision-making of the 2019 – 2022 EDI Action Plan:

• To identify metrics, select Key Performance Indicators (KPIs), and develop to mechanisms to track and report on progress towards desirable goals;
• To benchmark institutional status in relation to desirable goals; and
• To develop integrated EDI planning and reporting tools for unit leaders.

The Team will:

• Identify and recommend a selection of qualitative and quantitative Key Performance Indicators (KPIs) to measure institutional EDI progress towards broad goals and impacts desired, guided by the Sample Outputs and Outcomes Measures (Appendix I)
• Review and explore the value in adopting or adapting, with permission, existing institutional EDI assessment tools and scorecards, to enable periodic institutional audits of high-level descriptive indicators of EDI progress (See examples listed under Relevant Resources and Contextual Documents).
• Identify existing mechanisms and, where necessary, recommend new or enhanced systems or tools, for collecting, analyzing, and reporting on the quantitative and qualitative data needed for effective EDI planning and performance management.

Note: 

The Team will ensure that any deliberations regarding demographic data, to assess quantitative compositional diversity or qualitative experiences of inclusion, are aligned with best practices the institution is undertaking to enhance and centralize student and employee self-identification data collection, analysis and reporting through the Student Diversity Census Workforce and the Employment Equity Census.

Co-Leads:

Arig al Shaibah, AVP Equity and Inclusion
Joanne Gittens, Director, Institutional Research and Analysis (IRA)

Partners:

Kim Dej, Acting Vice-Provost, Faculty
Wanda McKenna, Assistant Vice President/Chief Human Resources Officer (HRS)
Melissa Pool, University Registrar

Advising Members:

Rob Whyte, Assistant Dean, UG Med (FHS EDI Advisory)
Matheaus Grasselli, Math Dept Chair
Mark Rumbles, Senior Manager, IT, Mosaic Sustainment Organization, UTS
May-Marie Duway-Sowa, Employment Equity Specialist, HRS
Celeste Licorish, Manager, Student Access Strategy, Office of Community Engagement
Eric Amaral, Statistician and Programmer, IRA
Jennifer Vallbacka, Manager, Research Information Systems & Analysis, ROADS

• New England Resource Centre for Higher Education (NERCHE) Self-Assessment Tool for the Institutionalization of Diversity, Equity, and Inclusion; Self-Assessment Rubric and Worksheet
• Queen’s University Diversity and Equity Assessment Planning (DEAP) Tool; User Manuals for Academic Units and Administrative Units
• Smith, Daryl G. (2009). Part IV: What will it take? In Diversity’s promise for higher education: Making it work, ( 227 – 272). Baltimore, MD: Johns Hopkins University Press. ProQuest E-book Central, https://ebookcentral.proquest.com/lib/mcmu/detail.action?docID=3318562.
• Ramos, H. & Li, P.S. (2017). Differences in representation and employment income of racialized university professors in Canada, In Henry, F., Dua, E., James, C.E., Kobayashi, A., Li, P.S., Ramos, H., & Smith, M., The equity myth: Racialization and Indigeneity at Canadian universities, (p. 46 – 64). Vancouver, Canada: UBC Press. Available online: https://books-scholarsportal-info.libaccess.lib.mcmaster.ca/uri/ebooks/ebooks3/upress/2017-07-24/1/9780774834902
• SPS A1 Search Summary Report (Appendix II)

Appendix 1

Appendix 2