UBC Inclusion Action Plan

Building

Inclusive UBC:

An Inclusion

Action Plan

2 | BUILDING INCLUSIVE UBC

Building

Inclusive

UBC

In 2018, the University of British Columbia

developed a new strategic plan, Shaping UBC’s

Next Century: Strategic Plan 2018–2028. During the

planning process, the UBC community converged

on three themes: inclusion, collaboration, and

innovation. These three themes are cross cutting,

spanning the core areas of People and Places,

Research Excellence, Transformative Learning,

and Local and Global Engagement.

—

Two students sitting on the Pride staircase at UBC Okanagan.

GOAL 1.0

GOAL 2.0

GOAL 3.0

GOAL 4.0

GOAL 5.0

OUR COMMITMENT 6

INTRODUCTION 8

INCLUSION AT UBC 12

RECRUITMENT, RETENTION, & SUCCESS 14

Actions 16

SYSTEMS CHANGE 18

Actions 20

CAPACITY BUILDING 22

Actions 24

LEARNING, RESEARCH, & ENGAGEMENT 26

Actions 28

ACCOUNTABILITY 30

Actions 32

APPENDICES i

Appendix 1: Glossary of Terms and Acronyms ii

Appendix 2: Inclusion Action Plan

Development Process iv

Table of

Contents

Our Commitment to Inclusion

Welcome to the Inclusion Action Plan, which operationalizes the theme of

inclusion, and supports the themes of innovation and collaboration in Shaping

UBC’s Next Century: 2018–2028 Strategic Plan. This plan presents an opportunity

for UBC to continue to develop its potential as a groundbreaking 21

century

institution, including its leadership in creating global inﬂuence through its

equitable, diverse, and inclusive campuses.

The emerging research is unequivocal: diversity enhances innovation, and inclusive

spaces are required to ensure that diverse teams are able to collaborate effectively.

As the world becomes more connected, and UBC focuses on contributing to

global citizenship and ﬁnding solutions to complex issues, this plan supports our

continuing progress.

The Inclusion Action Plan also supports our commitments to reconciliation, and

recognition of our locations on the traditional, ancestral, and unceded territories

of Indigenous peoples. This history and relationship with these lands frames our

efforts to understand decolonization in the context of all our inclusion efforts.

Equity, diversity, and inclusion are the conditions for attracting and retaining the best

and brightest students, staff, and faculty from around the world, and understanding

how we best create the environments in which we work, learn, and live. Inclusion is a

commitment for us all, and I look forward to following our progress and learning closely

as we work together to achieve the goals in this plan.

—

Santa J. Ono

President and Vice-Chancellor

Our

Commitment

6 | BUILDING INCLUSIVE UBC

Enhancing Efforts

Equity, diversity, and inclusion (EDI) are key to achieving the best learning,

working, and living environments for everyone who is part of UBC. With this

Inclusion Action Plan, UBC can chart a clear course to enable all those who have

made and are making efforts toward greater equity, diversity, and inclusion to see

where there are opportunities to collaborate, learn from each other, and support

greater impact. The groundwork is there in many places across this institution

and with this plan we hope to enhance progress on this important work.

Our location on the traditional, ancestral, and unceded territories of the

Musqueam, Squamish, Tsleil-Waututh and Syilx Okanagan Nations provides

us with guidance and growing relationships to ensure that this Inclusion Action

Plan supports the implementation of the Indigenous Strategic Plan across UBC.

In addition, the Inclusion Action Plan recognizes that it is also developing in the

context of UBC’s Sustainability Strategy, Wellbeing Strategy, and Focus on People

2025 Framework. While these are related in important ways, their different

perspectives provide opportunities for UBC to make progress in a number of

areas that are supportive of the UBC experience and UBC’s impact in the world.

With the alignment to the strategic plan; the sponsorship of UBC’s leadership;

and the tools, processes, and EDI education and research support from the

Equity & Inclusion Ofﬁce, UBC will continue to increase inclusiveness, with all

the institutional and individual beneﬁts that that will bring.

—

Sara-Jane Finlay

Associate Vice-President, Equity & Inclusion

Working Together to Move Ideas into Action

UBC is committed to inclusion — that commitment is clearly set out in this

Inclusion Action Plan, with actions to help us continue to work toward inclusion

for students, staff, and faculty on UBC’s campuses. Equity, diversity, and

inclusion efforts have been underway at UBC for years, and the data shows we

are making steady progress — however, our community members are telling

us they want to see more change. This Inclusion Action Plan represents an

opportunity to create greater impact through clarifying and aligning our efforts

together, and building greater shared responsibility across the institution for

honouring our collective commitment to inclusion.

Inclusion is key to supporting positive engagement among our students, staff, and

faculty — increasing engagement in work and learning that affect UBC’s quality of

scholarship and inﬂuence in greater society. We recognize that this work can be

difﬁcult, and that leadership needs to come from the ground up, the middle out,

and the top down to ensure that we are supporting each other in our learning and

creating impact across the institution. We also recognize that the commitment

we’re making together requires critically examining progress and lessons learned

to ensure that resources we’re investing are based on the best available evidence

and contributing to a more inclusive space to work, learn, and live. We look

forward to working and learning with you through the next seven years of

implementing this plan.

—

Deborah Buszard

Deputy Vice-Chancellor and Principal, UBC Okanagan

Ainsley Carry

Vice-President, Students

Barbara Meens-Thistle

Vice-President, Human Resources

Andrew Szeri

Provost and Vice-President, Academic, UBC Vancouver

8 | BUILDING INCLUSIVE UBC

The purpose of the IAP is to:

• Report on the results of an extensive

consultation process to develop goals

and actions on building a more inclusive

institution;

• Develop a guiding framework that

identiﬁes inclusion goals for UBC and

collaborative institutional actions

needed to advance inclusion at UBC

over the next seven to ten years;

• Build on and connect existing equity,

diversity, and inclusion efforts across

UBC’s campuses under a single

high-level framework;

• Develop a ‘menu’ of actions to ensure

academic departments and operational

units across UBC can incorporate

inclusive actions into their unit-level

planning.

The IAP is grounded in UBC’s location on the traditional,

ancestral and unceded territory of the Musqueam and

Syilx Okanagan Nations. In exploring inclusion, this plan

recognizes Indigenous people and Indigenous concerns as both

within and beyond a conversation on inclusion at UBC. For this

reason, throughout the plan, some actions express direct

linkages between the work of this plan and UBC’s Indigenous

Strategic Plan.

The IAP presents an opportunity to support UBC’s commitment

to Indigenous engagement, including with the Musqueam and

Syilx Okanagan Nations, and with the Indigenous peoples of

Canada more broadly. It respects that the institution’s efforts

in this area, including delineation of strategic actions to advance

this work, are reﬂected in the Indigenous Strategic Plan.

Introduction

The strategic plan deﬁnes inclusion as

“a commitment to access, success, and

representation of historically underserved,

marginalized, or excluded populations”.

To operationalize the inclusion theme of

the strategic plan, UBC has developed an

Inclusion Action Plan (IAP).

—

UBC community members at the Forestry Science Centre.

10 | BUILDING INCLUSIVE UBC

Introduction

What the Inclusion Action Plan Achieves

The IAP represents the ideas, suggestions, and expertise of faculty, staff,

students, and alumni from across our campuses. It proposes a high-level

framework for supporting collective action toward advancing inclusion at UBC

over the next seven years. The actions included in this plan reﬂect promising

practices and suggestions gathered through extensive consultations, and are

considered to be those actions most relevant to UBC’s current context. The

actions cover a wide range of areas and in committing to making progress on

speciﬁc actions, the plan proposes that divisions will pick and choose the ones

that are most relevant to them, to their local context, and in areas where there

is the potential for change to be tracked and measured. No one individual,

unit, or department is expected to complete all of these actions. Building an

inclusive campus requires individual and collective responsibility to develop

innovative responses.

The timeline of seven years, with an institutional evaluation at midpoint,

recognizes and is expected to accommodate the iterative nature of

implementation for some of these actions, while still noting annual progress

toward the goals. It also recognizes that the groundwork for accomplishing these

actions has been happening in different spaces across UBC for years. The IAP

presents an opportunity to highlight, coordinate, and amplify many of these

efforts that have been, and are currently, underway throughout the institution,

e.g., the work in the Integrated Renewal Project to ensure WorkDay and its

functions support this IAP, etc. It provides a roadmap for innovating and learning

together about how to continue to develop inclusion across UBC.

Why Do We Need a Commitment to Inclusion?

We have heard from our community — UBC’s student and workplace experience

surveys show clear trends of less positive scores for students, staff, and faculty

from most equity-seeking groups. UBC’s workforce representation is, in many

occupational groups, not proportional to the available workforce for those

occupations. Bullying, harassment, sexual misconduct, and discrimination issues

continue. The progress is there, but it is expected that with the focus provided

by this plan, UBC will be better able to build collaborative efforts across its

departments and units to create inclusive campuses for all our students, staff,

and faculty. UBC, as a world-leading university with inﬂuence on society, merits

the excellence of a community of diverse and engaged faculty, staff, and students

to tackle the challenges of the 21

century.

UBC has made great efforts, and good

progress, to increase equity, diversity,

and inclusion over the last 20 years;

however, academic structures, systems,

and processes were designed for a

different time and population.

In the late 20

century, the university’s

doors began to open to new groups of

students, faculty, and staff, while the

systems and structures have not fully

adapted to ensure equitable outcomes

in education and careers.

Inclusion

at UBC

At UBC, inclusion is a commitment to

creating a welcoming community where

those who are historically, persistently,

or systemically marginalized are treated

equitably, feel respected, and belong.

Inclusion is built by individual and

institutional responsibility through

continuous engagement with diversity

to inspire people, ideas, and actions

for a better world.

14 | BUILDING INCLUSIVE UBC

1.0 Goal:

Recruitment,

Retention, and

Success

UBC will actively recruit, support, retain, and

advance students, faculty, staff, and leaders from

systemically marginalized communities.

—

UBC researcher working in a laboratory.

16 | BUILDING INCLUSIVE UBC

A. Recruit for EDI Skills

and Competencies

DS: Prooss Senaes P Human esources

Continue to enhance active recruitment

for equity, diversity, and inclusion (EDI) skills and

competencies, and increase the capability and

capacity to collaborate in a diverse environment

through all searches and in career progression

for leadership, sta, and faculty.

B. Equitable Recruitment

and Admissions

DS: Prooss P Human esources

P Sudens

Revise, renew, and replace recruitment and

hiring/admissions processes to actively take

into account equity issues in the assessment of

merit, through job postings, criteria development,

and selection of students, sta, faculty, and

leadership at UBC.

C. Access through Aordability

DS: Prooss P Human esources

P Sudens

Reduce nancial barriers to studying and working

at UBC, particularly for Indigenous and other

marginalized students, and support aordability

strategies for transit, housing, and childcare for

faculty, sta, and students.

D. Inclusive Spaces and Initiatives

DS:Prooss P Human esources

P Sudens

Support mentorship, peer support, and anity/

resource groupsthat enhance spaces and

initiatives toward inclusion.Promote extra-

curricular programming, professional development

opportunitiesand events that help build

inclusive cultures.

E. EDI in Scholarship

DS: Prooss Senaes

P Human esources

Expand and enhance opportunities for

scholarship rooted in dierences in worldviews

that advances equity, diversity, and inclusion.

F. EDI in Promotion

DS: Prooss P Human esources

Create and embed best practice guidelines for

the recognition and valuing of EDI-related work,

in collaboration with Provosts, Deans, and

collective bargaining units, in scholarship, teaching,

educational leadership, and service for faculty.

G. Enhance Performance Review

Processes and Discussions

DS: P Human esources Prooss

Update performance review processes, discussion

guides, and merit pay policies for sta and

emerging leaders in collaboration with Provosts,

Deans, and collective bargaining units, to include

criteria for recognizing participation in initiatives

and other contributions to advance equity,

diversity, and inclusion.

H. Implement Recommendations of

Systems Reviews

DS: P Human esources

P Sudens Prooss

Implement the recommendations of the 2019

Employment Systems Review that assesses

disparities in experiences for faculty and sta,

and conduct a similar review to examine

any disparities in experiences for students,

including student sta, teaching assistants,

and post-docs.

1.0 Goal:

Recruitment, Retention, and Success

A ctions

18 | BUILDING INCLUSIVE UBC

2.0 Goal:

Systems

Change

UBC will be intentional and proactive in

changing systems, structures, policies, practices,

and processes to advance equity, diversity,

and inclusion.

—

UBC faculty and staff working in front of the

Indian Residential School History and Dialogue Centre.

20 | BUILDING INCLUSIVE UBC

A. EDI Decision-Making Principles

DS: ll Ps Board o oernors Senaes

Develop, consult on, and implement guidelines

for decision-making that incorporate equity,

diversity, and inclusion principles.

B. Indigenous Strategic Plan

DS: Presiden Prooss P Human

esources P ernal elaions

Support understanding and implementation of

the Indigenous Strategic Plan across all units.

C. Inclusion Action Planning

DS: Uniersi ecuie Senaes

Ensure plans that incorporate inclusion actions are

developed by and communicated throughout each

Executive Portfolio and each Faculty.

D. Leadership and Succession Planning

DS: Prooss ll Ps

Develop and implement criteria for advancing into

mid-level and senior leadership that requires that

all leaders demonstrate commitment to principles

of equity, diversity, and inclusion and reect the

diversity of the UBC community.

E. Degree Requirements

DS: Senaes Prooss

Incorporate equity, diversity, and inclusion skills

and competencies into degree requirements.

F. Job Descriptions and

Performance Reviews

DS: P Human esources Prooss

Incorporate equity, diversity, and inclusion skills

and competencies into job descriptions and

provide training in how to assess these skills

and competencies through performance reviews

for sta and evaluations for faculty.

G. Workplace Accommodations

for Disability

DS: P Human esources

P inance  Operaions

Develop and enact an institutional level

accommodation policy for faculty and sta

with disabilities that is supported by a

central accommodation fund.

H. Inclusive Infrastructure

DS: Prooss P Human esources

P Sudens

Develop infrastructures for supporting and

accommodating faculty, sta, and students

with respect to religious, spiritual, and cultural

observances, and exible work, housing, and

childcare arrangements.

I. Accessibility

DS: P inance  Operaions

P ernal elaions

Enhance the accessibility of physical and virtual

spaces on UBC campuses for students, sta,

and faculty.

J. IAP Planning, Implementation

& Reporting

DS: Prooss ll Ps

Provide resources for department, Faculty,

and administrative unit level planning,

implementation, and reporting on

the IAP.

K. Equity Leads

DS: Prooss ll Ps

Appoint a faculty or sta member within

each department or unit who is responsible

for coordinating the implementation of

commitments made in the Executive or Faculty

level plans at the local level, supported by an

Equity Leads Network facilitated by the Equity

& Inclusion Oce.

2.0 Goal:

Systems Change

A ctions

22 | BUILDING INCLUSIVE UBC

3.0 Goal:

Capacity

Building

UBC will enhance institutional and individual

capacities and skills to succeed in and advance

inclusive environments and work to sustain and

continually evolve that capacity as skills and

capabilities are increased.

—

UBC Okanagan students having a discussion.

24 | BUILDING INCLUSIVE UBC

A ctions

A. EDI Education and Training Programs

DS: Prooss P Human esources

P Sudens P esearch  Innoaion

Resource, develop, implement, and evaluate

comprehensive education and training programs

on equity, diversity, and inclusion for students,

faculty, and sta. Embed this education and

training in recruitment processes, onboarding,

assessment and performance reviews, and

professional development for sta and faculty;

and in curricular and co-curricular contexts

for students.

B. Dialogue and Engagement

DS: Prooss P Human esources

P Sudens P ernal elaions

Facilitate and provide opportunities for dialogue

and conversation around sensitive topics at UBC

and beyond. Build conict engagement skills

and practices among all members of UBC’s

community to equip people for working across

dierences.

C. EDI Leadership Training

DS: Prooss P Human esources

Develop EDI curriculum and deliver/leverage

training specically for leadership at all levels to

deepen understanding and encourage modelling

of inclusive behavior, with a focus on applied

skills and performance management in diverse

workplaces.

D. EDI Curriculum and Program

Requirements

DS: Prooss Senaes

Embed equity and inclusion education into

curriculum and program requirements for

all students that incorporates intercultural

understanding, empathy and mutual respect

(see Truth and Reconciliation Commission of

Canada’s Calls to Action (iii) and UBC’s Indigenous

Strategic Plan).

3.0 Goal:

Capacity Building

—

UBC instructor teaching at Orchard Commons.

26 | BUILDING INCLUSIVE UBC

4.0 Goal:

Learning,

Research, and

Engagement

UBC will foster environments of learning,

research, and engagement that value building

and exchanging multiple and intersectional

ways of knowing.

—

UBC instructors and students at the Audain Art Centre.

28 | BUILDING INCLUSIVE UBC

A. EDI Awards, Funding, and Incentives

DS: Prooss P esearch  Innoaion

Establish awards, funding, and incentives that

recognize outstanding equity, diversity, and

inclusion initiatives and contributions in learning,

research, and engagement, including community-

engaged research and community-led initiatives.

B. Inclusive Teaching and Learning

DS: Prooss Senaes

Encourage and support instructors and teaching

assistants to implement inclusive course design,

teaching practice, and assessments.

C. Funding Applications and

Award Nominations 

DS:P esearch  Innoaion Prooss

Embedequity, diversity, and inclusion principles

in the review processes forall funding programs

and award nominationsincluding VP Research

& Innovation-administered internal funding

competitions, internal research awards,

institutional nominations for external awards and

honours, and funding programs that require

adjudication and peer-review.Equitably support

researchers todevelop funding proposals and

award nominations.

D. Research Funding

LEADS: Provosts, VP, Research & Innovation

Advance the principles and intended outcomes

of the equity, diversity, and inclusion initiatives

of the Canada Research Chairs Program and the

Dimensions Charter, as well as other existing

and future government funding programs.

E. Equitable Community

Relationships

LEADS: VP, External Relations; VP, Finance &

Operations; VP, Research & Innovation; Provosts

Proactively build and strengthen UBC’s

relationships and improve institutional systems

to appropriately recognize and compensate

community members’ engagement, and work

more eectively with communities and

organizations representing those who have

been marginalized.

4.0 Goal:

Learning, Research, and Engagement

F. Student Learning

LEADS: Senates; VP, Students; Provosts

Review and improve mechanisms to ensure that

student perspectives on the inclusiveness of

their learning experiences are integrated into

the improvement of teaching.

G. Indigenous Strategic Plan

Alignment

LEADS: All VPs; Indigenous Engagement

Committee; Provosts

Work in alignment with the Indigenous Strategic

Plan to support learning, research, and

engagement at UBC that reect the Truth and

Reconciliation Commission of Canada’s Calls to

Action, the National Inquiry into Missing and

Murdered Indigenous Women and Girls’ Calls for

Justice, and are consistent with the United Nations

Declaration on the Rights of Indigenous Peoples.

A ctions

—

UBC student

working at the

Audain Art

Centre.

30 | BUILDING INCLUSIVE UBC

UBC will hold itself accountable to its

commitment to inclusion through clear and

timely processes, thorough evaluation, and

transparent reporting to the UBC communities

on its progress on this action plan.

5.0 Goal:

Accountability

—

Staff members from UBC Financial Operations.

32 | BUILDING INCLUSIVE UBC

A. Mechanisms for Annual Reporting

DS: P Human esources

Prooss P Sudens

Establish mechanisms for annual reporting

on inclusive actions, including plans for future

progress.

B. WorkDay Institutional Data

DS: P Human esources P inance 

Operaions P Sudens

Ensure Workday collects institutional data with

appropriate privacy safeguards to enable regular

systematic analyses of access, engagement,

promotion, success, attrition, etc., for students,

sta, and faculty.

C. Enhanced Reporting Mechanisms

DS: P Human esources Board o

oernors

Review and enhance streamlined mechanisms

and related policies to better support people

who experience harassment, discrimination,

retaliation, and bullying to report incidents and

policy breaches, and ensure annual reporting

on aggregated incidents.

D. External Contractors

D: P inance  Operaions

Create EDI criteria to engage all external

contractors to work toward supporting an

inclusive environment at UBC, and as a condition

for being added to the preferred list of vendors

or contractors for UBC.

E. External Reviews

DS: Prooss Deans

Create terms of reference for the self-study

document and directions to reviewers for external

department and/or program reviews that includes:

• an examination of the diversity of people within

the department and concrete eorts to address

any under-representation;

• an analysis of the integration of historically

marginalized forms of knowledge into the

curriculum;

• a demonstration within the department of

the fulllment of the Truth and Reconciliation

Commission of Canada’s Call to Action,

particularly Call 63 (iii).

F. Annual Reporting on this Plan

D: qui  Inclusion Oce

Report annually to the campus communities

on the progress of this plan, including actions

planned and undertaken in each division, progress

made, and updated information on changes in

the metrics for each goal.

5.0 Goal:

Accou ntability

Actions

—

Staff working at the UBC Farm.

34 | BUILDING INCLUSIVE UBC

Appendices

—

Inside the Earth Sciences Building at UBC Vancouver.

ii | BUILDING INCLUSIVE UBC

IO

Equity & Inclusion Oce: equity.ubc.ca

DI

Equity, Diversity, and Inclusion

Hisoricall persisenl or

ssemicall marginalied

This language was intentionally and

carefully chosen during the development

of this plan to recognize that:

• UBC and other institutions throughout

Canada were created at a time when

societal norms privileged and included

some groups and disadvantaged and

excluded others. In Canada, these

disadvantaged groups have been

dened as Indigenous people, women,

people with disabilities, racialized

people, and 2SLGBTQIA+ people.

• This history entrains a legacy of day-to-

day barriers that contributed to past, and

perpetuate current, inequities which

compound over time;

• Our systems, in the form of policies,

practices, culture, behaviours, and

beliefs continue to maintain these

barriers in the ways that they continue to

create the institution. It is often not an

individual intentional, systematic, eort

to discriminate. It is an unconscious,

unrecognized practice of doing things as

they have always been done (and

recreating the historical exclusions).

IP

Inclusion Action Plan

SBQI+

Two Spirit, Lesbian, Gay, Bisexual, Trans,

Queer (or Questioning), Intersex, Asexual (or

sometimes Ally). The placement of Two Spirit

(2S) rst is to recognize that Indigenous

people are the rst peoples of this land and

their understanding of gender and sexuality

precedes colonization. The ‘+’ is for all the new

and growing ways we become aware of sexual

orientations and gender diversity.

Diersi

Dierences in the lived experiences and

perspectives of people that may include race,

ethnicity, colour, ancestry, place of origin,

political belief, religion, marital status, family

status, physical disability, mental disability,

sex, gender identity or expression, sexual

orientation, age, class, and/or socioeconomic

situations.

qui

Recognizing that everyone is not starting from

the same place or history, deliberate measures

to remove barriers to opportunities may need

to be taken to ensure fair processes and

outcomes.

Equity refers to achieving parity in policy,

process and outcomes for historically and/or

currently underrepresented and/or

marginalized people and groups while

accounting for diversity.

It considers power, access, opportunities,

treatment, impacts, and outcomes, in three

main areas:

• Representational equity: the proportional

participation at all levels of an institution;

• Resource equity: the distribution of

resources in order to close equity gaps; and

• Equity-mindedness: the demonstration of an

awareness of, and willingness to, address

equity issues.

Inclusion

Inclusion is an active, intentional, and

continuous process to bring marginalized

individuals and/or groups into processes,

activities, and decision-making toaddress

inequities in power and privilege, and build

a respectful and diverse community that

ensures welcoming spaces and

opportunities to ourish for all.

Inersecionali

The interconnected nature of social

categorizations such as race, class,

disability, sexual orientation, and gender

identity as they apply to a given individual

or group.

The term was coined by lawyer, civil rights

advocate, and critical race theory scholar

Kimberlé Crenshaw to describe the

“various ways in which race and gender

intersect in shaping structural and political

aspects of violence against women of

color” (1994).

Intersectional identities create overlapping

and interdependent systems of

marginalization, discrimination or

disadvantage.

DS

UBC leaders who are accountable for

ensuring progress on the actions.

Appendix 1

Glossary of Terms and Acronyms

—

UBC community members working

in the Ridington Reading Room.

iv | BUILDING INCLUSIVE UBC

Appendix 2

Inclusion Action Plan Development Process

The Inclusion Action Plan development

process has been underway since the fall

of 2018. In summary, the content of the

IAP was informed by the following:

n IP oring roup comprised of equity

and inclusion experts, community members

with a diverse range of lived experience,

inuencers, and stakeholders from both UBC

Vancouver and UBC Okanagan campuses was

convened to consider previous strategic

planning for inclusion, and to develop a

framework for the IAP. They developed a

denition of what inclusion means at UBC and

articulated the resulting ve goal areas for

advancing inclusion at UBC.

n cions Deelopmen orshop in

May 2019 led a cohort of over 70 students,

sta and faculty at UBC who are champions,

implementers, and/or people with lived

experience, in a series of facilitated exercises

to synthesize and distill action ideas into

preliminary draft actions, followed by

iterative team review and feedback

processes, within the EIO and with UBC

leadership, to rene draft actions and

identify relevant, preliminary high-level

metrics.

argeed consulaions in the summer and

fall (August through September) of 2019

focused on soliciting feedback on the draft

actions from over 250 students, sta, and

faculty across campuses with lived experience

of being historically, persistently, or

systemically marginalized, and hosting

presentations and consultations with UBC

leadership (Vice-Presidents, Deans, senior

administrative and academic leaders, and

university-wide committees). This feedback

was reviewed and integrated into revisions to

produce the current version of the plan.

Beginning

implemenaion

and working out

the shared measures

of progress and

mechanisms for

communication.

Presenaion o

he Board o

oernors

in December

2019 for

information.

Publicaion o he nal

approed IP along with

the “What We Heard”

reports that clarify how

campus consultations

informed the IAP.

Presenaion o

UBC ecuie

in October 2019

for endorsement.

Meeings ih

deelopers o mid-

leel insiuional

plans to develop a

shared understanding

of approaches and

measures and create

synergies where

possible.

Campus-ide consulaions guided

by an Inclusion Advisory Committee,

in the spring of 2019, focused on

informing the UBC communities about

the IAP and opportunities to get

involved.

These consultations reached 1,600+

individuals and generated 5,400+

ideas for actions that would contribute

to creating a more inclusive UBC.

 broad scan was

undertaken of the

current literature,

and of previous plans

and reports from the

UBC community.

vi | BUILDING INCLUSIVE UBC