Measuring Success

Reviewing the Strategic Plans

University of Regina

URegina Strategic Plan 2020-25

Area of Focus #1: Discovery

Goal: All students will participate in experiential learning opportunities

Area of Focus #2: Truth and Reconcilliation

Goal: Take significant action on the TRC's Calls to Action relevant to post-secondary education (#14, 16, 24, 43, 44, 57, 62, 63, 65, 66, 67, 70, 86, 87)

Area of Focus #3: Well being and belonging

Goal: Asses, adopt, implement and improve student thriving metrics

Area of Focus #4: Environment and Climate Action

Goal: 25% reduction in our ecological footprint

Area of Focus #5: Impact and Identity

Goal: Measure and Improve recognized comprehensive impact of URegina activities

Scarborough Charter, 2021

November 18, 2021, URegina Signed the Scarborough Charter with 40 other Canadian Colleges and Universities to address anti-Blackness within these institutions. In a statement, President Dr. Jeff Keshen stated this work was already included in the strategic plan for the university.

4 Key Principles

Black Flourishing– entails removing structural barriers to equity, inclusion and social justice while advancing innovative critical thinking, and engaged dissemination of knowledge to foster equality, human dignity, and sustainability.
Inclusive Excellence– embodies the recognition that not only is post-secondary education enriched by equity, diversity and inclusion; equitable inclusion is critical to excellence in teaching, innovation and societal transformation.
Mutuality– recognizes the positive, interactive relationship with Black communities that universities and colleges can assume in Black communities’ economic development, notably as anchor institutions and local employers.
Accountability– encourages universities and colleges to move beyond mere representation and take responsibility for supporting fulsome, transformative inclusion across structures, policies and procedures.

SCBScN Draft Strategic Plan

2022-2027

Theme

Support the Decolonization of our Institutions, Programs, and Practices

Measures

✔ Have we increased the number of Indigenous learners admitted to the program?

✔ Have our number of Indigenous graduates increased?

✔ Do our Indigenous and BIPOC learners articulate being supported by the program?

✔ Do we have robust and healthy relationships with Indigenous and BIPOC communities?

✔ Do we have Indigenous Alumni involved with the Sr. Leadership Advisory group?

✔ Have the number of Indigenous and BIPOC learners on learning plans decreased?

✔ Have the number of Indigenous and BIPOC learners failing in clinical courses decreased?

✔Have the number of Indigenous and BIPOC learners that have been required to discontinue decreased?

Theme

Enhance anti- oppression education, support diversity and inclusion

Measures

✔ Have our resources to support learner processes, learners, and faculty increased?

✔ Anti-racist/anti-oppressive education present in our macro and micro-curriculum

✔ Do learners in practice education articulate feelings of support by faculty, peers, and healthcare teams.

✔ Do we have alumni advising Sr. Leadership on learner experiences and issues?

✔ Have we hosted anti-oppression/anti-racist workshops? How many have attended?

✔ What policies have been changed or adapted to deduce Learner reduce systematic barriers to learner success and well-being.

✔ Our workforce will represent the communities in which we serve.

Suggested Key Performance Indicators

Goal: Enhance racial diversity, equity and inclusion within the SCBScN Program.

Indicators

Number and percentage of Indigenous, Black, and other PoC in current student body and new applicants consistent with with existing targets to be consistent with SK populations.
- What needs to happen FIRST: analyze racial demographics of student body; collect demographic information about race in applications to SCBScN; figure out which targets we endeavor to meet.
Increased number and percentage of Indigenous, Black, and other PoC among faculty, staff, and leadership.
- What needs to happen FIRST: analyze racial demographics of SCBScN faculty, staff, and leadership; investigate equity hiring procedures at SP & U of R; set targets.
Numbers, types, and outcomes of incidences of racism, bias, discrimination, and harassment over time.
- What needs to happen FIRST: develop a clear, formal, easy-to-use process for reporting incidents of racism, bias, discrimination, and harassment; ensure all members of SCBScN community are aware of the reporting process; capture the numbers, types, and outcomes of these incidents in official reports.
Knowledge of and trust in the process of reporting incidences of racism, measured by climate surveys.
Feelings of community and belonging among SCBScN students, faculty, and staff, measured by climate surveys.
Annual reviews of leaders by direct reports on metrics of inclusive leadership.
Annual report on anti-racism and decolonization plan is shared with SCBScN community.

Goal: Catalyze anti-racist and anti-oppressive practices through education in the SCBScN Program.

Indicators

All SCBScN community members (students, faculty, staff and leadership) have participated in education in antiracism, anti-oppression, implicit bias and discrimination in alignment with expectations of their level and role.
- What needs to happen FIRST: develop and implement a course for faculty, staff, and leadership; determine whether students should be trained in these topics only in SCBScN curriculum, or in a separate course.
Educational practices across the programs use race and ethnicity in conceptually accurate terms (e.g. cultural humility instead of cultural competence)
Curricular hours dedicated to content on race, racism, anti-oppression, cultural humility and Indigenous Knowledge in patient care. Measurements will be taken with objective assessments, and student scores will improve.
- What needs to happen FIRST: analyze anti-racism and anti-oppression content that is currently being taught.

Goal: Stimulate and promote evidence based health research and its application to identify and reduce racial health disparities, promote equity, and improve health for all.

Indicators

Asses the standards, definitions and use of the concepts of race/ethnicity that are currently in use in research policies, practices and education. Outdated information will be revised and rewritten to reflect accurate conceptual use, and education will be provided.
Health equity research will be a priority for our schools. Applications for grants to study health disparities will increase and be prioritized.
Grant applications and funding will be secured to study race, ethnicity and racial health disparities.
Career training will be funded and provided to faculty and administration.

*Adapted from: Measuring Success | Duke University School of Medicine

Strategic Planning Process from Duke University

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