Statement of Principles for Equity, Diversity and Inclusion

In keeping with the University of Ottawa's position on inclusion and diversity (https://www.uottawa.ca/respect/en/diversity-inclusion), the School of Social Work is committed to promoting an educational environment that fosters equity, diversity and inclusion.

The School of Social Work recognizes that certain social groups are disadvantaged because of historically constructed inequalities embedded in social structures, institutions and ideological discourses. These inequalities (based on sex and gender, race and ethnicity, religion, age, sexuality, gender identity, language, class and disability) lead to differences in access to education and to unequal outcomes in terms of economic, political, social and cultural power. In keeping with the values that define the profession of social work, the School of Social Work adheres to the principle of equity; it strives to provide every person with the opportunity to develop their full potential regardless of their social group.

The School's commitment to equity, diversity and inclusion encompasses the following areas:

1. Recruitment, admission and retention of students;

2. Teaching curriculum;

3. Research;

4. Recruitment of administrative and faculty members;

5. Internships, fieldwork placements and other community collaborations.

This commitment involves the entire School, from faculty members, administrative staff, instructors and practicum supervisors, to undergraduate and graduate students. The School of Social Work recognizes that a commitment to equity, diversity and inclusion requires skill development and an ongoing effort of reflection and dialogue.

Adopted at the School of Social Work Assembly on April 16, 2019


 

Statement of Proactive Policy on Admission to the Master’s Program

The School of Social Work is guided by principles of equity with respect to people who have historically been disadvantaged by social structures and the ideologies that sustained them.  Such discrimination compromised equal access to education and various avenues towards economic, political, social and cultural empowerment.

With regard to people from minority groups or those experiencing challenging life situations, the School adopts proactive processes during both the admission phase and program of study and ensures the sustained application thereof.  These processes relate directly to the accreditation standards 2.4.1, 2.4.2 and 2.4.7 of the Canadian Association for Social Work Education (CASWE).

SB/M 2.4.1: The academic unit clearly states the academic and professional requirements and admission policies for its programs, including any equity provisions consistent with the mission of the school and to the mission of CASWE-ACFTS.

SB/M 2.4.2: Student recruitment efforts seek to reflect a diverse population with a particular consideration for students of various ethnic, cultural and racial and other diverse populations that may be under-represented and under-served.

SB/M 2.4.7: The academic unit provides academic advisement and support for all students regarding their program and progress and particularly where students have been recruited as a result of equity-based initiatives.

The following describes how the policy is applied:

Through its Master’s Program application review process, the School of Social Work takes into consideration people who self-identify as members of minority groups or as living through certain specified life situations, and for whom the required minimum average would normally represent a hurdle given the cohort being assessed.  The School might thereby be in a position to admit one or two additional students each year beyond the admission targets established through the completion of prerequisites.

Support mechanisms are in place to ensure that the progress of these students is monitored without incidence of discrimination or stigmatization.  Such supervision will be provided by the professor responsible for graduate studies who may, for example, work with students to set up a tailored program of courses and refer them to appropriate services.  Assistance from peers might well form another component of available support as envisaged by the School.

(Adopted at the Departmental Assembly on February 23, 2016)


Statement of Proactive Policy on Admission to the Baccalaureate Program

The School of Social Work is guided by principles of equity with respect to people who have historically been disadvantaged by social structures and the ideologies that sustained them. Such discrimination compromised equal access to education and various avenues of economic, political, social and cultural empowerment.

With regard to people from minority groups or those experiencing challenging life situations, the School adopts proactive processes both during the admission phase and throughout the program, including ongoing support.  These processes relate directly to the accreditation standards 2.4.1, 2.4.2 and 2.4.7 of the Canadian Association for Social Work Education (CASWE):

SB/M 2.4.1: The academic unit clearly states the academic and professional requirements and admission policies for its programs, including any equity provisions consistent with the mission of the school and the mission of CASWE-ACFTS.

SB/M 2.4.2: Student recruitment efforts seek to reflect a diverse population with a particular consideration for students of various ethnic, cultural and racial and other diverse populations that may be under-represented and under-served.

SB/M 2.4.7: The academic unit provides academic advisement and support for all students regarding their program and progress and particularly where students have been recruited as a result of equity-based initiatives.

The following describes how the policy is applied:

Through its Baccalaureate Program application review process, the School of Social Work takes into consideration people who self-identify as members of minority groups or as living through challenging life situations, and for whom the required minimum average would normally represent a hurdle given the cohort being assessed. The School might thereby be in a position to admit one or two additional students each year beyond the regular admission targets.

To facilitate the success of all students, support mechanisms are in place to ensure students’ progress and retention. These support mechanisms are important for all students, given that this professional program follows the accreditation guidelines of the CASWE. At all times, and for any reasons, students are invited to meet with the professor responsible for undergraduate studies for the School of Social Work. This professor could assist students in developing a tailored education plan and/or refer them to appropriate services.  Assistance from peers could be another avenue of support.

 

(Adopted at the Departmental Assembly on March 21, 2017)

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