This goal is directly connected to the University commitments of Courageous Curiosity “Uplift Indigenization”; Boundless Collaboration “Align Structures” and “Experience Reconciliation”; Inspired Communities “Embrace Manacihitowin” and the College-specific commitment “Inspire Excellence and Increase Diversity in Faculty and Staff.”

The College intends to close the gap between where we are and where we want to be, by transforming our existing faculty complement. Our strategy is grounded in the ongoing process of faculty renewal and supported by resources managed by the College. Closing the gap by 2020 would require 8 new Indigenous faculty members to be hired in each of the next 4 years. Given the competitive recruitment landscape and the limited number of positions the College has available for renewal each year, this is a goal we are unlikely to meet. A more realistic goal would be to close the gap by hiring 3 new Indigenous faculty members in each of the next 10 years.

The College of Arts & Science commits to allocate 50% (to a maximum of 3) of the positions available in our annual faculty complement planning process for the recruitment of Indigenous faculty members. This commitment will stand until such time as our goal has been realized. To allow ongoing improvement and adaptation to changing circumstances, this recruitment strategy will be reviewed annually by the Dean.

We would like to have Indigenous colleagues in all units across the College at all levels of academic experience. Therefore, the positions will be distributed across disciplinary areas with the option to appoint at all ranks in order to more quickly increase our capacity for teaching and research leadership by Indigenous faculty.

• “Grow our Own Faculty”: nurture our own Indigenous undergraduates/graduate students to become faculty members which would complement and expand the College’s Indigenous recruitment initiatives. Creating this new initiative will require time to develop because it will require consultation with Departments about disciplinary specific requirements and feedback on how to produce competitive prospective faculty; it will require locating senior colleagues willing to mentor such undergraduate and graduate students. To work well this cannot be a one size fits all program. Once we have a draft program developed we will actively seek funding from PCIP to test this program and further refine it before full implementation.
• Utilizing department heads and faculty, engage with promising young scholars at an earlier career stage than usual may offer some competitive recruitment advantage
• Departments apply for funding/support for promising senior undergrads/MA candidates. Assist these students with funding for graduate courses and possibly funding for PhD training at another Canadian university
• This program could and should lead to designated positions for these home grown scholars. Consider making tenure-track offers to very promising candidates dated 6 months to 1 year out, conditional upon completion of PhD (or other required credential)
• Other recruitment incentives such as recruitment of Indigenous PDFs, bridging term positions with reduced duties, provision of a PhD-completion scholarships, or deferred start dates to allow completion post-doctoral fellowships could be considered where circumstances warrant

1. Ongoing discussions and collaborations with Provost, College of Graduate and Postdoctoral Studies, Department Heads
2. Financial support required – possibilities to be explored include University-level, fundraising, Community Partners

• Improving our ratio of Indigenous Faculty
• Improving numbers of Indigenous graduate students and PDFs
• Comparisons with our peer institutions in the U15

This goal is directly connected to the University commitments of Courageous Curiosity “Unleash Discovery” and “Uplift Indigenization”; Boundless Collaboration “ Enrich Disciplines” and “Align Structures”; Inspired Communities “Embrace Manacihitowin” and the College-specific commitment “Inspire Excellence and Increase Diversity in Faculty and Staff.”

We will improve leadership succession planning within the College. If we are to maintain our strengths, we need to increase our capacity to be leaders in the College and across the University. We need to pay attention to succession planning for Department Heads and beyond (Vice Dean positions, etc.)

We will increase the number of Indigenous faculty in leadership positions.

We will increase numbers of female faculty in leadership positions.

We will actively encourage and mentor current faculty to consider leadership opportunities. Providing leadership opportunities is not just about College dynamism and strength, it is also important to retain a cohort of faculty with leadership aspirations. Ultimately, more broadly based leadership and administrative competence throughout a larger group of faculty in the College is critical to maintain our position as the largest, and most vibrant, college on campus.

• Identification of leadership gaps (most noted above) – determine current and future leadership requirements, identify succession plans (work on succession planning), develop leadership pipeline, identify gaps in skills and time required to fill those gaps
• Identify potential future leaders (encourage succession planning within departments) – must look at those who are highly visible as well as less obvious potential leaders – assist in developing leadership roadmaps for these individuals
• Building leadership capacity should also begin with being alert to new/early career faculty with leadership potential, mentoring them with guidance for a range of committee assignments.
• Coaching, mentoring, empowerment, job shadowing, rotational leadership on committees – identifying current leaders that can provide
• Develop a strategic leadership program

• Mentorship from Dean and Vice Dean Faculty Relations with individuals to facilitate their development
• Identify leadership training opportunities – internally and externally, conferences, courses (funds for National and International Groups)
• People resources – encourage and mentor Heads for future leadership, and to alert us to faculty within their departments who have leadership potential.
• Funding resources – funds for leadership training; funds for national and international faculty/administrative coaching materials

• A broader range of leaders appointed in various levels of leadership in the College and University
• More faculty willing to serve as Dept Headships, fewer 2-3 term headships in the College

This goal is directly connected to the University commitments of Courageous Curiosity “Uplift Indigenization”; Boundless Collaboration “Align Structures” and “Experience Reconciliation”; Inspired Communities “Embrace Manacihitowin” and the College-specific commitment “Inspire Excellence and Increase Diversity in Faculty and Staff.”

The diversity of a university’s faculty, staff and students influences its strength, productivity and excellence. Diversity of experience, age, physical ability, religion, race, ethnicity and gender contributes to the richness of the environment within the college for teaching and research.

More voices at the College table will lead to less groupthink, more energized campus, and better chance at excellence in all we do.

We need to cultivate a culture of workplace inclusion.

• Updated department standards
• Diversity programs for Departments with tenure-track hires
• Increasing diversity in departments – such as more women faculty within natural science departments. This is both an issue of faculty recruitment but also of faculty retention.
• Develop structures and strategies to assist leaders in managing diversity (such as hiring committees being accountable to ensuring an equitable search)

• Institutional commitment to costs of diversity are important—policy on spousal hires; “family” friendly policies that better address the burden of childcare and elder care.
• University Senior Leaders continue to champion these issues in their actions, and their financial support

• Need qualitative and quantitative data on faculty hiring and retention
• Need qualitative and quantitative data from HR and Diversity office
• We will know we have succeeded when we no longer need to prioritize diversity

This goal is directly connected to the University commitments of Courageous Curiosity “Unleash Discovery”; Boundless Collaboration “Align Structures” and “Embolden Partnerships”; and the College-specific commitment “Inspire Excellence and Increase Diversity in Faculty and Staff.”

Early-career support is important to building success of new faculty. The university provides a suite of mentorship options addressing research and teaching to aid in career development. The college provides some mentorship for new faculty, but recognizes the need to enhance that program by providing additional content tailored to Arts and Science faculty. It is essential that new offerings supplement, not duplicate, existing programs, and be flexible so as to respond to the diverse disciplinary needs and varied levels of experience of incoming faculty. Mentorship also needs to be sensitive to the considerable demands faced by new faculty. The current mentorship program will be modified and expanded to include:

• Department Heads
• Faculty at the renewal of probation stage (3-year to pre-tenure)
• Associate Professors who need support in preparation for promotion to full professor rank

• Modifications to existing new faculty mentorship program will begin in the 2018/19 academic year
• Development of additional programs to mentor those noted above – these programs can work hand-in-hand with the Vice Dean RSAW portfolio to encourage tri-agency applications and assist faculty in getting their research programs funding and thriving

• People resources – development of programs from the VDFR office
• Funding from central to support various national and international subscriptions to organizations, such as the National Centre for Faculty Development and Diversity

• Increase in research intensively (qualitative and quantitative markers – grants, publications, citation index, invited lectures etc)
• Increased number of faculty promoted to Associate and Full within regular timelines (fewer faculty held at Associate Rank)
• Increase in female Full Professors
• Using the five baskets concepts from the Federation of Humanities and Social Sciences: a broader range of impacts in scholarly impact, practice and policy initiatives, and social and cultural impact

This goal is directly connected to the University commitments of Courageous Curiosity “Unleash Discovery”; Boundless Collaboration “Enrich Disciplines” and “Align Structures”; Inspired Communities “Amplify Value” and “Celebrate Stories” and the College-specific commitment “Inspire Excellence and Increase Diversity in Faculty and Staff.”

We need to celebrate and share successes and achievements of all faculty, and promote recognition of our researchers, scholars and artists locally, nationally and internationally. Accordingly, we will show growth in scholarly influence, visibility and impact, and increased recognition of disciplinary and interdisciplinary strengths.

Our scholars and researchers will be part of a recognized and celebrated community that is connected and collaborative. The College’s decision to abandon the divisional structure towards an integrated College able to capitalize on diversity remains a work in progress on the ground. We will actively work to create moments of recognition, celebration, and community, to foster the integration and knowledge of all parts of our dynamic College. Our 300 plus faculty require better mechanisms to learn about our strengths and to move beyond departments and disciplinary specific units, into the wider world of the College.

• Plan events around college / university award recipients (Master Teacher, Distinguished Researcher/Scholar, New Researcher/Scholar etc., SSHRC awards). Encourage award winners to hold talks to showcase their success
• Celebration of retirements
• Acknowledge outputs developed from sabbatical leaves
• In conjunction with the VD RSAW, identify faculty for awards, particularly external awards

• People resources for nominations and pro-active work on locating faculty for nominations, honours
• Financial resources to hold events

• More faculty nominated for national and international awards
• Increased awareness of College strengths and faculty stories – teaching, research and administrative contributions
• Better faculty participation in College life: governance, celebrations, performances, etc.
• Recognized faculty should come from more diverse backgrounds, such as more Distinguished Professorships awarded to female faculty, and non-STEM faculty
• The Federation for the Humanities and Social Sciences has created a concept called five baskets to assess scholarly impact more broadly than publication metrics, again (as above) this would allow us to asses a broader range of scholarly, practice and policy, and society and culture