It is my pleasure to announce Regina Hartwick as Acting Associate Dean of Indigenous Education & Engagement as of June 1, 2020.

A Kichi-Sìbì Anishinàbekwe, Regina Hartwick is honoured to serve as Acting Associate Dean, Indigenous Education & Engagement at Humber College. With eight years of experience in Indigenous Student Services, nine years of experience teaching within and developing Indigenous Studies courses, and 16 years of combined academic experience in Canadian Studies, Indigenous Studies, Psychology and Social Services, Regina is an accomplished Indigenous scholar who recognizes the challenges, privileges and responsibilities of post-secondary education. She has sought to transform education in ways that are more inclusive of Indigenous ways of knowing, being, and doing. Through her community work, teaching, research, and academic writing, Regina honours the gifts, offerings and teachings of those who came before, making tracks that are with each step a dedication to generations that will follow.

Under the mentorship of Michi Saagiig scholar Leanne Betasamosake Simpson, Regina is currently completing her Doctorate in Indigenous Studies at Trent University and is focusing her research on stories of presence that speak not only of dispossession but also of strength and resilience in the face of innumerable odds. The intersection of narrative memory and beliefs on what it means to be Anishinabe within the complex relational nexus of the Kichi Sìbì, act as anchor that brings to the forefront a (re)imagining of how Anishinàbeg might realize the full potential of our human embodiment, with healthy hearts, minds, bodies and spirits.

This position is new to Humber and will have a unique relationship with the academic faculty and supports how we at Humber College approach our future in innovative ways. Reporting to the Dean, Indigenous Education and Engagement, while also working closely with Program Planning, Development and Review, and the Centre for Teaching and Learning, the Acting Associate Dean is informed by the college’s mission, vision, principles, and strategic plans, CiCan’s Indigenous Education Protocol (2014), the Truth and Reconciliation Commission of Canada’s Calls to Action (2015), and Humber’s Strategic Plan (2018-2023).

Jason Seright
Dean, Indigenous Education & Engagement 

About the Registry (Article 26.10)

The Partial-Load Registry is in place for current or previously employed partial-load employees of Humber College to register their interest in being employed as a partial load faculty for the 2021 calendar year. Registered partial-load employees will be eligible to receive priority hiring for available partial load work based on the criteria set out in Article 26.10 of the OPSEU Academic Collective Agreement.

When and Where Do I Register?

We are pleased to announce that registration for the 2021 calendar year will begin on June 10, 2020. We strongly encourage you to register prior to the October 30, 2020 deadline. Please note that registration for prior years does not automatically register you for the upcoming year.

In order to access the Partial Load Registry, please find the access point on the front page of the Humber Human Resources webpage or go to the link at: hrs.humber.ca/partialloadregistry

When you register, it is extremely important that you provide an accurate employee (Person) number (this can be found on your online pay stub or by contacting the I. T. Support Centre), and your ‘N’ number (Humber Number, available through your departmental contact or through I. T. Support Centre) in order for your registration to be effective. Once you register, you will receive a confirmation response which should be retained for your records.

Questions?

Should you have any questions about the Partial Load Registry procedures, please speak with your Associate Dean, the Client Support Centre (ext. 5001), or your OPSEU union representative (http://contact.opseu562.org).

Have a great summer and thank you for all of your contributions to Humber College. We look forward to having you register for future partial load employment.

Sincerely,

The COVID-19 pandemic has thrust the global community into a state of crisis. Research has demonstrated that during crises of pandemic scale, equity-seeking groups are disproportionately impacted (Ruhee Ismail-Teja, 2020). This includes lower-income earners, racialized peoples and women. These groups are also overrepresented in what have been deemed essential or “frontline” roles. Similarly, evidence demonstrates that during periods of stress, individuals utilize biased decision-making processes. Individuals and groups are more likely to neglect using an EDI lens when experiencing a stressful situation.

Partington (2020) argues that “EDI is a mindset: a way of thinking, speaking, acting and planning that can be continually improved. It is not a supplementary program that can be turned on when convenient and turned off when challenging.” Recognizing that the COVID-19 pandemic disproportionately affects equity-seeking groups, and given that bias enters into our decision-making during periods of stress, this is not the time to put EDI aside. In fact, EDI must be a top priority as we navigate this turbulent time.

As a Humber employee, what strategies can be employed to ensure that Humber continues to be an equitable, diverse and inclusive space—a space that enables feelings of belonging?

1.  Address all instances of harassment and discrimination, including harassment in virtual environments.

Humber’s Human Rights Policy includes coverage of incidents of discrimination and harassment that occur both on and off campus, which affect Humber’s learning, working and living environments. Members of the College community have the responsibility to foster a climate of understanding and mutual respect for the dignity and rights of each individual and to discourage, prevent, and report discrimination and harassment by others. This includes taking specific action(s) to ensure the virtual environment is free of all racist, misogynistic or vulgar content.

2. Encourage students to come forward and speak to you about the barriers they may be experiencing.

Humber’s Accessibility Policy states: “It is the College’s goal to create a community that is inclusive of all persons and supports all members of the community in an equitable manner.” Recognize that COVID-19 has disproportionately affected women, black communities, racialized communities, people with disabilities, immigrant communities, the LGBT2SQ+ community and Indigenous communities. Staff and students from these communities may be struggling. It can be challenging to understand the needs of individuals from these communities, as they are unique and complex. However, staff should be in the habit of helping create an environment where individuals are able to come forward and share some of the barriers they are experiencing.

3. Prioritize equity, diversity, inclusion and accessibility as you redesign courses and course material for suitability in a virtual environment.

Accessible education is a key pillar in Humber’s Strategic Plan, and creating inclusive courses and learning environments that are accessible to all of our diverse learners is essential to an effective teaching practice. Build your courses and programs with accessibility and EDI as a top priority, rather than an “add on.” This might mean altering typical formats for class sessions/program delivery.

For more information, see: Humber’s Human Rights Policy

References

Ismail-Teja, R. (2020). Issue 25: COVID-19 is the ‘Great Unequalizer’. In A. Potter, C. Reboul and P. Sim (Eds.), Policy for Pandemics.
<https://maxpolicy.substack.com/p/issue-25-covid-19-is-the-great-unequalizer>

Partington, J. (2020). “A Mindset, Not a Program: Equity, Diversity and Inclusion in the Time of COVID-19.” Academica Forum.
<https://forum.academica.ca/forum/a-mindset-not-a-program>

Deadline to apply: EXTENDED to June 8, 2020

Email completed forms to: falisha.rowe@humber.ca

Celebrate and recognize the great work that your colleagues are doing! Nominate them for the Innovation of the Year Award 2020.

Purpose/Goal:

The purpose of the Innovation of the Year Awards is to recognize College employees who have designed and implemented a significant innovation that positively impacts the learning of students in the College.

Eligibility:

All employee groups (full and part-time faculty, administrators and support staff) are eligible for nomination.

Criteria:

Criteria to be used for judging the merit of an innovation and its impact on students’ learning are:

• Creativity – The selected innovation will be as original as possible or be a unique adaptation of an existing program, process or concept.
• Effectiveness – There is evidence that the innovation leads to a better process for accomplishing a task(s).
• Replication – The significant components of the innovation selected can be replicated in other institutions with a minimum of difficulty. The description of the program will include any conditions necessary for replication.
• Timeliness – Innovation will not be more than five years old in the institution, but it must have been in existence long enough to have been tested.
• Currency – There is evidence that the innovation is current in content and adaptive to technological applications as appropriate.
• Collaboration – The innovation may demonstrate that a considerable collaboration effort has occurred between faculty/or college teams.
• Quality – Students and/or staff agree that the innovation increases quality in the course program, office or institution. Evidence of quality may include student ratings or letters of support for colleagues.

The Innovation must have a positive impact on students’ learning.