Pillar 1

Supportive, safe and inclusive post secondary environment

Progress tracking for Pillar 1 of the Student Mental Health Action plan.

Priority Area

Status

1.1 Improve accessibility of physical spaces on campus

Indicators:

  • Reduce the number of instances when the built environment limits community members
  • Develop a map tool
  • Reduce the number of accessibility-related deferred maintenance requests and the number of complaints
 In progress

Actions:

  • Council for Disability Cultures and Access is leading a strategic review.

1.2 Increase the presence of safe and inclusive student communities, peer connection and support groups on campus.

Indicators:

  • Increase the number of group leaders who complete mental health or inclusion-related training
  • Increase the number of peer support groups
  • Canadian Campus Wellbeing Survey
 In progress

Actions:

  • offers support to any student who is interested in starting a new student community on campus. They offer a variety of training opportunities to student group leaders through their Group Leader Orientation and newsletters.

1.3 Improve the intercultural competency of staff across university services.

Indicators:

  • Implementation of the Integrated Action Plan
 In progress

Actions:

  • The Changing the Story Integrated Action Plan introduced a new framework for enhancing access, community and belonging for all members of the university community.

1.4 Strengthen the ongoing development and maintenance of positive student/instructor relationships, especially between graduate students and graduate supervisors.

Indicators:

  • Number of supervisor cases addressed by Ombuds, Graduate & Postdoctoral Studies, Office of Safe Disclosure & Human Rights, Occupational Health and Safety, and Health, Safety, and Environment
  • Number of awards and acknowledgments
  • Development and distribution of student resources
 In progress

Actions:

  • The GPS Action & Partnership Plan was launched to address the professional development and peer support needs of supervisors. 
  • The Student Ombuds assists undergraduate and graduate students who are navigating challenges in their relationships with instructors and supervisors.

1.5. Support the continued development and expansion of orientation programming for new and continuing students.

Indicators:

  • Number of students who participate in orientation or transition programming
  • Satisfaction surveys for orientation programming
  • Creation of an online mental health and accessibility module
 In progress

Actions:

  • The Orientation and Transition Support Network launched online orientation modules and mid-term refreshers.

1.6 Improve access and inclusivity of campus for students with various access needs, including neurodivergence.

Indicators:

  • Develop a heat map of sensory spaces on campus
  • Feedback from students on the spaces
 In progress

Actions:

  • The Council for Disability Cultures and Access is leading a strategic review.

1.7 Expand support services to help students access basic necessities.

Indicators:

  • Availability and use of food options at Campus Food Bank
  • Use of the Safe House Program
  •  Canadian Campus Wellbeing Survey
  • Student Experience Survey
  • Participation in financial aid workshops and career services
 In progress

Actions:

  • The Housing Sustainability Working Group is developing a housing toolkit.
  • The Safe House Program provides emergency housing to students.

1.8 Provide ongoing, dedicated staff support and community programming specifically for Indigenous students at Augustana.

Indicators:

  • Staff position filled
  • Use of the Safe House Program
  • Attendance at Indigenous cultural programming
 In progress

Actions:

  • Augustana Campus is in the process of hiring a First Nations, Métis, and Inuit (FNMI) Coordinator.

1.9 Increase sense of community and visibility of services and supports for Indigenous students at Campus Saint-Jean (CSJ).

Indicators:

  • Website space developed
  • Attendance at Indigenous orientation events
  • Usage of FNMI spaces
  • Number of FNMI events and attendance rates
  • Create and administer a yearly survey
 In progress

Actions:

  • CSJ has launched a new Indigenous orientation.

1.10 Strengthen institutional reconciliation throughout all campuses.

Indicators:

  • Number of workshop attendees and impact on attendees
  • Creation of a Director of Access Community and Belonging initiatives at Augustana
  • Attendance at Indigenous cultural events
  • Reported sense of safety of indigenous students, staff and community members
 To begin

Actions:

  • First People’s House offers support, community and resources for Indigenous students at the U of A, and will be moving into a larger space to meet the needs of their community better.

1.11 Increase Indigenous research and academic perspectives, and opportunities for land-based education at all campuses.

Indicators:

  • Course feedback and audit data
  • Attendance of FNMI-based education opportunities
 To begin