Engaging dialogue and empowering advocates of diversity, inclusion and mental health

Future thoughts from: Allison Hector-Alexander, director, Office of Diversity, Inclusion and Transitions

As society continues to explore student awareness and self-advocacy of mental health issues and the ways they are impacted by technology, specifically through social media exposure, a shift from teacher-centred to more student-centred learning is taking place and creating greater opportunities for students to enhance their own learning.

According to Allison Hector-Alexander director, Office of Diversity, Inclusion and Transitions, this shift is coupled with a growing expectation from students that diversity be reflected not only in program curriculum, but through increased discussion about equity and empathy in the workplace and broader community to prepare students and graduates to give a powerful voice to marginalized groups.

At DC, where she strives to ensure all students feel welcomed and supported through diverse programs that promote student health and well-being, as well as safety, meaningful discussion around diversity and inclusion is taking place. “DC’s Global Class is creating open dialogue and global awareness of diversity, inclusion, mental health, and other issues, and the college will continue to explore ways to engage and build communities; using virtual platforms to enable these conversations,” said Hector-Alexander.

The college is also moving to equip its expert faculty with the tools to not only recognize but appropriately guide students who need additional supports. ”DC is expanding its processes to ensure that students, faculty and staff feel valued, accepted and celebrated, but, most importantly, listened to in a meaningful way,” she added.

An excellent example is the importance DC places on Indigenizing its campuses and curriculum to enable Indigenous students to become the voice of their communities, which also builds on the college’s Indigenization Council, formed in 2017.

As a leader in diversity and inclusion, Hector-Alexander, supported by the college, is working closely with the community to cultivate these principles through workshops, while using technology to foster DC’s commitment to producing confident graduates who are ready for the current and future workplace.

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