By Allan Cho, Community Engagement Librarian, University of British Columbia (UBC) Library

Lisabelle Tan, Master’s in Library and Information Studies (MLIS) Candidate, University of British Columbia, School of Information

Abstract

The University of British Columbia (UBC) Library’s EDI Scholars in Residence Program, initiated in 2022, addresses equity, diversity, and inclusion (EDI) in academia. This innovative program fosters inclusivity by providing scholars from historically marginalized backgrounds with research opportunities and access to library resources. The article explores the program’s genesis, principles, and impact, highlighting its significance in dismantling systemic barriers. A review of EDI concepts and institutional strategies underscores the importance of nuanced approaches. By promoting collaboration and research, the program exemplifies a transformative initiative in advancing EDI within academic libraries and higher education institutions.

Keywords: Equity, Diversity, Inclusion, Academic Libraries, Programming

Introduction

The academic library world has long grappled with issues of equity, diversity, and inclusion (EDI). Recognizing that these issues are paramount to advancing knowledge and scholarship, many institutions have taken steps to address them. The University of British Columbia (UBC) Library, in its commitment to promoting EDI in the Library, established the EDI Scholars in Residence Program in 2022 as an opportunity to extend the dialogue to public audiences. This innovative initiative has gained significant attention and recognition for its efforts to foster a more inclusive and equitable research community.  The first of its kind in academic libraries in North America, the program has been recognized for its commitment to creating a more diverse, inclusive, and equitable research community.  In this article, we will explore the EDI Scholars in Residence Program at UBC Library, delving into its impact and significance for its audiences that include students, faculty, staff, and the surrounding off-campus community.

Literature Review

Equity, Diversity, and Inclusion are complex concepts that require nuance to unpack the layered meanings of each term as situated within specific contexts. There is no universally accepted definition of each concept. Instead, the individual terms are often “contested in both meaning and enactment” (Tamtik & Guenter 2019, 42-43). Equity, Diversity, and Inclusion efforts may differ significantly from institution to institution, depending on their interpretation, understanding, and prioritization of each concept and EDI.

Although the terms are often grouped under the larger umbrella term of EDI (Buckner et al., 2022) and used interchangeably or synonymously with one another (Armstrong et al., 2022; Garcia et al., 2021), it is necessary to have a firm grounding of what each distinctive concept means, to understand how they are interrelated. Furthermore, using EDI as a catch-all “potentially over[looks] the detailed complexities within each term” (Tamtik & Guenter 2019, 44). Other scholars have also noted that these terms have distinctive genealogies and connotations (Tienda, 2013; Garcia et al., 2021) which in turn manifest in the form of different objectives and activities (Tamtik & Guenter 2019, 48-49). It may be more generative to regard Equity, Diversity, and Inclusion as discrete but interrelated concepts, to achieve specific strategies and outcomes (Garcia et al. 2021; Tavares 2021).

Institutional Contexts

Equity, Diversity, and Inclusion have been incorporated into official institutional rhetoric, policies, and organizational structure (Tamtik & Guenter 2019; Buckner et al. 2022). While having EDI efforts embedded into higher education institutions’ official speak, plans, and systems is a step in the right direction, critics have argued that these efforts are “superficial at best” (Buckner et al. 2022), “fail to recognize issues of power and privilege beyond rhetoric” (Tavares 2021), and ultimately fall short in their lofty goals, such as making only “small inroads at dismantling structural racism” (Buckner et al. 2022). Tamtik & Guenter (2019) further identified the five main categories of institutional strategies related to engagement with EDI agendas: Political Commitment; Student Recruitment; Programmatic Support; Research and Scholarship; and Institutional Climate.  The EDI Scholars-in-Residence program can be categorized according to the third and fourth categories, as the program is a form of Programmatic Support that advances Research and Scholarship at UBC.

Internal Initiatives

​​In the past few years, academic libraries have more explicitly created or renewed their commitments to advancing equity, diversity, and inclusion in the field through statements and action plans, which in turn have cascaded down to EDI initiatives (Bresnahan 2022,). Academic libraries’ EDI efforts can be broadly categorized into internal and external strategies and initiatives. Internal strategies and initiatives that contribute to larger EDI goals include internal professional development and training for faculty and staff, adopting more inclusive and diverse policies and practices for hiring and retention which includes EDI positions and BIPOC mentorship programs, and revising policies and systems that reinforce structural oppression (Bresnahan 2022).  A scan of EDI initiatives across seven academic libraries in North America reveals more specific examples of both internal and external EDI strategies and initiatives. Some internal EDI initiatives include opportunities for library staff to join racial healing circles, review the library’s collection development policies to center BIPOC history and culture, and engage more diverse vendors, donors, and sources (Leong  2023, 2-4). In the same study, external EDI initiatives include showcasing EDI work done in the library’s strategic plan and website, organizing booklists, displays, and workshops on implicit bias and allyship, and incorporating critical pedagogy for library instruction (Leong, 2023).   An academic library at the UBC Okanagan (UBCO) created two part-time EDI student internship positions as a pilot project for the 2021-2022 academic year, with the main purpose of incorporating the student perspective in the EDI work that the UBCO Library has embarked on (Lacey et al., 2022, 119-120).

Despite the many well-intentioned initiatives that libraries might have with their EDI initiative, the true impact of such internal diversity initiatives has yet to be realized.  Kung et al. have found that although several programs exist to recruit minorities to academic librarianship, the number of visible minorities in the field has not increased and remains stagnant (Kung et al. 2020, 96).

External Initiatives

External EDI initiatives are often referred to as “programming” or “outreach” for the campus community (Bresnahan, 2022). However, a survey of both the academic literature and the programming and outreach efforts of academic libraries in North America revealed that there is no similar precedent for UBC’s EDI Scholars-in-Residence program, which combines both community outreach and programming with research and scholarship that centers around opportunities for individuals from historically marginalized communities.   Clearly, library conferences presents a performativity of the importance of EDI initiatives without resulting in consequential change.  As Fiedler and Sterling argue, conference planners and selection committees need to allocate space for meaningful EDI programming, crucial in the LIS field that often focuses on diverse recruitment but still faces high attrition rates, particularly among librarians.  Both conference presenters and attendees must ensure their grasp of EDI terms and concepts (e.g., accessibility, critical librarianship, diversity, intersectionality) align with current research while actual change can happen after the conference.

Viewed from this perspective, UBC’s EDI Scholars-in-Residence program can be considered novel approach since its potential lies in invoking a cultural change within the library organization.  It encompasses an external focus that invites members of the campus and surrounding non-UBC community to attend these public events and an internal focus that encourages Library staff to learn and informally participate as part of their professional development at the workplace.

The Impact of the Program

The EDI Scholars-in-Residence Program at UBC Library has had a multifaceted impact on the university and the Scholars in several ways.

Empowering Underrepresented Scholars

The program empowers scholars from underrepresented groups by providing them with the resources and opportunities needed for their research.  One of the most apparent impacts has been the increased representation of scholars from underrepresented groups in academic research.  It is argued that universities are very much “machines” whose infrastructures are based on colonial, white supremacy (Itchuaqiyaq and Frith 2022, 11).   As such, scholarship is based on generations of exclusion of scholars of colour; citational practices remain invisible in academia.  Much research has shown how exclusive academia has shown racial inequalities exist from not only publications but also academic speaking invitations.   Due to unconscious bias, racialized minority scholars are often the most excluded compared to non-racialized scholars during informal socializing opportunities (such as dinner invitations) at conferences which is ironically where most academic networking happens  (Oliver and Morris 2022, 609-611).   The EDI Scholars-in-Residence removes some of these barriers that have crystallized by helping make academia more diverse and inclusive and offering a spotlight to mainly individuals from underrepresented and historically marginalized groups.

Creation of Scholarship

Scholars in residence benefitted from the extensive resources provided by UBC Library, including collections, databases, and research tools that can significantly enrich their work.  As the Scholars were individuals from the community and not affiliated with UBC, they normally would not have had access to the Library’s resources to conduct their research.  As EDI Scholars, it was imperative that not only did they have the resources, but also that they had the space and resources to contribute to the scholarship at the Library during their tenure.  One of our EDI Scholars, Nneka Allen produced a white paper entitled, “Us and Them : What it Really Means to Belong” based on the research and presentation she had given at the Library and was later deposited into the Library’s open-access institutional repository (Allen 2022).   Other EDI Scholars have similarly contributed their research and presentations to UBC’s institutional repository.

Marketing and Communications

A strong design and web presence often support a successful program to communicate the program to the public.   The UBC Library’s Marketing and Communications department created catchy, beautiful designs for the EDI Scholars-in-Residence branding and promotions in print and electronic formats which provided a strong start to how the program was launched and marketed to the campus and off-campus communities.  Indeed, UBC Library was awarded a Gold award for an Educational Series in the Publications category in recognition of its Equity, Diversity, and Inclusion (EDI) Scholars-in-Residence Program launch promotion.  Administered and judged by the Association of Marketing and Communication Professionals, an international organization of several thousand creative professionals, the MarCom Awards distinguished the EDI Scholars-in-Residence program with an impactful branding right from the start.

Figure 1.

Poster Design for EDI Scholars-in-Residence Program

Origins

The EDI Scholars-in-Residence Program at the UBC Library is an initiative that supports scholars from historically underrepresented groups. Established on the principles of fostering an inclusive, equitable, and diverse research environment, the program strives to advance UBC’s commitment to addressing systemic barriers in academia by offering a dedicated space for scholars to conduct their research, access to vast library resources, and opportunities to engage in critical discussions and collaborations centered on EDI issues. The story behind how a community donor funds the program is very much symbolic of the program itself.

After arriving in Canada from the Philippines in 1978, Antonio and Marissa Peña operated a money services and shipping business for many years, serving the Filipino community in Vancouver. Their firsthand experience inspires the Peñas’ charitable giving to English language learners.  Over the years, the Peña family has had a strong history of educational support and established an endowed entrance award for undergraduate students at UBC in 2014.  In 2022, they donated to UBC Library to renovate new learning spaces with the intention that the space be used for workshops and new culturally sensitive programming.  The new space was designed to host unique learning opportunities open to not only students but also off-campus community members which inspired the creation of the EDI Scholars-in-Residence program to host an in-house EDI Scholar during the academic year.

Principles of the Program

UBC Library has had numerous programs over the years, with public readings, art exhibits, and human library events; however, such programs rarely had a cohesive focus on a theme of equity, diversity, and inclusion.  By creating an open and inclusive environment that encourages scholars from all backgrounds and varied lived experiences to participate actively,  library programming is crucial to ensure that all campus members of the community feel welcome and represented.  It has been said that knowledge may be best imparted when information is delivered using the ethics of care, which means that exchanges involve virtue and benevolence (Floegel & Jackson, 2019).  The EDI Scholars-in-Residence program addresses disparities historically plaguing academia by providing scholars with resources, mentorship, and support.  Equity is important in library programs for several reasons, particularly as they reflect a commitment to fairness, justice, and inclusivity.  In particular, inclusive library programs help eliminate barriers, promote equity, and foster a sense of belonging and empowerment for everyone interacting with the library (Gupta, et al. 2023, 78-81).  The EDI Scholars-in-Residence Program is rooted in foundational principles guiding its mission and activities: Community Building, Research, and Teaching, benefitting both the EDI Scholars as well as participants who partake in the programming.

Community Building

Fostering a sense of belonging and community among participants, and encouraging networking and collaboration, the EDI Scholars-in-Residence creates a sense of belonging among library patrons. When individuals feel connected to their community, they are more likely to view the library as a welcoming and inclusive space.  The academic library not only serves students and faculty but also community patrons who live and work closely with the university within the same city and region, particularly for urban metropolitan universities, such as UBC (Sutherland, et. al. 2013).

Research

The EDI Scholars-in-Residence enhances the quality of research by supporting scholars who bring unique perspectives and insights to their respective fields. It is well documented that there is a longstanding, persistent problem of systemic barriers and implicit biases faced by members of equity-deserving groups in higher education (Mohamed and  Beagan 2019, 342-344). The EDI Scholars-in-Residence program thus supports the work of individuals from historically marginalized backgrounds to be promoted within the academy and permits them funding, space, and time to conduct their research in the library.  The EDI Scholar uses the Library, specifically the Peña Learning and Events Room as an individual office space during their time as Scholars to conduct research and one-on-one consultations with Library staff to support the University’s EDI strategy.

Research allows libraries to systematically understand their community’s needs, interests, and preferences. By conducting surveys, focus groups, and analyzing demographic data, libraries can tailor programs to meet the specific requirements of their patrons.  Research helps libraries develop targeted and relevant programs. By identifying gaps in existing services or recognizing emerging trends, libraries can design programs that address specific community needs and interests.  Libraries that consistently engage in research and provide evidence of their commitment to excellence build a reputation for being responsive, innovative, and effective (Oakleaf 2010). This positive reputation can attract more patrons and support from the community.  Indeed, one of the pillars of UBC’s strategic plan is inclusive excellence which states that “[e]xcellence cannot be achieved without inclusion” (Shaping UBC’s Next Century 2018).

Figure 2.

Image of Ky Sargeant, EDI Scholar-in-Residence, at her first event

Teaching and Learning

Despite having several undergraduate and graduate programs that offer credit-bearing courses about diversity, UBC does not offer a regular venue for students, faculty, and staff to come together and spotlight interdisciplinary scholarship from individuals across society. As Kathleen Kasten-Mutkus believes, “The library is simultaneously affiliated with all departments and with none, making it the multidisciplinary campus space par excellence” (Kasten-Mutkus 2020, 432).  With the blessing of the Library administration and significant assistance from Library Development and Library Communications & Marketing, we began to formulate a plan for an ongoing public speaker series that would take place in the Peña Learning and Events Room at the Irving K. Barber Learning Centre situated within UBC Library.

Logistics of Setting Up the Program

As with launching any public program, several logistical problems exist. While we had secured funding and the venue, we needed to feature a variety of scholars who could best represent the intersectionality of identities and reflect the diversity of the campus community.   In its two years, the EDI Scholars-in-Residence program has had individuals from various backgrounds and lived experiences.  These individuals whose experiences reflect the challenges and successes of EDI in their lines of work have included those from the arts, business, and education sectors:

• Nneka Allen – a Black woman and a descendant of the Underground Railroad. As the Principal and Founder of The Empathy Agency Inc., she helps leaders and their teams deliver more fairly on their missions by coaching them to explore identity’s impact on culture and equity outcomes.
• E. Gatchalian is a queer Filipinx diasporic author, editor, playwright, dramaturge, teacher and consultant of Tagalog, Ilocano, and Spanish ancestry. An author of six books and co-editor of two anthologies, he was formerly an Artistic Producer of the frank theatre company, Vancouver’s professional queer theatre company. His work focuses on intergenerational and inherited trauma, and the intersections between race, class, sexuality, and gender; society and the self; history, the present, and the future.
• Bri Watson is a disabled, white, queer & nonbinary settler living in Musqueam, Tsleil-Waututh, and Squamish. They are currently a Vanier Scholar at the University of British Columbia’s iSchool focusing on histories of information and the practice of equitable cataloging in libraries, archives, museums, and special collections.
• Hieu Pham-Fraser Hieu Pham-Fraser, with over 27 years of experience in education, serves as a District Principal focusing on equity, diversity, and inclusion in Metro Vancouver. Leveraging her background with English language learners and various educational roles, she emphasizes action-oriented anti-racism work in schools.
• Ky Sargeant is an EDI consultant and educator known for her empathetic, human-centred approach. With a diverse international background, she brings a critical lens to structural impacts on marginalized identities. Beyond academia, she supports corporate and non-profit organizations through workshops, coaching, and curriculum development.  Ky integrates performance art and comedy into her workshops, making EDI concepts accessible to all learners.
• Sharanjit Kaur Sandhra founded Belonging Matters Consulting and is an instructor at the University of the Fraser Valley (UFV). With over 12 years of experience at UFV’s South Asian Studies Institute and as co-curator of the Sikh Heritage Museum, Sharn’s Ph.D. explores museum visitors’ affective experiences through a critical race theory lens.

Participant Feedback

Launching the program, however, is only half the battle.   Having a continuous evaluative structure is important and a post-event survey that captures the quantitative and qualitative data is imperative for the success of the EDI Scholars-in-Residence program to evolve from a pilot project to an ongoing series.  As such, we took meticulous care in evaluation surveys after each event by collecting survey respondents from all five events between October 2023 to April 2024 using QR codes at in-person events and post-event surveys via Qualtrics.

Our post-program surveys contained the following components and questions:

1. Which EDI Scholars-in-Residence program did you attend?
2. How did you find out about this program?
3. Overall how did you find this program? (5-point Likert scale)
4. Please rate the program according to the following attributes (5-point Likert scale):
   1. Content
   2. Duration
   3. Speaker
   4. Space
5. What did you enjoy about the program? (free-text)
6. What can we do to improve the program? (free-text)
7. Would you recommend this program to others? (yes/no)

Quantitative Results

Overall, there were a total of 119 participants across all five events. The breakdown of participants for each event is listed in Table 1. Event 5 had a higher number of participants than average, as it attracted intergenerational audiences from high school students visiting UBC on a campus tour with their teachers who decided to pop into our program, to older adults and other participants. The organizers were especially heartened to witness firsthand how our younger audiences attentively engaged with the speaker and the program’s content, often sharing their insights and wisdom that surpassed their years.

Table 1.

Number of Participants for EDI Scholars-in-Residence Programs

	Event 1 (Oct 2023)	Event 2 (Nov 2023)	Event 3 (Dec 2023)	Event 4 (Mar 2024)	Event 5 (Apr 2024)	Total No.
No. of Participants	22	15	14	9	59*	119

The ratings of the five components: overall program, content, speaker, space, and duration were based on a five-point Likert scale, and is listed in Table 2. While the overall program, speaker, space, and content received ratings above 4.5, the ratings for the duration of the event was at 4.37, which indicates that some participants felt that the event might be too long to accommodate, given their schedules and other responsibilities. As organizers, we would factor this into account for future events.

Table 2.

Ratings of the EDI Scholars-in-Residence Program

	Overall Program	Content	Speaker	Space	Duration
5-point Likert Rating Scale	4.63	4.54	4.80	4.63	4.37

 Qualitative Results

Table 3.

Participant Feedback on What They Enjoyed About the Program

We received participant feedback on what they enjoyed about the program. The feedback could be broadly organized into four  categories: audience engagement, content, lived experiences and perspectives, and safe space.

Table 4.

Participant Feedback on What Could Be Improved About the Program

We received participant feedback on what could be improved about the program. The feedback could be broadly organized into seven main categories: advocacy and awareness, audience engagement, desire for more sessions, duration and pace, format/space, intermingling, and topic/content.    Although simple, triangulating the results of the quantitative and qualitative data offered us a powerful way to analyze the strengths and weaknesses of the program, and provided insight into how we could shore up and improve elements of the EDI Scholars-in-Residence program.

What We Learned: Challenges and Future Directions

Our experiences from holding the EDI Scholars events and from the data captured from audiences provided us with much learning.  While the EDI Scholars-in-Residence Program at UBC Library achieved considerable success, we realized that we faced challenges that needs to be addressed for the Program to continue to grow.

Expanding Reach

The EDI Scholars-in-Residence can strengthen sustainability by expanding its reach through partnering with other institutions and fostering collaborations across borders. Building a broader network can help attract scholars from diverse backgrounds.   We realize that in the two years of this program, a great deal of focus has been on race-specific topics from historically marginalized and underrepresented populations that are mostly “visible minorities”, but much opportunity exists in the future themes such as neurodiversity, sexuality, or disabilities-related, just to name a few.   As a first step, in this upcoming year’s call for proposals for EDI Scholars, we will be more intentional in promoting and inviting applicants with such backgrounds and lived experiences.

Evaluation and Assessment

Continuous and consistent assessment and evaluation of the program’s outcomes are necessary to track its effectiveness, make improvements, and adapt to the changing landscape of academia.  We believe in the importance of continuous assessment of the effectiveness of community-building efforts through feedback mechanisms, surveys, and evaluation metrics.  Though we have a strong set of evaluative metrics, we should continue to revise future feedback and make use of this extensive survey data to identify areas for improvement and adapt strategies accordingly to ensure that the EDI Scholars-in-Residence program remains vibrant, inclusive, and responsive to the needs of its community and attendees.   There are several data visualization tools that academic libraries use, and UBC Library will look at using Tableau software to conduct data visualization using all of the ongoing data collected from post-event surveys to better track the evaluation and assessment of its EDI Scholars programs (Zakaria 2021, 2-6).

Facilitate Mentorship and Peer Support

Depending on demand and need, we could pair scholars with mentors who can provide guidance, support, and encouragement throughout their residency. Additionally, we could also promote peer support networks where scholars can connect to share resources, offer advice, and collaborate on projects. UBC Library will offer resources, training, and professional development opportunities to help scholars and participants enhance their understanding of EDI issues and develop relevant skills. This could include workshops on cultural competency, implicit bias training, or sessions on inclusive teaching practices.   Because many recruitment and retention programs at academic libraries fail due to their lack of EDI initiatives, UBC Library’s EDI recruitment and retention programs would have many benefits from the mentorship that the EDI Scholars can offer to its staff members (Alburo et al. 2020, 100-104).  Indeed, one-on-one consultations during the first two years of the EDI Scholars program were a first step in this process.

Building Community & Sustaining Engagement Beyond Events

We can look into creating mechanisms for ongoing engagement and collaboration beyond the duration of the residency program or specific events. This could involve establishing online forums, alumni networks, or community partnerships to facilitate continued connections and collective action.  EDI Scholars and event participants can be involved in creating a supportive and inclusive environment where individuals feel valued, connected, and empowered.    Fitzgibbons and Lei (2024) have argued that learning to share experiences with like-minded colleagues, comraderie, solidarity, participating in meaningful conversations, gaining new perspectives from marginalized voices, and building a community around EDI learning can be a powerful way to shape programs (Fitzgibbons & Lei 2024, 3-5) and is exactly what the EDI Scholars-in-Residence program will strive to accomplish in the upcoming years ahead.

Conclusion

The EDI Scholars-in-Residence Program at the UBC Library illustrates how an institution can actively work towards promoting equity, diversity, and inclusion in the academic world. By providing scholars from underrepresented groups with support, resources, and a welcoming space to conduct their research while offering public programs, a residency can be a model of inclusivity, equity, community building, and research excellence that other institutions can adopt and apply to create a more equitable and diverse academic landscape. As it continues to evolve and expand, the EDI Scholars-in-Residence program is poised to contribute even more significantly to advancing knowledge and promoting EDI in academia.  We hope that it becomes a program that other academic libraries could use for their institution in the hope of a more inclusive and equitable future for all learners.

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