Session #4
Program Innovation: Defining Inclusive Excellence
March 22, 2022
Panel Members
Vina Goghari, Vice Dean, Research and Program Innovation, SGS
Gretchen Kerr, Dean, Faculty of Kinesiology & Physical Education
“Inclusive excellence embodies the recognition that not only is post-secondary education enriched by equity, diversity and inclusion; equitable inclusion is critical to excellence. Excellence encompasses the ability of universities and colleges to educate and to innovate; to be alive to complexity and proactive in the face of crisis; to foster fundamental questioning through rigorous, respectful engagements across difference; and to enable societal transformation”
Scarborough Charter on Anti-Black Racism and Black Inclusion in Canadian Higher Education: Principles, Actions, and Accountabilities
Highlights from the panel discussion
What has changed?
Doctoral students
An increasing number of prospective and current PhDs are interested in pursuing a more diverse range of careers.
Funding agencies
A growing number of expectations are placed on researchers by funding agencies with emphasis on collaboration and networks, international and interdisciplinary partnerships, public scholarship and outreach, equity, diversity and inclusion (EDI) and Indigenization of research and outreach.
Employers
An increasing number of employers are recognizing the value of the the professional skills and knowledge that PhDs bring to the workplace.
Inclusive Excellence
“The Canadian Association for Graduate Studies (CAGS) adopted a definition of inclusive excellence stating that inclusive excellence “trains students for all the skills needed for professional life.”
Roy (2003, p.1)
PhDs now need to be able to relate the changing needs of society in the design of their research and the ability to communicate their research to multiple stakeholders, such as grant funding agencies, employers, and the public. The Canadian Association for Graduate Studies (CAGS) adopted a definition of inclusive excellence stating that inclusive excellence “trains students for all the skills needed for professional life.” – Roy (2003, p.1)
PhDs now need to be able to relate the changing needs of society in the design of their research and the ability to communicate their research to multiple stakeholders, such as grant funding agencies, employers, and the public. However, these skills are not reflected in the current degree level standards in Canada.
How do we address this?
Developing a new set of professional skills
Professional Communication and Knowledge Transfer
Project Management
Leadership and Mentorship
Collaboration and Interpersonal
Equity, Diversity, and Inclusion, and Decolonization
Rationale for the inclusion of the selected professional skills
The skills and competences required of graduate students by employers.
The skills that are in demand for academic track careers.
The skills that are in demand for non-academic track careers.
The skills that are increasingly required by research funding agencies.
How can this be implemented?
Developing a multi-layered approach
National
- Canadian Association of Graduate Schools – adopt a holistic definition of excellence.
- Provincial Ministers – Update/align doctoral-degree level standards with current needed skills.
Universities
- Provost / Graduate Deans – Ensure measures of quality assurance directly assess formative processes over indirect products.
- Graduate Studies – Foster student-centered, flexible and inclusive policies & practices.
Programs
- Utilize “Program Learning Outcomes/Degree Level Expectations” as a tool to create agency for students in their learning journey.
- Maintain a community of scholars throughout the program.
Incorporating inclusive excellence throughout the academic life-cycle at the program level
Prospective Students and Admissions
Attracting and recruiting a more diverse student population by considering EDI as well as academic / professional interests. This will involve an enlightened faculty and more inclusive selection / onboarding processes.
Courses, Readings, Seminars, Conferences
Developing curriculum and program offerings that build subject and methods expertise by embedding through a range of opportunities. Networking, mobility, and community engagement (e.g., work integrated learning) should be embedded in the program.
Candidacy and Comprehensive Exams
Exposure to diverse methodologies and ways of knowing in research proposals and comprehensive exams. Assessments should place value on a greater range of learning opportunities.
Completion
Think more explicitly about the various possibilities of what constitutes a dissertation. Discuss a diverse range of career options throughout the academic lifecycle.