Session #5: Program Innovation: Defining Inclusive Excellence
Program Innovation: Defining Inclusive Excellence
March 22, 2022
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
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
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.
Developing a new set of professional skills
Rationale for the inclusion of the selected professional skills
Developing a multi-layered approach
Canadian Association of Graduate Schools – adopt a holistic definition of excellence.
Provincial Ministers – Update/align doctoral-degree level standards with current needed skills.
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.
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.