Session #5: Program Innovation: Defining Inclusive Excellence – School of Graduate Studies Faculty & Staff

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.

Rethinking the PhD

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.

Tri-Agency Policies & Guidelines

Employers

An increasing number of employers are recognizing the value of the the professional skills and knowledge that PhDs bring to the workplace.

10,000 PhDs Project

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.

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 (eg. 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.