In our ongoing pursuit of educational excellence, we are dedicated to fostering an environment that champions equity, diversity, and accessibility in every aspect of teaching and learning. Join us in exploring the foundations of our work, our commitment to inclusive practices, and the steps we take to promote access and fairness within our educational community.
Accessibility & Accommodations at the TATP
At the TATP, we are committed to providing an inclusive and accessible online experience for all users, including individuals with disabilities. We recognize the importance of ensuring that our website and our programming is usable and accessible to everyone, and we are continuously working to improve the accessibility of our program.
In compliance with the Accessibility for Ontarians with Disabilities Act (AODA) and other applicable Canadian accessibility legislation, we have taken several measures to make our website more accessible. These efforts include:
- Website Structure and Navigation: We have organized our website content to be logical and consistent, making it easier for all users to navigate.
- Alternative Text for Images: We provide alternative text descriptions for all images on our website, making visual content accessible to individuals using screen readers or other assistive technologies.
- Font Size and Contrast: Our website features a responsive design that allows users to adjust text size and contrast according to their preferences, ensuring readability.
- Keyboard Accessibility: We have implemented keyboard navigation features to enable users who rely on keyboards to access all interactive elements on our website without the need for a mouse.
- Video Subtitles and Transcripts: Whenever possible, we provide closed captions and transcripts for video content, allowing individuals with hearing impairments to access the information.
- Accessible Forms: Online forms on our website are designed to be accessible, with clear labels and instructions, to facilitate the submission of inquiries, registrations, or requests.
- Feedback and Reporting: We encourage feedback from our website users. If you encounter any accessibility barriers or have suggestions for improvement, please contact the TATP.
Requesting Accommodations for Programming and Materials:
At the TATP, we understand that individuals may require specific accommodations for our programming and materials. We are committed to providing these accommodations to ensure equitable access to our educational resources and opportunities. Here is the process for requesting accommodations:
- Contact our Programs Coordinator: If you require accommodations for our programming or materials, please contact our Programs Coordinator, Alli Diskin.
- Discuss Your Needs: Engage in a confidential discussion with our Programs Coordinator to discuss your specific needs and requirements.
- Accommodation Plan: We will work with you to develop an plan tailored to your needs. This plan may include modifications to materials, alternative formats, or other adjustments to our programming.
- Implementation of Accommodations: We will implement the agreed-upon accommodations in a timely manner to ensure your full participation in our programming and access to materials.
- Feedback and Follow-Up: We value your feedback on the effectiveness of the accommodations provided. We will also schedule follow-up discussions to ensure that your accommodation plan remains suitable and effective.
Your feedback and collaboration are invaluable to us as we work together to create an inclusive learning environment at the TATP. We appreciate your understanding and support as we strive to meet the unique needs of all our participants.
TATP EDIA Framework
Introduction
Values: Definitions and Applications
Here, we present our core values, guiding principles, and commitments, which are integral to the Teaching Assistant Training Program (TATP) at the University of Toronto. Our aim is to embed an understanding of Equity, Diversity, Inclusion, and Accessibility (EDIA) into our programming and culture. This framework is a living document that invites collaboration and shared understanding to best serve the University of Toronto community.
The TATP’s approach to Equity, Diversity, Inclusion, and Accessibility (EDIA) is guided by an anti-oppressive and intersectional framework that acknowledges the impact of systems of power and oppression. We recognize the influence of colonialism, white supremacy, racism, anti-Black racism, heterosexism, and ableism in shaping policies and practices that marginalize learners, and their work aims to challenge and transform these systems through anti-racist and decolonial principles.
At the TATP, we are unwavering in our commitment to principles of anti-oppression and intersectionality within Equity, Diversity, Inclusion, and Accessibility (EDIA). We recognize that historical systems of power and oppression have created structural inequalities for specific social groups. In the context of our work at the University of Toronto, we acknowledge the influence of colonialism, settler-colonialism, white supremacy, racism, particularly anti-Black racism, heterosexism, and ableism on policies, practices, and languages that marginalize many learners. Our approach draws from anti-racist and decolonial principles as we strive to challenge systemic inequalities by redistributing power through equitable actions.
For the TATP, equity represents the fair treatment of all individuals, considering their diverse needs, to enable equal participation and fulfillment of potential. We understand that systemic barriers pervade post-secondary teaching and learning spaces, contributing to various forms of discrimination. Our mission is to raise awareness of these issues, reduce disparities, and challenge the obstacles hindering inclusion and educational success, advocating for genuine transformation.
Diversity refers to the demographic mix of our community and how everyone possesses a variety of unique qualities, characteristics, and perspectives. Racial identity, ethnicity, skin color, gender, sexual orientation, socioeconomic status, religious beliefs, age, political and national affiliation, immigration and citizenship status, family and relationship status, and physical, emotional, and neurological capability are just some of the many factors that make up individual or group diversity in our teaching and learning spaces. To ensure diversity is celebrated and not erased, an intersectional awareness of and engagement with such complexities is required.
Inclusion is the dynamic, purposeful process of cultivating cultures and learning environments that foster a sense of belonging. It aligns closely with equity and respects and celebrates diversity, valuing the distinct qualities and perspectives every individual brings to our educational spaces. Our work amplifies professional expertise and lived experiences from a range of backgrounds to create more inclusive teaching and learning environments
Accessibility within higher education concerns the deliberate design of physical and virtual environments, communication, service delivery, and teaching methods to reduce or eliminate barriers for individuals with disabilities. Our approach is evidence-based and innovative, combining institutional partnerships, community engagement, and intersectional awareness to address the needs of individuals with disabilities
Decolonization is a profound process that involves identifying, challenging, and ultimately dismantling the colonial structures and power dynamics within universities. It requires reevaluation of knowledge production, institutional practices, and relationships, free from colonial, imperial, and white supremacist ideologies. Our efforts encompass education and training to decolonize curricula and classrooms, with a focus on respecting the land’s history.
Inclusion is the dynamic, purposeful process of cultivating cultures and learning environments that foster a sense of belonging. It aligns closely with equity and respects and celebrates diversity, valuing the distinct qualities and perspectives every individual brings to our educational spaces. Our work amplifies professional expertise and lived experiences from a range of backgrounds to create more inclusive teaching and learning environments.
Reconciliation refers to a societal process of acknowledging historical injustices, fostering healing, and reimagining new, equitable social relations between Canadians and Indigenous peoples. It is a crucial part of our work, given that we operate on Indigenous lands. We must grapple with uncomfortable truths about the complicity of Canadian universities, including the University of Toronto, in systemic marginalization of Indigenous knowledge, culture, and languages. Our role is to build capacity and promote equity and social justice while respecting Indigenous perspectives and leadership in reconciliation efforts.
Guiding Principles: How We Engage in EDIA Work
The TATP recognizes its interconnectedness within the university community, including teaching offices, faculties, departments, administrative staff, and students, as well as the Indigenous territories on which the university resides. We strive to cultivate reciprocal relationships by consulting and collaborating with partners, respecting their autonomy and avoiding extractive practices, while fostering a culture of consent, accountability, integrity, trust, and constructive dialogue.
Relationality & Reciprocity: We recognize that the TATP is situated within a web of relationships. We engage in our work with a commitment to developing enduring and reciprocal relationships, both within the university community and with external partners. We prioritize collaboration, respect, and accountability, aiming to break the extractive and exploitative tendencies often present in university relationships.
Community of Practice: We foster a community of practice that centers EDIA in teaching and learning. Our community includes the TATP team, graduate students, and partners across the university. We share knowledge, expertise, and resources through various platforms, including workshops, discussions, and engagement opportunities. We value critical engagement, feedback, and continuous learning from our community members.
Culture of Accountability: We embrace institutional reflexivity, criticality, and transparency to drive accountability. We take concrete actions and establish mechanisms that ensure transparency, while remaining open to scrutiny and change. Our practices are research-based, and we subject them to self-critique and peer review. We publish an annual accountability report to remain transparent about our practices, values, and commitments
Commitments
The TATP is dedicated to actively advancing EDIA in teaching and learning. Our commitments reflect our determination to challenge systemic barriers, engage in decolonization and reconciliation, embrace diversity, and foster reciprocal relationships while promoting accountability. Together, we strive for an educational community that values and celebrates the diverse experiences and perspectives of all its members.
Building Capacity: We aim to understand and challenge systemic barriers through EDIA-focused programming, hands-on training, mentoring, and resource development. We strive to increase awareness of key university reports, engage in university-wide EDIA initiatives, and actively promote equity, justice, and liberation.
Decolonization, Indigenization, and Reconciliation: We educate ourselves and the wider community about the histories of the lands we work on and the importance of decolonization. We support Indigenous-led initiatives, provide resources and training, and prioritize respectful relationships and cultural understanding.
Embracing Diversity and Promoting Equity and Inclusion: We celebrate diversity, engage with diverse voices, and create opportunities for dialogue, knowledge exchange, and experiential learning. We encourage critical reading and learning from authors of diverse backgrounds. We actively seek partnerships and pathways to advance EDIA.
Building Reciprocal Relationships and Fostering Accountability: We develop meaningful partnerships that foster reciprocity and offer identifiable benefits to our collaborators. We solicit feedback, embrace humility, and confront our limitations and mistakes. We commit to transparency, self-reflection, and accountability in our practices, values, and commitments.
Glossary
The discrimination, prejudice, and systemic exclusion faced by individuals with disabilities, based on assumptions about their abilities and value to society.
he design of environments, communication, and teaching and learning approaches that reduce or eliminate barriers, ensuring they are usable by individuals who experience disabilities. It encompasses physical and virtual spaces, service delivery, and inclusive educational technologies
The responsibility and answerability of individuals and organizations for their actions, decisions, and impact, including transparency, integrity, and mechanisms for ensuring compliance with stated values and commitments.
The practice of individuals from privileged or non-marginalized groups actively supporting and advocating for members of marginalized or oppressed communities, with a commitment to challenging and dismantling systems of discrimination and oppression
An approach that recognizes and challenges systems of power and oppression to promote equity, diversity, inclusion, and accessibility. It acknowledges the impact of historical and ongoing inequalities and aims to dismantle oppressive structures.
A transformative process that involves identifying, disrupting, and dismantling colonial structures and relations of power within institutions, with the goal of promoting Indigenous knowledge systems, cultures, and languages and challenging dominant Eurocentric perspectives.
The recognition and celebration of the demographic mix of a community, encompassing various factors such as race, ethnicity, gender, sexual orientation, socioeconomic status, religion, age, political affiliation, and abilities.
An acronym representing a commitment to addressing systemic barriers, fostering diverse and inclusive environments, promoting equitable opportunities, and ensuring accessibility for all members of a community.
The fair treatment of all individuals according to their diverse needs, enabling everyone to participate and reach their fullest potential. It addresses the inequalities arising from different backgrounds, access to resources, and differential treatment.
The intentional and continuous process of creating environments and cultures that foster a sense of belonging for all individuals. It involves valuing and respecting diverse perspectives, abilities, identities, and experiences to promote meaningful engagement and participation.
The intentional and ongoing process of reshaping educational curricula, campus cultures, and spaces to reflect the value of Indigenous ways of knowing, thinking, being, and doing. It centers Indigenous perspectives, knowledge, cultural protocols, and practices within teaching and learning.
The recognition that individuals possess multiple, interconnected social identities and that systems of oppression and privilege are interconnected. It highlights the importance of understanding how various forms of discrimination intersect to shape individuals’ experiences.
A principle that emphasizes mutual exchange, respect, and benefit within relationships and collaborations. It involves giving and receiving in a balanced and reciprocal manner, acknowledging the contributions and perspectives of all participants.
Recognizing and acknowledging the interconnectedness and interdependence of individuals, communities, and institutions. It emphasizes the importance of building and sustaining meaningful relationships and networks, fostering reciprocal engagement, and valuing diverse perspectives and expertise.
The process of acknowledging, addressing, and healing from historical injustices and harm inflicted on Indigenous peoples. It involves building respectful relationships and creating pathways for transformative change and shared understanding between Indigenous and non-Indigenous communities.
The practice of openness, visibility, and clarity in actions, decisions, and processes. It involves sharing information, intentions, and outcomes to ensure accountability, trust, and informed engagement.
TATP Response to Institutional Reports
Introduction
Higher education institutions in Canada and around the world have been grappling with pressing issues such as decolonization, anti-oppression, and trauma-informed frameworks. These discussions have shed light on systemic barriers, historical injustices, and the need for institutional responses. In response, universities often form committees, task forces, and working groups to examine these issues and provide recommendations for change.
This report focuses on four significant university reports that have shaped discussions and initiatives at the University of Toronto. These reports include:
- The University of Toronto’s Anti-Black Racism Task Force’s Report (2020)
- Answering the Call – Wecheehetowin: The Final Report of the Steering Committee for the U of T Response to the Truth & Reconciliation Commission of Canada (2018)
- The Government of Ontario’s Development of Proposed Postsecondary Education Standards – 2021 Initial Recommendations Report
- The University of Toronto’s Presidential & Provostial Task Force on Student Mental Health – Final Report & Recommendations (2019)
These reports provide valuable insights and recommendations for addressing crucial issues within the university community. The Teaching Assistants’ Training Program (TATP) at the University of Toronto recognizes the significance of these reports and has sought to explore their relevance and importance to its work. The TATP aims to identify key recommendations that can be adapted and implemented to enhance its programs and initiatives.
This report presents a summary of the recommendations made in the four university reports, focusing on their implications for the TATP. By engaging with these recommendations, the TATP aims to contribute to a more inclusive and equitable educational environment for students and educators at the University of Toronto. The report provides a comprehensive analysis of the recommendations and offers a set of actionable recommendations specific to the TATP’s role.
Through the implementation of these recommendations, the TATP seeks to support the university’s commitment to addressing issues of equity, diversity, and inclusion, and to foster an environment that promotes educational justice and student well-being. By leveraging the insights gained from these institutional reports, the TATP aims to create a positive impact on teaching and learning experiences for all members of the university community.
University of Toronto's Anti-Black Racism Task Force's Report
The University of Toronto established the Anti-Black Racism (ABR) Taskforce in response to the pervasiveness of anti-Black racism in Canada and global social justice movements. The task force aims to address anti-Black racism and promote Black inclusion and excellence at the university. The task force’s report provides systemic recommendations and specific area recommendations, all of which were accepted by the University of Toronto, highlighting the university’s commitment to equity, diversity, and inclusion and the recognition of the damaging effects of racism on society. The report also emphasizes the significance of intersectionality in addressing anti-Black racism
TATP’s Recommendations in Response to the University of Toronto’s Anti-Black Racism Task Force’s Report
- Develop an ‘intentional outreach’ plan to ensure diverse candidates are reached for TATP job opportunities.
- Provide unconscious bias training, including anti-Black racism, as part of onboarding for new staff and team members.
- Educate the TATP team annually about the Anti-Black Racism report and the steps being taken to address its recommendations.
- Infuse anti-racism and equity principles throughout TATP’s external programming.
- Prioritize anti-racist and anti-oppressive teaching strategies in workshop and resource development proposals.
- Provide hands-on and theoretically informed training in anti-racist, anti-oppressive, and inclusive pedagogies.
- Develop a hub of accessible resources to support graduate students’ engagement with anti-racist and decolonial work.
- Create online, accessible learning modules dedicated to anti-racist and anti-oppressive teaching practices.
- Offer consultation opportunities for graduate students on incorporating anti-racist and inclusive practices into their teaching.
- Actively contribute to university-wide anti-racism initiatives and strategies.
- Foster relationship-building and collaboration with the principle of reciprocity.
- Create a communications strategy to increase awareness of anti-racist trainings and initiatives.
- Implement an accountability strategy to ensure commitments are met
‘Answering the Call - Wecheehetowin’: The Final Report of the Steering Committee for the University of Toronto Response to the Truth & Reconciliation Commission of Canada
The Steering Committee for the University of Toronto’s Response to the Truth and Reconciliation Commission of Canada was established to address the university’s complicity in educational injustices, particularly regarding Indigenous peoples and the legacy of residential schools. The committee’s final report presents ‘Calls to Action’ aligned with the Truth and Reconciliation Commission’s recommendations, emphasizing the importance of truth, reconciliation, and being in ‘right relationship’ with Indigenous Peoples. The report highlights the need for systemic change, moving away from deficit approaches and addressing the systemic barriers faced by Indigenous students, ultimately working towards a more inclusive university institution.
TATP’s Recommendations in Response to the University of Toronto’s Response to the Truth & Reconciliation Commission of Canada
- Create a hub of online resources supporting Indigenizing efforts, including guides for smudging protocols, inviting Indigenous speakers, and personalizing Land Acknowledgments.
- Incorporate Land acknowledgments in TATP programming initiatives and provide workshops to ensure understanding and historical context among members delivering them.
- Increase inclusion of team members with expertise in TRC work and Indigenous pedagogies, and ensure diverse recruitment strategies reaching Indigenous candidates.
- Circulate existing resources and initiatives supporting Indigenizing and decolonizing teaching and curriculum.
- Build capacity among graduate students through events, resources, and partnerships with Indigenous curriculum developers.
- Offer workshops on power, equity, anti-oppressive practices, historical awareness, and cultural understanding.
- Foster reciprocal relationships with Indigenous partners, communities, faculty, and students, reflecting on the concept of reciprocity.
- Take initiative and responsibility for implementing TRC Calls to Action, consulting Indigenous leadership while ensuring accountability.
- Conduct annual reviews, set goals, and track outcomes for implementing Calls to Action, with accountability as part of the EDI coordinator role.
The Government of Ontario's 2021 Initial Recommendations Report
This report aims to improve access and inclusion in Ontario’s post-secondary education sector, requiring a cultural shift within institutions to remove existing barriers and promote equity, diversity, and inclusion. The proposed recommendations emphasize proactive accessibility efforts, recognition of disability as part of diversity, addressing barriers throughout the academic journey, transparency in navigating the system, and shared responsibility for accessibility. The TATP Working Group has proposed recommendations within the barrier areas of attitudes, behaviours, perceptions, and assumptions; awareness and training; assessment, curriculum, and instruction; and digit Develop commitments and strategies for improving access and inclusion of persons with disabilities, demonstrating their importance within the broader commitment to Equity, Diversity, and Inclusion.
TATP’s Recommendations in Response to the Government's Initial Recommendations Report
- Recognize and reward efforts that actively remove barriers to access and inclusion.
- Foster dialogue and reflection on “intentional inclusion” and the collective responsibility of graduate education developers.
- Create opportunities to address and break down barriers related to ableism through dialogue and reflection.
- Seek feedback on accessibility experiences and improve accessibility efforts.
- Incorporate a critique of deficit-thinking in Universal Design for Learning (UDL) approaches.
- Offer trainings and resources aligned with priority areas from the Government of Ontario’s 2021 Initial Recommendations Report.
- Integrate UDL and inclusive teaching practices throughout TATP programming and assess progress.
- Evaluate existing resources and develop a hub of accessible online resources for inclusive and universal design practices.
- Provide additional modules on accessible and inclusive teaching and promote mental health literacy.
- Create a list of priority areas aligning with EDI and accessibility commitments.
- Review feedback forms to assess the incorporation of UDL practices and enhance accessibility in physical spaces.
- Encourage feedback on ongoing accessibility needs and experiences.
- Explore strategies for hybrid sessions to enhance accessibility in both online and in-person settings.
University of Toronto's Presidential & Provostial Task Force on Student Mental Health - Final Report
The University of Toronto established the Presidential & Provostial Task Force on Student Mental Health in 2019 to address worsening mental health indicators and the need for a caring and safe campus environment. The task force conducted extensive research and consultations, leading to twenty-one recommendations aimed at immediate, short-term, and long-term improvements in student mental health support. A cultural shift is required to embrace the diversity of students’ experiences and prioritize non-academic factors impacting mental well-being, with the report emphasizing the importance of a shared responsibility within the university community.
TATP’s Recommendations in Response to the Government's Initial Recommendations Report
- Develop TATP’s strategy to engage in the collective responsibility of student mental health, including dialogue with departmental mental health sub-committees, counsellors, and liaisons.
- Expand TA and CI awareness of and access to mental health resources across the three campuses by providing links to resources on the TATP website and incorporating campus resources into TATP workshops.
- Contribute to enhancing mental health literacy among Graduate TAs and CIs through First Contract Training, dialoguing with Health Promotions, promoting an intersectional perspective on mental health, and raising awareness of the importance of mental health in teaching.
- Foster a culture of caring on all three campuses by offering workshops/trainings on trauma-informed pedagogy, emotional intelligence/mindfulness in teaching, care, and kindness.
Conclusion
By embracing the recommendations from these institutional reports, the University of Toronto demonstrates its commitment to fostering educational justice and inclusivity. The TATP’s targeted recommendations, tailored to each report, serve as practical steps towards creating an inclusive learning environment. Through training, awareness-building, and collaborative efforts, the TATP aims to cultivate a culture of care, dismantle systemic barriers, and prioritize student well-being.
TATP's EDIA Priorities, Commitments and Accountabilities Annual Report 2024/25
This is the fourth year of the TATP EDIA working group and the Equity, Diversity and Inclusion Coordinator role. In 2021/2022 the TATP created the EDI Coordinator role and a framework outlining TATP’s Values and Commitments as they relate equity, diversity, inclusion, accessibility and decolonization, reconciliation and Indigenization. Since then, we have tracked our progress on priority areas, initiatives, and programming that can advance EDIA in graduate teaching at the University of Toronto.
This report covers the following questions: What steps has the TATP taken over the 2024-2025 academic year to meet the annual commitments outlined in the EDIA Framework of TATP Values, Guiding Principles and Commitments and TATP recommendations in response to the abovementioned four EDIA reports? What recommendations have been met, partially met, and still need to be addressed? How can we ensure we are remaining accountable to our commitments moving forward?
During the 2024–2025 year, the TATP expanded its EDIA‑focused programming through a comprehensive series of workshops offered in both the fall and winter terms. These sessions supported graduate students pursuing the Accessible and Inclusive Teaching Certificate and other certificate pathways. The workshops addressed a wide range of topics, including kindness‑based pedagogy, microaggressions, grading for equity, LGBTQ allyship in STEM, intercultural competency, academic resilience, and navigating barriers in the classroom. At the same time, work progressed on developing two new asynchronous modules that will introduce foundational EDIA concepts. These modules will create greater flexibility and year‑round access, and they will be accompanied by improved Quercus landing pages designed to align with institutional commitments to inclusive practice.
Significant improvements were made to the Course Instructor Training Camp as well. The program now incorporates Universal Design for Learning throughout all modules, and the content has been enhanced to reflect emerging issues in teaching and learning. These updates include guidance on the role of generative artificial intelligence in assessment design, clearer examples of inclusive course planning, and alignment with existing TATP resources related to EDIA and access. The revisions ensure that course instructors receive consistent and pedagogically grounded training that supports inclusive classroom environments.
The TATP also strengthened its internal EDIA infrastructure. The Truth and Reconciliation Commission Working Group developed guidance on decolonizing workshops and Indigenizing learning, as well as recommendations for building reciprocal and accountable relationships with Indigenous colleagues and partners. In parallel, the Neurodiversity Working Group conducted an environmental scan on supports for neurodivergent learners across Canadian institutions. Their findings will help shape new TATP resources that address neurodiversity in the classroom and promote inclusive teaching practices.
Additionally, the launch of the Intercultural Fluencies in Teaching and Learning module series created new opportunities for teaching staff to develop intercultural competence. This series, developed in collaboration with CTSI and the Centre for International Experience, provides flexible, self‑paced modules that address culturally responsive pedagogy, hidden curriculum, inclusive curriculum design, and equitable assessment practices. The modules align with institutional frameworks and support required paid training for teaching assistants and course instructors.
Finally, the TATP advanced its accountability structures by establishing annual report review procedures and implementing regular workflows that integrate EDIA events and resources into newsletter communications. Staff development also expanded this year through enhanced training on anti‑racism, anti‑Asian racism, antisemitism, Islamophobia, disability inclusion, trauma‑informed pedagogy, and anti‑oppressive teaching practices.
There are still several areas that require attention as the TATP continues its EDIA commitments. Resource development remains uneven, and there is a need for more centralized and accessible hubs that consolidate materials related to anti‑racism, decolonization, Indigenization, accessibility, mental health, Universal Design for Learning, and anti‑Asian racism. A clearer and more accessible process for reporting racism, requesting religious accommodations, and navigating institutional EDIA procedures is also necessary.
Numerous recommendations from earlier reports remain in progress. These include strengthening intentional outreach in hiring, expanding TRC‑aligned recruitment, and building staff capacity in trauma‑informed, anti‑oppressive, and anti‑racist pedagogy. Although EDIA content is increasingly embedded in programming, it has not yet been fully integrated across all training and workshop materials. In addition, the First Contract Training program requires consistent annual updates to ensure that EDIA expectations remain accurate and comprehensive.
Several planned training modules are still under development. The anti‑Asian racism module for teaching assistants and graduate education developers needs to be completed, and the EDIA Foundations modules require additional work before launch. Further expansion of training on antisemitism, Islamophobia, and disability‑related discrimination is needed to ensure that staff and facilitators are prepared to support a wide range of student experiences and identities.
Capacity limitations continue to affect the pace of development for several initiatives. These limitations influence the feasibility of implementing peer mentorship programs, expanding mental‑health‑in‑teaching supports, and offering more frequent curriculum‑transformation activities such as micro‑teaching sessions or syllabus consultations.
Accessibility remains an area that requires systematic and ongoing work. More consistent evaluation of Universal Design for Learning practices across TATP workshops is needed, along with improved support for hybrid teaching to ensure that both online and in‑person learning environments remain accessible. Feedback from participants is collected, but there is still a need for more frequent and structured mechanisms that capture accessibility experiences and guide continuous improvement.
- Continued Personalized Land Acknowledgment Workshops: Ensure the continuation of personalized land acknowledgment workshops and maintain training that supports staff and facilitators in delivering meaningful and well‑contextualized acknowledgments.
- Enhanced Accessibility Programming: Expand accessibility-focused programming by offering additional workshops and resources, and incorporate a dedicated accessibility section in First Contract Training.
- Completion of Toolkit on Indigenization and Decolonization: Finalize the Toolkit on Indigenization and Decolonization to support staff and facilitators in integrating Indigenous knowledge systems and pedagogies into teaching practices.
- Consultation Opportunities for Graduate Students: Provide graduate students with consultation opportunities that help them integrate anti-racist, anti-oppressive, and inclusive pedagogies into their teaching, potentially through scheduled support meetings with GEDs experienced in inclusive and anti-oppressive teaching.
- Diverse Hiring Practices: Maintain a commitment to hiring practices that attract candidates from diverse social backgrounds and ensure equitable representation across the TATP team.
- Strengthened Indigenous Partnerships: Establish and strengthen partnerships with Indigenous curriculum developers to offer learning opportunities related to Indigenous knowledge systems, histories, and pedagogies.
- Identification of EDIA and TRC Priority Areas: Identify EDIA and TRC priority areas using Needs Assessment data generated during First Contract TA Training.
- Interdisciplinary Examples and Case Studies: Develop examples and case studies that resonate with teaching assistants from a wide range of disciplinary backgrounds.
- Diversified Examples and Case Studies: Expand and adapt examples and case studies to align with the specific disciplinary areas of workshop participants.
- Interviews on EDIA and TRC: Incorporate questions into interviews that assess candidates’ experience with EDIA and TRC-related areas.
- Regular Surveys for Feedback: Conduct regular surveys with students and staff to gather feedback on the effectiveness of anti-racism initiatives, training, and programming, and use this feedback to continually improve TATP offerings.
- Mentorship Program: Create a mentorship program that connects underrepresented graduate students with mentors who can offer guidance, support, and networking opportunities.
- Collaborative Partnerships: Collaborate with university departments and organizations to co-develop anti-racism initiatives, workshops, and community-building events.
- Recognition Program: Establish a recognition program that celebrates graduate students committed to anti-racism and equity, which could include a BIPOC Course Instructor Award.
- Enhanced Outreach: Expand outreach efforts to engage graduate students from underrepresented backgrounds through targeted marketing and strengthened community partnerships.
- Trauma-Informed Pedagogy: Include a section on trauma-informed pedagogy within the asynchronous CI Camp modules.
- Mental Health Workshops: Collaborate with student organizations and mental health service providers to design and facilitate mental health workshops and related learning opportunities.
- Peer Mentorship Program: Create a peer mentorship program for graduate TAs and CIs that provides social support, emotional support, resources, and referrals for those experiencing mental health challenges.
- Mental Health Training: Provide training to increase instructors’ awareness of mental health accommodations and available support services so they are better equipped to support students with mental health disabilities.
- Inclusive Classroom Practices: Promote inclusive classroom practices by encouraging strategies that reduce workload stress, offer flexible deadlines where possible, and support student well-being and self-care.
- Disability-Focused Collaborations: Build partnerships with disability-focused units across the university to better understand the needs and experiences of disabled students and collaborate on accessibility initiatives.
- Staff and GED Training: Offer professional development opportunities for staff and graduate education developers on disability awareness, accessibility, and inclusive teaching practices.
- Regular Program Assessment: Conduct routine assessments of TATP programming to ensure accessibility for all learners, including those with disabilities.
- Encouraging Accessibility in Teaching: Encourage teaching assistants and course instructors to incorporate accessibility and inclusion into their teaching practices and highlight individuals who do so effectively.
- Central Resource Repository: Develop and maintain a central repository containing best practices and resources that support accessibility and inclusion in higher education.
- Promotion of Accessibility Standards: Work with university administration to promote the integration of accessibility standards and guidelines across academic departments and programs.
- Feedback and Evaluation System: Establish an ongoing feedback and evaluation system that monitors the effectiveness of TATP initiatives related to accessibility and inclusion, and use these findings to guide continuous improvement.
- Increase Disability Representation: Increase representation of people with disabilities within the TATP team and involve them in decision-making processes to ensure their perspectives shape programming and policy development.