Equity and Access
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
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. For the full version of the TATP’s Framework….go HERE (PDF Link)
Values: Definitions and Applications
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 2022/23
In 2021/2022, the TATP established an Equity, Diversity, and Inclusion Coordinator position and formed EDIA working groups. These groups defined TATP’s Values and Commitments related to EDIA, aligning them with key institutional reports, including:
- 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)
This report critically evaluates TATP’s progress in meeting these commitments. It answers key questions:
- What steps has the TATP taken over the 2022/2023 academic year to meet the recommendations outlined in the Working Towards Educational Justice at the University of Toronto (2022) report?
- 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?
Centering EDIA and Anti-Oppression:
The TATP has taken significant steps to center Equity, Diversity, Inclusion, and Accessibility (EDIA) and anti-oppression principles throughout its scope of work. This includes establishing the EDI Coordinator as a permanent position and forming an EDIA committee consisting of several Graduate Education Developers (GEDs) with diverse experiences in the realm of EDIA and Indigenous education. These groups have been instrumental in various tasks, including contributing to the creation of this progress report. Notably, the EDI Coordinator chaired the adjudication committee for the inaugural TATP BIPOC TA Teaching Excellence Award.
Staffing and Hiring:
To promote diversity in its workforce, the TATP has taken measures to ensure that job opportunities reach the most diverse pool of candidates possible. This has involved expanding the mailing list of on-campus departments and student groups, such as the Black Research Network, Chinese Graduate Association, Centre for Women and Trans People at the University of Toronto, and Indian Graduate Students’ Association. Furthermore, inclusive language is now consistently used in all job postings. While specific data regarding the membership of equity-deserving groups is not collected, the TATP remains committed to recruitment strategies that prioritize reaching a diverse candidate pool.
Internal Training and Leadership:
The TATP’s EDIA working group has recommended the integration of anti-oppression, anti-racism, equity and inclusion, and decolonial and reconciliation-based training in its internal training program. This recommendation aims to create a work culture that prioritizes these critical principles and builds capacity within the TATP team to incorporate them into their work. Substantial progress has been made in this regard. Training sessions on these topics have been organized for onboarding the 2022/23 TATP GEDs, covering a wide range of priority areas, including EDIA concepts, anti-oppressive practices, decolonizing teaching and learning, and more. This training equips GEDs to develop effective programming and support graduate TAs across the University of Toronto who wish to integrate EDIA, anti-oppression, and anti-racist principles into their teaching practices.
External Programming: Building Capacity Among Graduate TAs and CIs:
A key priority for the TATP is providing a broad spectrum of programming for graduate TAs to enhance their capacity in areas such as equity, diversity and inclusion, anti-oppression, anti-racism, and meeting the Truth and Reconciliation Commission (TRC) Calls to Action. Significant strides have been taken in this direction, with various workshops addressing these priorities. In addition to workshops, the TATP Toolkit offers a comprehensive array of resources on EDIA and Accessibility, accessible to both new and experienced Teaching Assistants (TAs) and Course Instructors (CIs). Furthermore, the TATP is working on resources related to Indigenizing and Decolonizing curricula. Considerable progress has also been made in delivering training and resources on accessibility.
BIPOC TA Teaching Excellence Award:
To address the recommendations of the University of Toronto Anti-Black Racism Task Force, the TATP created and launched the inaugural BIPOC TA Teaching Excellence Award. This initiative directly recognizes the experiences and accomplishments of individuals from various Black, Indigenous, and racialized communities disproportionately impacted by systemic barriers and discrimination in academic settings. The awards committee shortlisted four outstanding candidates for this award out of a total of six eligible nominees.
Asynchronous Workshops:
Following a recommendation by the TATP EDIA working group in 2022, proposals for two asynchronous workshops have been developed in 2023. These workshops are dedicated to principles of equitable and inclusive teaching. The first workshop will provide an introduction to these principles, while the second will offer advanced knowledge and specific practices aligned with anti-oppressive, anti-racist, and other critical pedagogies. Once completed, these online learning modules will form essential components of a newly established program certificate centered around Accessible, Inclusive, and Anti-Oppressive Pedagogies.
Program Re-Design:
TATP’s certificate programs are currently undergoing a significant re-design based on feedback, evidence-based practices, and graduate student needs. The values of accessibility, inclusion, and anti-oppression are central to this re-design, which spans various certificates, including Accessible, Inclusive, and Anti-Oppressive Pedagogies and Critical Pedagogies. The intention is to weave these principles throughout the programming offered via these new certificates.
CI Camp:
The TATP has made several changes aimed at integrating EDIA principles into its CI Camp programming. These changes involve the addition of resources, case studies, and sections on equitable teaching and learning. Several modules have been revised to include equity-focused considerations. Additionally, sections related to promoting resilience through course design and inclusive teaching have been incorporated into relevant training. This ensures that EDIA principles are incorporated into the training for Course Instructors (CIs) and graduate TAs.
Enhancing Efforts for Indigenizing Learning and Decolonizing Curricula:
The TATP has successfully integrated Land Acknowledgements into all its programming. Furthermore, GEDs have received training in personalizing land acknowledgments, fostering individual connections with the land. While our partnership with Bonnie Jane Maracle and her team at First Nations House has concluded due to her departure, we recognize the importance of building a new relationship with her successor. This endeavor should be guided by the principle of reciprocity, as per the TATP Value and Commitments Framework, and remain sensitive to avoiding extractive practices in our collaborations with Indigenous Peoples in academia.
To create more inclusive learning spaces that respect Indigenous identities and voices and acknowledge the historical impact of colonization and White supremacy in higher education, TATP should strengthen partnerships with the Office of Indigenous Initiatives and other Indigenous educational leaders. This collaboration can lead to the development of an accessible online resource hub for supporting Indigenizing efforts. Establishing a dedicated TATP webpage with links to university-led programs and initiatives is one practical step in this direction. Moreover, TATP should persist in supporting TAs and CIs in their Truth and Reconciliation work. A workshop building upon the Dialoguing with Indigenous Perspectives on Reconciliation Education and the creation of resources for decolonizing and Indigenizing curricula, pedagogies, and syllabi should be central to TATP’s future work. The forthcoming Engaging Indigenous Education Toolkit will be a valuable resource.
Additionally, increasing support for hiring Indigenous staff/employees and Indigenous-allied staff/GEDs, as well as enhancing Indigenous participation in the hiring process, is recommended. The TATP working group suggests an internal review of efforts to include Indigenous and Indigenous-allied team members or staff/GEDs with expertise in TRC and decolonial work within institutional settings, encompassing Indigenous pedagogies, decolonizing education, and engagement with Indigenous knowledge systems.
Accessibility Enhancement:
The TATP’s recommendations underline the significance of deepening our comprehension of ableism, microaggressions, discrimination, allyship, inclusive language, social aspects of disability, intersectionality, accessible materials, and the unique challenges experienced by students with disabilities. Future programming should focus on enhancing this aspect to better meet the needs of our community.
- Continued Personalized Land Acknowledgment Workshops: Ensure the continuation of personalized land acknowledgment workshops.
- Enhanced Accessibility Programming: Expand accessibility-focused programming, including workshops, resources, and incorporating an accessibility section in first contract training.
- Completion of Toolkit on Indigenization and Decolonization: Finalize the dedicated Toolkit on Indigenization and Decolonization.
- Consultation Opportunities for Graduate Students: Provide graduate students with consultation opportunities to integrate anti-racist, anti-oppressive, and inclusive practices and 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 diverse hiring practices that attract candidates from a variety of social backgrounds.
- Strengthened Indigenous Partnerships: Establish and strengthen partnerships with Indigenous curriculum developers to offer learning opportunities on Indigenous knowledge systems and pedagogies.
- Identification of EDIA and TRC Priority Areas: Prioritize EDIA and TRC priority areas based on Needs Assessments generated during First Contract TA Training.
- Interdisciplinary Examples/Case Studies: Develop diverse iterations of examples/case studies that resonate with TAs from multiple disciplines.
- Diversified Examples/Case Studies: Expand examples/case studies to align with participants’ disciplinary areas.
- Interviews on EDIA and TRC: Incorporate questions about candidates’ experiences with EDIA and TRC-related areas during interviews.
- Regular Surveys for Feedback: Conduct routine surveys to collect feedback from students and staff on the effectiveness of anti-racism initiatives, training, and programming to drive continuous improvement.
- Mentorship Program: Create a mentorship program connecting underrepresented graduate students with mentors offering guidance and networking opportunities.
- Collaborative Partnerships: Partner with university departments and organizations to collaborate on anti-racism initiatives, workshops, and events.
- Recognition Program: Establish a recognition program to celebrate graduate students committed to anti-racism and equity, potentially including a BIPOC Course Instructor Award.
- Enhanced Outreach: Expand outreach efforts to engage graduate students from underrepresented backgrounds, utilizing targeted marketing and community relationships.
- Trauma-Informed Pedagogy: Include a section on trauma-informed pedagogy in the CI Camp asynchronous modules.
- Mental Health Workshops: Collaborate with student organizations and mental health service providers to develop and facilitate mental health workshops and events.
- Peer Mentorship Program: Create a peer mentorship program for graduate TAs and CIs to provide social and emotional support, resources, and referrals for those facing mental health challenges.
- Mental Health Training: Increase awareness of mental health accommodations and support services among instructors by providing training on accommodation and support for students with mental health disabilities.
- Inclusive Classroom Practices: Promote a supportive and inclusive learning environment by implementing practices and policies that reduce workload and assessment-related stress, provide flexible deadlines, and encourage self-care.
- Disability-Focused Collaborations: Establish partnerships with disability-focused units across the university to understand the needs and experiences of people with disabilities and collaborate on accessibility and inclusion initiatives.
- Staff and GED Training: Offer training and professional development opportunities for TATP staff and GEDs 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 TAs and CIs to incorporate accessibility and inclusivity into their teaching practices and recognize and celebrate those who do so effectively.
- Central Resource Repository: Develop and maintain a central repository of best practices and resources for promoting accessibility and inclusion in higher education.
- Promotion of Accessibility Standards: Work with university administration to promote the adoption of accessibility standards and guidelines across all departments and programs.
- Feedback and Evaluation System: Establish a system for ongoing feedback and evaluation of TATP initiatives related to accessibility and inclusion and use this feedback for continuous improvement.
- Increase Disability Representation: Increase representation of people with disabilities on the TATP team and involve them in decision-making processes to ensure their voices and perspectives are heard.