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Vice Principal Academic & Dean

Pedagogies of Inclusive Excellence

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Overview

PIE is one of three pillars contributing to transformative teaching and learning at U of T Scarborough in response to the Strategic Plan, Inspiring Inclusive Excellence, alongside teaching enhancement grants coordinated by the Centre for Teaching & Learning and enhanced and expanded funding for experiential learning.

The framework of the PIE fund at U of T Scarborough provides support for the implementation of the recommended actions of the Campus Curriculum Review Working Circle, advancing equity-based, holistic, accessible, anti-racist, and anti-colonial pedagogies and curricular development, with particular attention to Indigenous knowledges and knowledge systems, Black knowledges, racialized perspectives, and international and intercultural perspectives.

In the 2024-25 cycle, two levels of funding will be available: $10,000-$20,000 (PIE Circle 1) and $20,000-$50,000 (PIE Circle 2). Proposals may be either stand-alone projects or constitute seed funding to explore a longer-term initiative. Awards in the $10K-$20K threshold are eligible for consideration for renewal for up to 3 years. Awards in the $20K-$50K threshold are non-renewable.

The preliminary PIE funding structure will be reviewed on a tri-annual basis, and unused funds will be pulled back at the end of the fiscal year.

More information and full application instructions for both new proposals and renewals follows. Please ensure you have read the application instructions, including the sections on eligibility and criteria, before beginning the online 2024-25 PIE fund application form.

Questions about the Pedagogies of Inclusive Excellence Fund and eligible projects or initiatives can be directed to Roxanne Reid, Project & Administrative Coordinator, Undergraduate Initiatives & Awards.

 

Pedagogies of Inclusive Excellence - Information

Proposals are invited from all appointed faculty members, with applications from teaching-stream faculty particularly encouraged. Librarians and staff working on aspects of curriculum and pedagogy are eligible to apply as partners.

Proposals must extend beyond a single department. Cross-campus partnerships with the Library, AccessAbility Services, the Health & Wellness Centre, the Centre for Teaching & Learning, the Doris McCarthy Gallery, Community Partnerships & Engagement, Indigenous Initiatives, Student Life Programs in Indigenous Outreach and Black Student Engagement, the International Student Centre, and other units engaging with and supporting curricular and pedagogical work responding to the goals of the curriculum review are encouraged. Alternatively, or in addition, proposals may work to bridge the campus and the broader community.

Applicants who are new to community-engaged learning and/or who are proposing to work with Indigenous Elders or knowledge keepers should seek guidance from the Community Partnerships & Engagement and Indigenous Initiatives in the Equity, Diversity & Inclusion Office prior to engaging with community partners. The Compensation Framework, FAQ, and Process Flowchart, provide guidance when working with individuals and organizations bringing community-based knowledge into courses and related academic initiatives.

In all cases, applicants are also encouraged to consult with the Equity, Diversity & Inclusion Office when developing project goals and proposed methodologies and processes.

Proposals must extend beyond the boundaries of a single department and the Liaison Librarian, and advance the goals of the curriculum review at a campus level. Projects should focus on one or more aspects of equity-based, holistic, accessible, anti-racist, and anti-colonial pedagogies and curricular development. The curriculum review has focused on Indigenous knowledges and knowledge systems, Black knowledges, racialized perspectives, and international and intercultural perspectives, while also foregrounding the importance of intersectionality, including gender, sexuality, and disability, as well as mental health and well-being.

While teaching and learning take place both inside and outside the classroom, proposals focused primarily on a co-curricular project should articulate a clear connection to inclusive curriculum and pedagogical development at U of T Scarborough. Proposals emerging out of a single course should highlight how the outcomes and benefits will extend across programs and departments.

Proposals should also show evidence of engaging students as partners.

Proposals should address how the project’s approach, process, and methodologies, including related learning and professional development, will inform anticipated outcomes. If working with community partners, proposals should reflect U of T Scarborough’s values-based and reciprocal approach to community engagement and knowledge exchange. Looking ahead beyond the planned initiative, please consider the following: What’s next? What steps are being taken to connect your project to long-term learning and relationship-building at the university? For additional guidance, review the U of T Scarborough's Partnership & Engagement Framework to help make connections to the PIE fund criteria(s).

Proposals should also reflect on the following questions: Whose knowledge is being centered? Whose voices are centered? Has there been consensual/mutual consultation with potential partners? If further consultation is required, please contact the Equity, Diversity & Inclusion Office to help guide your efforts to cultivate a culture of belonging across the campus and with the broader community.

The curriculum review has placed an emphasis on creative processes. Imaginative engagement with the transformative possibilities of the PIE fund for curriculum, teaching, and learning that advance inclusive excellence at U of T Scarborough are welcome and encouraged. Examples of initiatives include but are not limited to: speaker series and symposia; visiting artists, community members, and scholars; land- and community-based learning opportunities; cross-disciplinary learning and mentorship initiatives focused on curriculum and pedagogy; projects leveraging learnings from the pandemic; and initiatives that connect curricular and pedagogical development to student access, support, and well-being.

Eligible expenses should follow university guidelines. They may include compensation or honoraria for visitors and guest speakers, recognizing the value of knowledges contributed by community members; short-term staffing costs; hospitality and related logistical costs for events; support for student contributions (e.g., research or teaching assistantships, on-campus co-op or work study positions); and supplies and materials. If teaching release is being requested as a part of the proposal, the pedagogical rationale for this must be clearly detailed and supported in writing by the relevant Department Chair(s); this cost must also be factored into the budget. Faculty may not hold more than one 0.5 FCE PIE-funded course release in a given year.

Faculty who plan to work with community members are recommended to review the Compensation Framework, FAQ, and Process Flowchart as a resource to plan proactively for culturally appropriate compensation and related supports.

PIE funding may not be used for continuing costs (e.g., full-time staff roles), matching funds for tri-agency research grants, or scholarships.

Funding for successful proposals will be available in May 2024 and must be used by 30 April 2025.

Applications for the 2024-25 PIE funding cycle is now open. The deadline for submitting proposals is 11:59 p.m. on 4 March 2024.

Applicants will be notified of a decision in April 2024. Funding for successful proposals will be available in May 2024 and must be used by 30 April 2025.

 

Applications will be required to include:

1. Full name, departmental affiliation(s), and email contact information for project lead(s)

2. Full name, departmental affiliation(s), and email contact information for project partner(s)

3. Summary of project scope and anticipated outcomes (150 words), and funding threshold requested (Circle 1, Circle 1 [renewal], or Circle 2)

4. Overview of inclusive teaching and learning goals for the project:

  • Account of how the project responds to and will advance the recommended actions of the curriculum review and inclusive teaching and learning practices at U of T Scarborough (300 words)
  • Account of how these goals are reflected in the approach and methodology of the project (300 words)
  • Proposed timelines (150 words)

5. Overview of the proposed budget, including all other sources of support (max 1 page)

Note: Applicants submitting a Circle 1 funding renewal application for a 2023-24 project will also be asked:

  • What progress has been made with the project? (150 words)
  • How will the renewal further advance the work? (150 words)
  • What additional funds are needed for the renewal? (50 words)
  • What will be accomplished in the next year? (100 words)

6. Signed statement(s) of support from the Department Chair(s) of the project lead(s) (max 1 page for each) & confirmation of consent and support from all named partnering units and/or community partners (consolidated copies of email confirmations acceptable)

Proposals will be adjudicated by an advisory committee chaired by the Acting Vice-Dean Teaching, Learning & Undergraduate Programs with representatives from the Campus Curriculum Review Working Circle. The committee will consult as needed with the Equity, Diversity & Inclusion Office, Community Partnerships & Engagement, and Indigenous Initiatives on applications and funding requests. The Vice-Principal Academic & Dean will make the final decision for application approvals and funding requests.

PIE fund recipients will be expected to submit a report of outcomes and learnings of their initiatives to the Office of the Vice-Principal Academic & Dean upon completion of the funding cycle. The goal is to make this update as straightforward and paperwork-free as possible. Please complete the application-based projects report template on the Pedagogies of Inclusive Excellence Fund Reporting Forms SharePoint site provided by the Office of the Vice-Principal Academic & Dean, alternative formats, including narrative-based or creative formats, visual, story-based, or artistic elements, are welcome. Projects undertaken through PIE funding will be showcased annually to help facilitate cross-campus mentorship and learning as we track work related to the curriculum review.

Pedagogies of Inclusive Excellence (PIE) Projects

PIE Circle 1

Indigenous Perspectives across the Curriculum: An HCS Indigenous Speaker Series - Faculty Lead: Professor Connie Guberman (Department of Historical and Cultural Studies (HCS))

  • Project Description: This project seeks to establish a year-long Indigenous speaker series hosted by HCS. Indigenous guest speakers will be invited to a dozen or more large introductory courses (primarily A- and B-levels) throughout the year to introduce students to themes, issues, approaches, and learnings (and unlearning) from Indigenous perspectives that are directly related to course themes. These presentations will be scheduled during class time and tailored to course needs, but open to other students and faculty across UTSC. This initiative addresses several recognized campus priorities in the area of inclusive pedagogy and curriculum. It also follows a direct recommendation of the HCS Equity Committee to increase opportunities for both students and faculty to learn about Indigenous issues, methods, and epistemologies and their relevance to the courses.

Integrating Global and Intercultural Lived Experience and Co-curriculum into Curriculum - Faculty Lead: Professor Bettina von Lieres (Department of Global Development Studies)

  • Project Description: This project seeks to foster international virtual exchange and intercultural student dialogue and learning in the curriculum. In partnership with the UTSC International Student Centre (ISC) and Global Classroom for Democracy Innovation (GCDI), it will convene UTSC students participating in IDSA02/AFSA03 - Experiencing Development in Africa - with students participating in one course (TBD) within the Sociology and Social Anthropology Honours and Masters Module at Stellenbosch University, South Africa. Engaging students as partners, this will be a co-created global learning space for dialogue, partnership, and shared learning and meaning-making. Through a series of student-centered and equity-driven workshops and facilitated synchronous sessions, this project aims to center Black (and African) knowledges, racialized perspectives, and international and intercultural perspectives, while also foregrounding the importance of intersectionality and interdisciplinarity. Anticipated outcomes include: greater student agency over curriculum; heightened cultural intelligence; developed skills in leadership and group facilitation; and significant opportunities to share lived experience.

Symposium: The Equity-Based Classroom: Moving Beyond Allyship - Faculty Lead: Professor Sanaz Mazinani (Department of Arts, Culture and Media)

  • Project Description: This project proposes a two-day symposium that will focus on anti-oppression training and development for UTSC staff, faculty, Librarians, Postdoctoral and graduate students. This symposium will move past allyship and towards solidarity actions. With a focus specifically on arts curriculum, the symposium will provide space for workshops, presentations, and discussion towards a decolonial and anti-racist student learning environment, offering the UTSC community a space to challenge thinking and to broaden perspectives towards new pedagogical futures.

The program will include three key segments:

  • Radical Solidarity in the Workplace - Anti-oppression training with a specialized Facilitator focusing on Social Justice and Liberation.
  • Disrupting the Collection - Panel of experts focusing on how various voices get represented in postsecondary Libraries and Archives, and how these decisions apply to experiential teaching and learning within the arts curriculum.
  • Confronting Racism in the Classroom - Workshops sharing practices and tools on decolonizing the classroom.

Catalysing Knowledge Co-production and Equitable Community-University Partnership through Community-Based Participatory Action Research (CBPAR) - Faculty Lead: Leslie Chan (Department of Global Development Studies)

  • Project Description: This project was seeking funding to support two interrelated activities:
  1. A Summer Institute on CBPAR hosted by the Takaronto Knowledge for Change (TK4C) Hub, a partnership between the Knowledge Equity Lab at UTSC, CL&D, and OCIC. The Institute will take place at UTSC over two days in late June 2023.
  2. Hiring a co-op student for three months starting in May. The student will support the logistics and promotion of the Institute. After the Institute, the student will continue to coordinate the sustainability planning process for the TK4C Hub. This will ensure TK4C can continue with a variety of community engaged learning and research initiatives.

The Institute will broaden CBPAR methodologies to community practitioners and students engaged in addressing equity and social justice issues in their respective communities. It will strengthen KEL and TK4C’s pioneering effort in community-engaged scholarship, and equitable and reciprocal partnership building with local and international community organizations.

Unlearning Environment: Engaging Indigenous Perspectives in Environmental Sciences - Faculty Co-Leads: Professor Stuart Livingstone, Professor Karen Smith, and Professor Elyse Caron-Beaudoin (Department of Physical and Environmental Sciences)

  • Project Description: This project seeks to promote anti-colonial and anti-oppressive pedagogy at UTSC through the co-development of an experiential learning opportunity for UTSC Graduate students in the Department of Physical and Environmental Sciences. The interdepartmental team aims to work with community partners to co-develop a field trip to the Indigenous lodge, Akinomaagaye Gaamik, on the New Credit First Nation. Here, where students will have an opportunity to engage with Indigenous culture and practice and reflect on their own values, conceptions and responsibilities through an immersive land-based learning experience. The trip and associated curriculum would be integrated into the core seminar course for the Master of Environmental Science program (EES1100). Anticipated outcomes are 1) developing students’ knowledge of Indigenous culture and contemporary experience in Canada, 2) creation of an open access digital archive of student reflections from these experiences, and 3) fostering the creation lifelong Indigenous allies in our students.

SOC D02 Global Field School Indigenous Costa Rica - Faculty Lead: Professor Danielle Kwan-Lafond (Department of Sociology)

  • Project Description: This project was requesting funding for the travel portion of a summer course (SOC D02 Global Field School Indigenous Costa Rica) that focuses on learning United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) principles and decolonization through experiential and land-based learning, and through meaningful community engagement with Indigenous university students and their communities in Costa Rica. The course takes place first on campus (seminar-style classes), then through an intensive travel experience to TEC University and to Indigenous territories in Costa Rica.

PIE Circle 1 – Renewal

Opportunities Networking Engagement (O.N.E.) Community Initiative - Faculty Lead: Professor Julie McCarthy (Department of Management)

  • Project Description: O.N.E. Community is an initiative that was launched in 2022 within the Department of Management. In alignment with the goals of UTSC’s strategic plan, this initiative is inspired by the desire to advance “equity-based, holistic, accessible, anti-racist, and anti-colonial pedagogies and curricular development”. A key goal of O.N.E. community is to advance student learning by attracting Black professionals to the department to become sessional lecturers, guest speakers in a class or event, mentors for students and/or collaborators on student projects with the BRIDGE. With a particular focus on Black knowledges, racialized perspectives, and international and intercultural perspectives. This will be accomplished by fostering and engaging in relationships with Black professionals in the community and surrounding area. Outcomes of this project include the incorporation of Black ways of knowing, experiences, and excellence in the classroom, as well as increased representation of Black professionals.

Relation and Reciprocity: Scarborough Music Archive - Faculty Co-Leads: Professor Mark Campbell and Professor Laura Risk (Department of Arts, Culture, and Media (ACM))

  • Project Description: This project works through two interrelated concepts, reciprocity and relation, to achieve a higher level of connection to the local community amongst ACM students. Students in several Music and Culture courses are participating in co-creating a Scarborough music archive as a curricular innovation. This archive will serve future generations of UTSC students as well as the local Scarborough community. Ultimately, this project, which is in partnership with the UTSC Library and the Music Library (UTSG), will deepen connections between local music, future curricula, and members of the local Scarborough community. This project began in 2022-2023 in two C-level Music and Culture courses with a series of guest speakers, a local field trip, and participant-observation and interviews with local community music organizations. With this second year of funding, they plan to expand this project to A- and B-level courses.

PIE Circle 2

BioSci 360-Degree EDI: Fostering belonging and inclusive community through academic and co-curricular supports for biology students - Faculty Co-Leads: Professor Aarthi Ashok and Professor Maydianne Andrade (Department of Biological Sciences)

  • Project Description: The Department of Biological Sciences (BioSci) seeks funding for its multi-pronged approach to supporting wholistic student success through inclusive curriculum, connections between students and faculty, financial support, and research opportunities. The literature is clear on how personal relationships, co-curricular engagement, mentoring, research experiences, and inclusive environments increase retention and success, particularly for students from under-represented groups, and particularly in the sciences. Creating community in BioSci is challenging due to large class sizes (A level:~1000; C-level ~100 on average) and relatively high student:faculty ratios. Overcoming these challenges of scale is urgent given mandated BioSci enrolment increases as part of the SAMIH agreement. Inclusive programs can attract and retain more students. Outcomes to be realized within a year include sustainable establishment of the programs described, high uptake by current students, and benchmarking of student satisfaction metrics (surveys). In the longer term, increased student satisfaction, engagement, and student retention are anticipated.

PIE Circle 1

Opportunities Networking Engagement (O.N.E.) Community - Faculty Lead: Professor Julie McCarthy (Department of Management)

  • Project Description: This project builds on existing successes in the Department of Management and holds significant potential to enrich inclusive teaching and learning opportunities at UTSC and further grow relationships between the Department of Management and Black leaders and professionals.

A key goal of the O.N.E. community is to advance student learning by attracting Black professionals to the Department of Management to become sessional lectures, guest speakers in a class or event, mentors for students and/or collaborators on student projects with the BRIDGE.

 

Critical Landscape - Faculty Lead: Professor Alexander Irving (Department of Arts, Culture, and Media)

  • Project Description: This new course offering will support Indigenous artists and advance students' understanding of treaty partnerships through land- and arts-based learning.

 

Relation and Reciprocity: Scarborough Music Archive - Faculty Co-Leads: Professor Mark Campbell and Professor Laura Risk (Department of Arts, Culture, and Media (ACM))

  • Project Description: This project works through two interrelated concepts, reciprocity and relation, to achieve a higher level of connection to the local community amongst students. Students in MUZC80 and MUZC01 will participate in co-creating a Scarborough music archive as a curricular innovation that will serve future generations of UTSC students as well as the local Scarborough community.

PIE Circle 2

The BRIDGE Lab: Out of Many, One Mural Art Project - Faculty Lead: Professor Andre Cire (Department of Management)

  • Project Description: The purpose of the project is to embed an inclusive community art installation that centers and is created by Black voices into the fabric of the Department of Management, that aids to foster a deeper sense of belonging amongst its diverse users and the wider UTSC community and external partners.