Graduate I-EDIAA Student Leaders Retreat

avatars of people of different genders, races and ages With the purpose of supporting departments in fulfilling the university’s strategic goals to build diverse, equitable, inclusive, and anti-racist communities, the Centre for Teaching and Learning is excited to announce a half-day retreat for up to two graduate students per department to understand their positionality, explore pedagogical practices and resources, and deepen their understanding of anti-racism and inclusion in classroom communication, facilitation, and assessment strategies. Through this professional development, the CTL aims to build capacity with graduate student leaders already engaged in and advocating for I-EDIAA work in their respective units, research, and activism, while also using this as an opportunity to create cross-disciplinary networks for anti-oppression work across campus. 

Qualtrics Registration Form

While this retreat is free to attend, we encourage each department to compensate selected graduate student leaders’ time as additional TA training hours (10h), as it would not only contribute to the professional development of the student, but also to the overall progress and success of the department. We want to ensure, in so far as possible, that student leaders are recognized and compensated for their contributions to institutional decolonization, anti-racist, and diversity efforts. This is even more important for students who already experience marginalization on the basis of race, Indigenous identity, sexuality, gender identity and expression, disability, religion and similar grounds.

Date: 

Monday August 15th, 2022, 9:00am to 1:00pm (including lunch provided)

Location: 

Donald Gordon Conference Centre (421 Union Street, Kingston, Ontario)

Retreat Details and Structure:

Each department would identify up to 2 graduate students (preferably PhD students for longevity of program, though MA students welcome) who are interested in attending the retreat, as part of a 10 hour professional development event.  With two asynchronous online modules, and two in-person workshops, I-EDIAA Leaders will be introduced to anti-racism and inclusion in classroom communication, facilitation, and assessment strategies, and devise ways they can support other graduate students in and through their learning journeys. 

Through this retreat, up to 40 I-EDIAA leaders will also work to co-develop resources and strategies for best practices to be shared within their own department through workshops, graduate/TA orientations, departmental retreats, or resources for their departments’ I-EDIAA committees.

Our goals for the retreat include: 

  • Introduce graduate student leaders to anti-racist and inclusive pedagogies and practices in higher education.  
  • Establish connections with other graduate student leaders in I-EDIAA across departments and Faculties to share ideas and resources.  
  • Develop and offer a workshop/knowledge translation session for new graduate students/new TAs on best practices they can implement in their teaching, tutorials, labs, or seminars.
  • Prepare students to respond to the emerging needs of their department through inclusion of anti-racist practices within their curriculum/strategies for anti-racism and inclusion in the classroom.

Breakdown of 10 Hour TA Professional Development Commitment:

  • 2 hours – Pre-Retreat Activity: 2 asynchronous online modules  
  • 4 hours – Attending the I-EDIAA Leaders Retreat (2 synchronous workshops)
  • 3 hours – Collaborative preparation (in groups) of a deliverable workshop/resource.
  • 1 hour – Knowledge translation activity to engage with new graduate students/TAs in their department

Departments interested in identifying up to 2 graduate students to attend the retreat are asked to complete the Qualtrics Registration Form by June 30th, 2022 as an expression of interest. The CTL will contact interested departments in June for additional details on student attendees.

While this retreat is free to attend, we encourage each department to compensate selected graduate student leaders’ time as additional TA training hours (10h), as it would not only contribute to the professional development of the student, but also to the overall progress and success of the department. We want to ensure, in so far as possible, that student leaders are recognized and compensated for their contributions to institutional decolonization, anti-racist, and diversity efforts. This is even more important for students who already experience marginalization on the basis of race, Indigenous identity, sexuality, gender identity and expression, disability, religion and similar grounds.