3 CURRICULUM

3.1 Current State of Discipline

• Explain how the program curriculum reflects the current state of the discipline, area of study or field and the extent to which a comparative review of the state of the discipline informs the curriculum.
• Comments on how the curriculum is kept current should also be included.
• Particular reference should be made to how your curriculum reflects a diverse student population and presents a variety of local and global perspectives.
• Comment on how your department/program advances and supports faculty and student researchers in the pursuit of diverse scholarship, including non-traditional/alternative/international ways of knowing and research (e.g. decentering Eurocentrism, anti-racist or decolonial perspectives, alternative methodologies, diverse worldviews and new areas of study) and ensure that appropriate supports and resources are available through mentorship, funding, knowledge mobilization/translation and recognition?

3.2 URL for Program Calendar

In this section, departments can simply include a URL that links to the course offerings and their description. However, additional written materials describing course offerings, degree programs, etc., may also be included.

3.3 Program Innovation

This section provides departments with the opportunity to highlight their innovative or unique approaches to teaching and learning.

• Departments may comment on but are not limited to some of the following initiatives: experiential education, blended learning, technology-enhanced courses, use of learning portfolios, professional development opportunities, co-operative education or community service learning components, EDIA, anti-racist and decolonial pedagogies.
• Discuss whether or not these components of the program are unique to students in the proposed program or at McMaster University.
• Please discuss how your program ensures the accommodation of students with disabilities (please consider multiple types of disabilities).

3.4 Equity, Diversity, Inclusion and Accessibility (EDIA)

Describe how teaching in your program prioritizes areas of EDIA and removes barriers to student learning. Consider the ways in which your program addresses the institution’s current strategies, frameworks and/or principles regarding EDIA, and how the program advances EDIA-related academic goals (e.g., Indigenous perspectives, international relevance, interdisciplinarity, intercultural competencies, social and environmental equity and sustainability). Some questions you may want to consider include:

• Reflect upon the cultural climate of your department/faculty and how this influences various facets of your program such as vision, mission, admissions, hiring, retention, career development, curriculum design, pedagogical practices and innovation? When considering the cultural climate, are there noticeable EDIA principles that are integrated, and do they bring an added value to your department/faculty?
• Comment upon how faculty and staff are encouraged or engaged in personal and professional development in relation to their understanding of EDIA within your department/program? Are there EDIA committees or scheduled EDIA conversations within your department/faculty which staff and faculty can engage in?
• Describe how EDIA is considered during student application and admission processes? Are there specific supports for application/admission processes or scholarships, bursaries, awards, fellowships and related available for particular equity seeking groups?
• Comment upon how students from various backgrounds or equity-seeking groups (e.g. gender diverse, racialized, Black, Indigenous, international and students with disabilities) included and supported within the program? This could be in the form of academic/writing supports, SAS/academic accommodations, mentorship, affinity groups, cultivating community, fostering a sense of belonging, curriculum content and other pedagogical practices that sustain an inclusive and harassment-free classroom?
• Comment upon any measures your program/department/faculty takes to support the mental health and well-being of students from diverse backgrounds?
• Comment upon how EDIA is addressed within course outlines and syllabi e.g. through sharing of statements, policies, commitments or listing supports/resources?
• Reflect upon how your program integrates diversity, anti-racism, anti-oppression, critical disability, human rights, sustainability and mental wellbeing into curricula, course content and pedagogical practices?
• Describe how EDIA is considered when evaluating teaching and/or courses and when soliciting feedback from students?

Those who wish to learn more about EDIA within teaching and learning can visit McMaster’s Inclusive Teaching and Learning Resource page.