McMaster University is committed to fostering a dynamic and innovative academic environment by encouraging the development of new academic programs. These initiatives aim to enrich our already stimulating learning atmosphere and uphold the high standards of our existing programs. Faculties and Schools are invited to introduce new undergraduate and graduate programs or to make significant revisions to current offerings, in alignment with the University’s Academic Plan.

The introduction of new programs or major changes to existing ones may be driven by several factors, including:

• Supporting the Strategic Mandate Agreement
• Responding to collaborative initiatives between Faculties and other institutions
• Enhancing academic quality
• Strengthening McMaster’s reputation as a top destination for highly qualified students
• Leveraging new resources or opportunities, or adapting to resource constraints
• Integrating emerging knowledge, which necessitates the introduction of new courses or fields of study
• Generating revenue to sustain and grow the University’s offerings

These efforts ensure that McMaster remains at the forefront of academic excellence and innovation, continuously adapting to the evolving educational landscape.

For quality assurance purposes, a program is considered new if it has never been offered at McMaster University before. Unlike the routine evolution of academic programs, a new program typically involves the creation of new courses, the establishment of new learning outcomes, and the allocation or reallocation of resources. Its primary objective is to offer students an academic pathway that was not previously available, thereby expanding their educational opportunities

Considering Equity, Diversity, Inclusion and Accessibility (EDIA)  

As departments develop new academic program documents, there is a valuable opportunity to deliberately integrate Equity, Diversity, Inclusion, and Accessibility (EDIA) priorities into the design, content, and curriculum of these programs. At McMaster University, the community collectively bears the responsibility to address the needs and interests of equity-deserving groups, actively confront racism and all forms of discrimination, oppression, and marginalization, and work towards fostering an inclusive campus culture for all students, staff, and faculty.

Everyone plays a crucial role in this effort, particularly those in leadership positions and those proposing new programs. This proposal serves as a strategic opportunity to strengthen policies and practices that are equitable, inclusive, and accessible, ensuring that the University’s commitment to EDIA is deeply embedded in all aspects of academic life.  

The work of Equity, Diversity, Inclusion, and Accessibility (EDIA) is an active, deliberate, and ongoing process that requires continuous self-education, multiple iterations, and regular revisions. There is no perfect starting point, nor is there a defined end point. However, by thoughtfully embedding EDIA concepts from the very foundation of a program, these principles can become integral to all aspects of the program, ultimately creating an environment that is relevant, diverse, and inclusive.

It is essential to recognize and value a diverse range of people and perspectives, encompassing students, staff, faculty, and varied ways of knowledge gathering. Consideration must be given to the mental, emotional, physical, and social well-being of the entire program community. By acknowledging and appreciating the complex ways in which we come together to teach and learn, we can foster a truly inclusive and supportive academic environment.  

When engaging with EDIA priorities as a program lead or with others in your program community it must be acknowledged that it is challenging. It is often uncomfortable as we try to address unwanted behaviors, have difficult conversations, face resistance to engaging in this work and confront biases and vulnerabilities. This discomfort is essential for real inclusion, empowerment and progress to occur, it is a sign that the work is happening with intentionality. Getting comfortable with discomfort is crucial for creating an inclusive program. It requires commitment, patience and courage to recognize how we feel and lean into those feelings with consistency. 

Unpacking the acronym: EDIA 

Behind the acronym EDIA there are a set of complex and distinct (yet interrelated) concepts. It is important to have a foundational understanding of these concepts as all too often they are misused, or risk being flattened as branding catchwords. The acronym EDIA represents Equity, Diversity, Inclusion and Accessibility. The definitions presented here reflect just one perspective when there are many different understandings and defining qualities to each. You are encouraged to go beyond this single resource to other recommended texts and resources for continued learning. Adapted from McMaster’s EDI Strategy Towards Inclusive Excellence EDI is defined as the following: 

Diversity is a state or condition that reflects the broad ‘mix’ and layers, of differences in any community. It is a multiplicity of shared and different individual and group experiences, values, beliefs, and characteristics among people. 

Inclusion is a sense of belonging and dignity, and the experience of meaningful engagement, empowerment, and equality of opportunity in any community. A climate of inclusion is made possible through the intentional and ongoing development of community awareness, knowledge, and skills, and the application of these competencies to enhance personal and interpersonal capabilities, as well as institutional culture and climate. 

Equity may be considered both an approach and a process that recognizes the existence of systemic social inequalities and introduces actions to proactively reduce, if not remove, institutional structural and cultural barriers to equal opportunity and inclusion. It is where everyone is treated according to their diverse needs in a way that enables all people to participate, perform, and engage to the same extent. 

Accessibility according to Accessibility Services Canada, “accessibility refers to the design of products, devices, services, or environments for people who experience disabilities.” This can include common barriers such as an inaccessible physical environment, a lack of relevant assistive technology, negative attitudes of people towards disability and non-existent or hindering services, systems and policies.

Use of Generative Artificial Intelligence

Generative artificial intelligence (AI) tools introduce opportunities for work efficiency. These tools can automate data analysis, generate new content and provide predictive insights. This can be useful in handling large volumes of information and identifying trends.

While there are many possibilities of this technology, it is important to consider limitations and ethical considerations of Generative AI, including factual inaccuracies and societal biases present in the data used.

It is also important to consider issues related to data security when using such tools. Do not upload or share confidential, personal, or proprietary information with a generative AI tool unless a data security and risk assessment and a privacy and algorithmic assessment have been completed for the specific tool.

If Generative AI is used during the development of the self-study, cite or acknowledge its use.

Please be aware that the discussions of the use of Generative AI are ongoing at the University. It is the responsibility of the authors of the self-study to be up to date with current procedures regarding its use for institutional documentation, such as program self-studies.

For the complete guidelines on the use of Generative AI for Operational, please refer to the Provisional Guidelines on the Use of Generative AI in Operational Excellence.