Introduction

This chapter serves as a comprehensive guide to fostering supportive mentorship practices, emphasizing inclusivity, accessibility, and equity in academic and professional settings. It explores practical strategies for onboarding graduate students, promoting inclusive communication, addressing anti-racism and anti-discrimination policies, supporting neurodiversity, and nurturing emotional and social support networks. Additionally, the chapter highlights the importance of diverse role models, cultural competency, career development opportunities, financial support, and training resources. Designed as a resource for faculty, staff, and mentors, it aims to equip readers with actionable tools and frameworks to create an empowering and inclusive environment for trainees.

Inclusive Onboarding and Orientation for Graduate Students

1. Ensure Accessibility of Resources & Support Services

Mental Health & Wellness Support.

Supporting students’ mental health and well-being is essential to fostering an inclusive academic environment. Faculty and staff can introduce mental health resources early in orientation, emphasizing their accessibility and confidentiality. UTSC offers a range of services, including counselling, group therapy, and wellness workshops, specifically designed to meet the unique needs of trainees.

Health & Wellness Centre.

Offers a range of mental health clinical services to undergraduate and graduate students, including same-day counselling appointments, on-location counselling, wellness counselling for BIPOC students, evidence-based group therapy, short-term intensive counselling or psychotherapy, pharmacotherapy, psychiatric care, and wellness navigation. Additionally, they offer workshops to help students build coping and resilience skills proactively, peer support groups that foster connection among students with shared experiences, and online resources like Navi and U of T Telus Health Student Support, offering guidance and support remotely. For more information, please see “FACULTY & STAFF: Resources to support student mental health” put together by the Health & Wellness Centre.

Health & Wellness Easy Access to Mental Health Support Diagram.

UTSC Psychology Peer Support Program.

Offers one-on-one peer support to help fellow trainees navigate graduate school, share information about available graduate resources, and host a variety of events to foster peer connections. Can be contacted at “psych.psp.utsc@utoronto.ca”.

Proactively Address Accessibility Needs.

Accessibility is foundational to an equitable learning environment both in and outside the classroom. Faculty and staff can proactively communicate with incoming students about UTSC’s accessibility services and the process for requesting accommodations. Encourage students to connect with UTSC’s AccessAbility Services, which support undergraduate, graduate, and non-degree students with disabilities in navigating disability-related barriers and promoting accessible and inclusive policies, practices, procedures, and programs at UTSC. Undergraduate and graduate students who do not have a family physician or a care provider and require disability documentation for academic accommodations can complete these with healthcare practitioners at Health & Wellness. For more information, please see “AccessAbility Services”.

Outline Financial Resources.

Financial stability can greatly impact students’ academic success and well-being. During orientation, faculty and staff can outline available financial resources, including assistantships, scholarships, and emergency funds. Special emphasis should be placed on funding opportunities for underrepresented groups, such as Indigenous students, students from low-income backgrounds, and those with disabilities. Examples can be found in the “Financial Support” section of this chapter.

2. Establish Mentorship & Peer Support Networks

Mentorship.

Faculty and staff can facilitate mentorship connections by pairing incoming trainees with upper-year trainees or alumni who can provide guidance and insight into the program/roles.

Peer Connections.

Building a strong sense of community can alleviate feelings of isolation, particularly for students from underrepresented backgrounds. Faculty and staff can support community-building by organizing small group meetings or buddy systems among new and returning students. Peer-led initiatives and social events can further promote inclusion and belonging (e.g., see information on peer support programs at the Health & Wellness Centre and UTSC Psychology Peer Support Program above).

3. Communicate Policies & Academic Expectations Transparently

Clarify Academic Standards & Flexibility.

Faculty and staff should outline academic expectations early on, clearly defining standards related to coursework, assessments, and participation. However, it’s equally important to communicate the department’s commitment to flexibility in supporting students’ unique needs and learning styles. For instance, students who face unexpected life challenges should be aware of options for extensions, modified deadlines, or additional academic support.

Highlight Orientation Activities for Incoming Students.

Orientation offers a critical opportunity for incoming students to connect with peers, faculty, and staff while becoming familiar with UTSC’s inclusive environment. For instance, the department’s Trainee Advisory Committee typically hosts orientation sessions for psychology graduate students and post-doctoral fellows.

Introduce EDI Policies and Reporting Procedures.

Transparency in policies on equity, diversity, and inclusion (EDI) can be helpful in creating a culture of accountability and respect. During orientation, faculty can communicate UTSC’s EDI-related policies, emphasizing the importance of maintaining a respectful and inclusive learning environment. This includes introducing reporting procedures for any incidents of discrimination, harassment, or bias, ensuring students feel safe and empowered to voice concerns. For more information, please see our department’s “EDI Statement of Acknowledgements and Commitments”. Relevant information can also be found on the website of the Department of Psychology at the St. George campus, which is pertinent for graduate students in the tri-campus graduate program in Psychology: “Our Commitment to Equity, Diversity and Inclusion” and “Raising a Concern or Complaint”.

Inclusive Language and Communication

Respecting and acknowledging each individual’s gender identity is a foundational step in building an inclusive academic environment. Faculty and staff at UTSC are encouraged to model inclusivity by incorporating pronouns into their email signatures, introductions, and meeting practices. This simple action can have a profound impact, helping to normalize conversations around gender identity and creating a welcoming atmosphere for trainees, staff, and faculty of all backgrounds.

1. Why Pronouns Matter

Using correct pronouns respects individuals’ identities and signals an openness to diverse gender expressions. Misgendering, or assuming pronouns based on appearance or name, can cause discomfort and exclusion. By inviting and sharing pronouns, faculty and staff foster an environment where others can feel welcome to share their own pronouns if they wish to do so.

2. Practical Ways to Incorporate Pronouns

• Add pronouns to email signatures and Zoom display names.
• Introduce pronouns in meetings and classes, such as course syllabi and online profiles.
• Incorporate pronouns in written materials.

Anti-Racism and Anti-Discrimination Policies

Supervisors, faculty, and staff in student-facing roles hold significant responsibility in fostering an environment that is free from discrimination and harassment, as outlined in the University of Toronto’s “Statement on Prohibited Discrimination and Discriminatory Harassment“. This policy emphasizes the importance of maintaining a balance between academic freedom and the rights of individuals to work and learn in an environment that is free from discrimination, harassment, and intimidation.

1. Responsibilities of Supervisors, Faculty, and Staff

Faculty, staff, and administrators are expected to uphold the university’s policies by promoting an inclusive and respectful environment for all trainees. This involves not only addressing concerns related to discrimination and harassment but also actively supporting diversity and inclusion in day-to-day practices. As leaders and role models, supervisors and faculty members are responsible for educating trainees about their rights and responsibilities and ensuring that university policies on discrimination are clearly communicated.

In addition to providing guidance on university policies, faculty and supervisors are encouraged to create an atmosphere where students feel empowered to report discrimination or harassment without fear of reprisal. This can include pointing students toward appropriate resources such as the Sexual Violence Prevention & Support Centre, the Sexual & Gender Diversity Office, the Anti-Racism and Cultural Diversity Office, the Accessibility For Ontarians With Disabilities Act Office, and other units that provide tailored support for issues related to race, gender, sexual orientation, disability, and other forms of discrimination.

2. Ethical and Legal Obligations

Faculty and staff have a legal and ethical obligation to ensure that their actions and decisions do not contribute to a discriminatory or hostile environment. By fostering a culture of respect and inclusivity, faculty and staff can help mitigate discrimination and harassment. Supervisors are also responsible for monitoring the academic and professional environments of their trainees and addressing any reports of prohibited conduct in a timely and fair manner.

3. Consultation and Educational Resources

The university offers several resources to support faculty and staff in meeting these responsibilities. The Equity, Diversity, and Inclusion Office (EDIO) is a central resource for all UTSC community members (students, staff, faculty and librarians) to provide training, programming, and engagement initiatives related to equity, access, discrimination, and harassment.

EDIO Consultations.

Provided to students, staff, faculty, and librarians to resolve issues that involve equity, discrimination, or harassment. For more information, please see “Consultations”.

EDIO Educational Resources.

Provide a range of educational workshops that seek to strengthen understanding and advance equity, diversity and inclusion practices across the UTSC campus. Workshops are open to students, staff, faculty, and librarians. Examples include EDI Module for Staff, Practices and Principles in EDI, Inclusive Leadership, and Introduction to Anti-Oppression. For more information, please see “Education”.

Promoting 2SLGBTQIA+ Inclusion

1. Training and Education on 2SLGBTQIA+ Issues

Education and training are key to understanding and addressing the unique needs of 2SLGBTQIA+ students. Faculty should engage in ongoing professional development around 2SLGBTQIA+ issues, including topics like gender identity, sexual orientation, intersectionality, and the specific challenges faced by these students. Understanding these topics will help faculty and staff better support their trainees and create inclusive learning environments.

Interested students, staff, and faculty are encouraged to attend the Equity, Diversity, and Inclusion Office’s (EDIO) 2-hour “Equity, Belonging and 2SLGBTQ+ Inclusion in the Workplace” workshop that explores key concepts in gender and sexual diversity that will deepen your understanding of practices to help advance equity and inclusion at the University of Toronto.

2. Resource Access and Support Services

Access to appropriate resources and support services is essential for 2SLGBTQIA+ students, especially when navigating the academic and social complexities of university life. Faculty should ensure that trainees are aware of the resources available to them, including mental health services, student support centers, and community organizations.

UTSC Women’s & Trans Centre (WTC) provides a wide range of resources for 2SLGBTQIA+ students, including access to menstrual and reproductive products, referrals to campus services, and connections to local support networks. Faculty and staff should familiarize themselves with these services and proactively share this information with trainees who may benefit from them. In addition, the Centre offers educational programming and events that promote empowerment and raise awareness about 2SLGBTQIA+ issues.

3. Community Building and Connection

Community is at the heart of 2SLGBTQIA+ inclusion, and faculty can help foster connections among trainees by supporting the creation of peer networks and mentorship opportunities. Connecting students with others who share similar identities or experiences can provide critical emotional and social support. Faculty can facilitate this by promoting student-run organizations, such as SC: OUT (Scarborough Campus: OUT), Positive Space Committee, UTSC Women’s & Trans Centre, or other campus groups that provide safe spaces for 2SLGBTQIA+ students.

4. Promoting Respectful Language and Communication

Inclusive language is a powerful tool for promoting 2SLGBTQIA+ inclusion, and faculty should model respectful and affirming language in all interactions with trainees. This includes the use of correct pronouns and gender-neutral terms and avoiding language that perpetuates stereotypes or marginalizes individuals based on their sexual orientation or gender identity.

As mentioned above, faculty are encouraged to integrate pronoun usage into introductions, email signatures, and classroom practices. For example, introducing yourself with your pronouns (e.g., “I’m Dr. Bee, and I use she/her pronouns”) sets the tone for an inclusive environment and encourages others to share their pronouns if they feel comfortable doing so.

Respectful communication extends beyond the use of pronouns. Faculty should foster an open, empathetic, and non-judgmental dialogue around 2SLGBTQIA+ topics, ensuring that all students feel comfortable expressing themselves. This involves actively listening, using affirming language, and addressing inappropriate comments or behaviours promptly.

Promoting Neurodiversity Inclusion

1. Understanding Neurodiversity and Its Importance

Neurodiversity is the understanding that neurological differences, such as ADHD, Autism Spectrum, and others, are part of the natural spectrum of human diversity. These differences are not deficits but represent variations in how individuals think, process information, and experience the world. By embracing neurodiversity, we affirm the value of these differences and recognize the unique strengths that neurodiverse individuals bring to academic and professional settings.

2. Supporting Students with Neurodiverse Needs

Supporting neurodiverse trainees involves recognizing the individual needs of each student and providing reasonable accommodations to ensure equal access to learning. Faculty and staff should be proactive in offering support while maintaining a flexible and understanding approach.

Familiarizing oneself with the Tri-Campus Learning Strategy Toolkit, designed for students with disabilities, is a valuable resource for those in supervisory roles, even though it’s primarily geared toward students’ skill development. The toolkit offers a variety of strategies and tips tailored to help students navigate the challenges they may face in classes, studying, tests and exams, and placements. Being aware of these strategies allows supervisors to better support their students by recognizing and addressing specific difficulties, such as issues with abstract and conceptual thinking, executive functioning, and information processing. These are areas where many students with disabilities may need additional guidance, and the toolkit offers a range of techniques that can make a significant difference in their success. By understanding the toolkit, supervisors can create an environment that fosters inclusivity and helps ensure that students are equipped with the right tools to overcome challenges. It’s not just about learning new skills for the students but about supervisors being proactive and mindful of the unique needs that may arise, allowing for a more effective and supportive supervisory relationship. For more information, please see “Tri-Campus Toolkit for Students with Disabilities”.

It is essential to engage in open communication with students to understand their specific needs and how they work best. Faculty should consider how to offer a supportive space where students feel comfortable disclosing their neurodiverse status and requesting accommodations.

For further resources, please see Chapter 12: Supporting Neurodivergent and Disabled Students in this handbook.

Fostering Emotional and Social Support Networks

The UTSC Department of Psychology is dedicated to nurturing connections and promoting well-being through a range of initiatives that enhance both emotional resilience and social engagement among students. Graduate students and post-doctoral fellows have the opportunity to engage in many departmental events, including:

1. Peer Support Program

• Regular events:

• • Graduate students meet to collaborate and develop key skills, including academic writing enhancement, financial management, and budgeting. Events are generally held a few times per term.

2. Departmental Events

• Departmental Mingles

• • A recurring event where students can build relationships with peers and faculty members.

• UTSC Trainee Seminar Series

• • Opportunity for trainees to present research in front of peers and faculty, to gain professional experience and constructive feedback

• Departmental Seminars:

• • A platform to connect with guest academics and professionals from outside UTSC.

3. Graduate Students Association (GSA)

• Regular Networking Events:

• • Bring together students across different graduate programs.
  • Foster interdisciplinary collaboration and community building.

These initiatives provide trainees at UTSC with robust opportunities for skill-building, mentorship, and professional networking, enhancing their overall academic and social experience.

Promotion of Diverse Role Models

The University of Toronto Scarborough (UTSC) is dedicated to promoting diverse role models through various initiatives that highlight the achievements of individuals from underrepresented groups, fostering an inclusive and inspiring environment for all students.

Additionally, the Department of Psychology and the Graduate Department of Psychological Clinical Science (GDPCS) host events, workshops, and speaker series that often feature leaders from various backgrounds, providing students with opportunities to engage with and learn from diverse role models. For example, the GDPCS Diversity Speaker Series is held annually.

Cultural Competency and Sensitivity

Cultural competency is the ability to understand, respect, and effectively interact with people from diverse cultural, ethnic, linguistic, and social backgrounds. It involves developing awareness of one’s own cultural worldview, acquiring knowledge about different cultural practices and perspectives, and building skills to communicate and work respectfully across cultural differences. The National Center for Cultural Competence at Georgetown University offers several different definitions for this term: https://nccc.georgetown.edu/curricula/culturalcompetence.html

UTSC is dedicated to fostering cultural competency among its students, faculty, and staff. This commitment is evident through various initiatives and programs designed to enhance intercultural understanding and inclusivity, some of which are discussed below.

1. Inclusive Spaces

The campus provides inclusive spaces such as multi-faith prayer rooms and cultural centers, accommodating the diverse religious and cultural practices of its community members. These spaces can be found in the student centre. Additionally, a multi-purpose room is available in the Environmental Science and Chemistry Building.

2. Cultural Events and Resources on Campus

UTSC hosts various cultural events, including Culture Week, which celebrates the diverse backgrounds of its students through performances, workshops, and exhibitions. These events offer opportunities for the community to engage with and learn from different cultures. These events can be found here: https://www.utsc.utoronto.ca/utscinternational/culture-week.

Additionally, as part of the Multi-faith Engagement Program, the Health and Wellness Centre has compiled a list of community supports from individuals from marginalized backgrounds, which can be found here: https://www.utsc.utoronto.ca/hwc/mental-health-services-and-resources-utsc-students. These supports aim to connect students with resources in the community that can provide culturally competent support.

Career Development Opportunities (undergraduate-focused)

The University of Toronto Scarborough (UTSC) provides students with the knowledge, skills, and experiences needed to thrive in diverse career paths. Through innovative programs and dedicated resources, UTSC equips students for both academic and non-academic success.

1. Preparing Students for Academic Careers

• UTSC emphasizes hands-on research, allowing students to work alongside faculty on cutting-edge projects. Students can gain research experience through a variety of avenues. Research opportunities can be found here: https://www.utsc.utoronto.ca/aacc/research-experience
• UTSC offers guidance on graduate school applications, including workshops and one-on-one advising. The career center offers important considerations for applying to graduate programs, which can be found here: https://www.utsc.utoronto.ca/aacc/graduate-professional-school-admissions

2. Preparing Students for Industry Success

The University of Toronto Scarborough (UTSC) bridges the gap between academic learning and real-world application, equipping students with the tools needed to succeed in a competitive job market.

• Co-op Education Programs: UTSC’s extensive co-op programs provide students with hands-on experience in industries like business, healthcare, technology, and public service, fostering professional growth and practical skills.
• Industry Partnerships: Collaborations with leading organizations enable students to gain mentorship, internships, and networking opportunities, paving the way for future employment.
• Diverse Career Services: From resume-building and interview preparation to job fairs and employer panels, UTSC’s Academic Advising & Career Centre supports students in their transition to industry.
• Resources to help students navigate their emerging career paths can be found at the academic advising and career center: https://utsc.utoronto.ca/aacc/

3. Navigating Careers in Psychology

A degree in psychology opens the door to a variety of career paths, spanning academic, clinical, research, and applied roles in diverse industries. Below are some resources to help navigate potential career paths for students in psychology:

https://www.utsc.utoronto.ca/aacc/career-options-after-psychology-and-mental-health-studies

https://www.utsc.utoronto.ca/aacc/career-options-after-neuroscience

https://ecampusontario.pressbooks.pub/psychologycareers/

https://www.apa.org/education-career/guide/undergraduate-interview-series

Financial Support

Awards & Scholarships.

A list of awards and scholarships for undergraduate students (apply the “Psychology” filter) and psychology graduate students.

Postdoctoral Funding Opportunities.

A list of awards for post-doctoral fellows. Additional funding opportunities are available through “Burroughs Wellcome Fund”.

International Students.

A list of awards for international undergraduate students (apply “University of Toronto Scarborough” and “Open to International” filters) and graduate students.

Emergency Aid.

Registered students at UTSC who are experiencing financial difficulties due to an unexpected circumstance and require emergency assistance for food and shelter can speak with a Financial Aid Advisor in the Registrar’s Office. For more information, please see “Emergency Aid”.

SCSU grants emergency support grants to help students dealing with financial hardship (e.g., unexpected illness or health expense, sudden loss of employment, or any other non-academic emergent fees). For more information, please see “SCSU Bursaries and Grants”.

“UTSC Graduate Student Emergency Grant” is open to UTSC-affiliated students facing immediate financial need.

Financial Aid.

The University of Toronto Advanced Planning for Students program is a financial aid program for full-time UofT students that covers the financial gap between a student’s actual education costs and the costs recognized by their provincial/territorial government student financial aid program. For more information, please see “UTAPS”.

SCSU grants and bursaries to students in need, including academic bursaries, transit grants, and dollars for daycare. For more information, please see “SCSU Bursaries and Grants”.

Trainees who are members of CUPE 3902 Unit 1, including teaching assistants, course instructors, lab assistants, and invigilators have access to a range of financial assistance funds such as Student Workers Assistance Fund (SWAF), International Health Plan Assistance Fund (IHPAF), U of T Family Plan Assistance Fund (UFPAF), Research Assistants Defence Fund (RADF), and Childcare Financial Assistance Fund (CFAF). For more information, please see “CUPE 3902 Unit 1 Financial Assistance Funds”.

Equity Funds.

SCSU grants a Trans Well-being Grant to support Trans and gender non-conforming members dealing with financial hardship. For more information, please see “SCSU Bursaries and Grants”.

Trainees who are members of CUPE 3902 Unit 1, including teaching assistants, course instructors, lab assistants, and invigilators, have access to a range of equity funds such as the Sexual and Domestic Violence Survivors Fund (SF), Trans Fund (TF), Anti-Racism Racialized Workers Fund (ARRWF), and International Workers Legal Fund (IWLF). For more information, please see “CUPE 3902 Unit 1 Equity Funds”.

Check Your Understanding

Resources

Library Data Supports

The U of T Scarborough Library provides instructional workshops to support a wide variety of student skills, competencies, & knowledge of library resources. Topic examples include an introduction to NVivo, data visualization, and data literacy skills. For more information, please see “Workshops”.

The library also has a digital tool directory with over 400 digital tools and resources commonly used in Digital Scholarship, majority free, openly licensed, or at a discounted price. Examples include SPSS, NVIVO, Qualtrics, Zotero, Mendeley, and more. For more information, please see “Find Digital Scholarship Tools.”

Inclusive Onboarding and Orientation

Faculty and Staff – Resources to support student mental health: https://studentlife.utoronto.ca/service/faculty-resources-to-support-student-mental-health/

Raising an EDI-related Concern or Complaint: https://www.psych.utoronto.ca/our-department/equity-diversity-and-inclusion

Anti-Racism and Anti-Discrimination

Equity, Diversity, and Inclusion Office- Consultations: https://edio.utsc.utoronto.ca/consultations/

Equity, Diversity, and Inclusion Office- Educational Resources: https://edio.utsc.utoronto.ca/education

Promoting 2SLGBTQIA+ inclusion

Equity, Diversity, and Inclusion Office- Equity, Belonging and 2SLGBTQ+ Inclusion in the Workplace Workshop: https://edio.utsc.utoronto.ca/education

SC: OUT (Scarborough Campus: OUT): https://www.instagram.com/ut.scout/

Positive Space Committee: https://positivespace.utoronto.ca/

Women’s & Trans Centre: https://www.instagram.com/utscwtcentre/

Other Campus Groups: https://sgdo.utoronto.ca/resource-category/campus-communities/

Promoting Neurodiversity Inclusion

AccessAbility Services: https://www.utsc.utoronto.ca/ability/

Tri-Campus Toolkit for Students with Disabilities: https://www.utsc.utoronto.ca/learningstrategies/

Cultural Competency and Sensitivity

Definitions of Cultural Competence: https://nccc.georgetown.edu/curricula/culturalcompetence.html

Culture Week: https://www.utsc.utoronto.ca/utscinternational/culture-week

Career Development Opportunities

Research Experience: https://www.utsc.utoronto.ca/aacc/research-experience

Graduate / Professional School Admissions: https://www.utsc.utoronto.ca/aacc/graduate-professional-school-admissions

Academic Advising & Career Centre: https://utsc.utoronto.ca/aacc/

Career Options after Psychology and Mental Health Studies: https://www.utsc.utoronto.ca/aacc/career-options-after-psychology-and-mental-health-studies

Career Options after Neuroscience: https://www.utsc.utoronto.ca/aacc/career-options-after-neuroscience 

The Canadian Handbook for Careers in Psychological Science: https://ecampusontario.pressbooks.pub/psychologycareers/

Careers with a Bachelor’s Degree in Psychology: https://www.apa.org/education-career/guide/undergraduate-interview-series

Financial Support

Explore Awards at U of T (Undergraduate and Graduate): https://awardexplorer.utoronto.ca/

Graduate and Postdoctoral Studies: https://www.utsc.utoronto.ca/grad-edu/awards-scholarships

Postdoctoral Fellows: https://www.bwfund.org/funding-opportunities/postdoctoral-fellows/

Emergency Aid: https://www.utsc.utoronto.ca/registrar/emergency-aid https://www.utsc.utoronto.ca/grad-edu/utsc-graduate-student-emergency-grant

Scarborough Campus Student Union Bursaries and Grants (Undergraduate): https://www.scsu.ca/bursaries-grants

Teaching Assistants: https://cupe3902.org/unit-1/benefits/

Library Data Supports

Workshops for Student Skills: https://utsc.library.utoronto.ca/workshops

Digital Scholarship Tools: https://find.digital.utsc.utoronto.ca/

Contributions

Roles follow the CRediT Taxonomy. Names are listed in alphabetical order.

Conceptualization and Writing – Original draft: Hanna Hamzai, Ashutosh Patel

Writing – Review & editing: Hanna Hamzai, Sana Junaid, Ashutosh Patel

Supervision: Jessica Dere