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Teaching about Diversity Fund (TDF)

Ryerson promotes equity, diversity and inclusion (EDI) inside and outside the classroom. Ryerson has one of the most diverse student populations, and it is critical to ensure the curriculum addresses EDI. To assist faculty in meeting and exceeding our EDI mission, the Provost’s office created a multi-year fund enabling instructors to develop new courses, infuse EDI into existing courses, support research and conference attendance on molding an EDI sensitive curriculum, support workshops and training on EDI, and invent innovative ways to reach our students.

TDF supports Ryerson’s Academic Plan, “Our Time to Lead (2014).” The academic plan states a strong commitment to community, EDI and a respect for aboriginal perspectives. Its strategies include –

  1. Cultivate relationships with Aboriginal communities and students to create an educational environment that embraces and supports Aboriginal perspectives and experiences, and builds community for Aboriginal people.
  2. Develop a university-wide community engagement and communications strategy that values equity, diversity and inclusion; leverages current engagement activity; and builds a more visible Ryerson presence in particular communities.

The 2017-2018 call for proposals is now closed.

We encourage proposals from all areas of EDI in higher education, but particularly welcome proposals attempting to create new methods for modifying the Ryerson curriculum to address EDI.

The TDF funding range is $1,000-$5,000 and the total funds available are $35,000.

Recognizing our theme is varied, we identified many approaches fitting the guidelines and submissions are not restricted to any one approach. This includes submissions contributing to -

  1. EDI literacy on issues and provide the skills necessary to reflect critically
  2. Understanding non-western ideas, contributions and ways of knowing
  3. Creating curricular innovations addressing EDI (race, religion, gender, abilities/disabilities, sexual orientation, Aboriginal perspectives)
  4. Building on existing knowledge of the scholarship of teaching in EDI, which facilitate greater knowledge of teaching to EDI students
  5. Knowledge transfer (publications, conferences)

The TDF has become the LTG

The TDF has merged with the LTEF into one grant program. Learn more about the Learning and Teaching Grant (LTG).


Proposals are welcome from full or part-time faculty (RFA, CUPE) in a department, school or support unit reporting to the Provost. Limited-Term or part-time faculty must provide the committee with a letter from their director or chair stating they will be employed at Ryerson during the granting period.


Application Process

  • Complete the application and grant authorization forms. Submit copies by email to by 4:00 p.m. on March 6, 2017 March 10, 2017. Proposals submitted after that will not be considered.
  • Late proposals are not considered
  • Proposals are vetted and ranked by a committee struck by the LTO
  • The results are communicated to individual applicants
  • Funds are available for development or operating expenses related to the TDF, but not for capital expenditures (renovations or additions to the physical plant)
  • Non-consumable items purchased are a university property
  • Funds may be used to hire research assistants or to match funds such as the Ontario Work Study Program provided hires are consistent with the objectives and requirements of the proposed investigation
  • Funds may not be used to hire teaching assistants
  • Where funds are for hiring, the hiring process and employment are subject to Ontario labor laws and Ryerson University policies
  • Funds will be made available on or before May 31st 2017 and are to be expended no later than May 31st 2018
  • While TDF is not primarily an equipment fund, components are considered if unavailable on campus and is instrumental to the project
  • TDF does not fund teaching release
  • Proposed studies should take advantage of existing Ryerson resources such as software licenses
  • Intellectual property, if any, will be governed by the provisions of the collective agreement between Ryerson and its Faculty Association
  • Successful proposals require authorization of the department or school chair. Proposals involving research or where outcomes are submitted for presentation or publication require ethics approval.



When evaluating the various submissions, the committee will look for proposals –

  • Expanding student awareness and understanding of EDI through the development of new course materials
  • Strengthening undergraduate and graduate education in EDI.
  • Including references to related literature and methodologies employed to measure success
  • Demonstrating potential for long-term impact on student learning (especially those which may be adapted for use by other programs/courses)
  • Demonstrating the prospect of sustainability beyond the grant
  • Presenting a viable budget complete at the time of submission, including administrative approval and consistent with project objectives
  • Based on outcomes so success is measureable.



  1. All TDF grant projects are monitored.
  2. A mid-term report is due on October 31st of the granting year
  3. A final report is due on June 30th, one month after the end of the project timeline.
  4. A six-month extension may be granted in extraordinary circumstances.
  5. All reporting templates must be completed.
  6. Failure to submit a mid-term report results in funds being withheld.
  7. Failure to submit a final report precludes the principal investigator from future LTO grant competitions.
  8. Faculty present their outcomes at the faculty conference in May 2018.
  9. Faculty create a resource (publication, webpage, best-practice tip) based on project outcomes to be made available to the Ryerson community
  10. Faculty must credit the TDF in publications, conference proceedings, or media appearances resulting from the funded project.



Frequently Asked Questions

Based on the experiences of previous applicants to the LTEF and TDF grants, we have developed this set of FAQ, which we hope you will find helpful when completing your application.

How can I write effective project objectives?

The following examples represent objectives that don't include enough detail:

  • new technology to assist in teaching
  • a new classroom technique
  • new resource for students to improve their conceptualization of material
  • new ways of presenting material 


In order to provide more detailed objectives, try asking yourself:

  1. What rationale in society or in teaching pedagogy might support my objective?
  2. What is my rationale in making that objective?
  3. How does this objective meet the requirements of the grant?
  4. Does this objective work beyond my individual course, and if so, how?
How will I evaluate my project outcomes?

Four questions you need to consider when thinking about how you will evaluate your project's outcomes:

  1. Given your objective, how might you evaluate that the outcome of the project has been achieved?
  2. How will you assess the impact of your idea on students?
  3. How will you know if your project outcome is assistive to other faculty?
  4. Could your project be considered sustainable, that is, will the information from the project continue to be used past the end date of your grant?

The following examples represent evaluation schema that lack clarity and don't indicate how you will know the reason that students learned: 

  • I am going to put technology in my lectures and if students learn they will have benefited from it
  • I am going to see if the course grades are improved over last year
  • I am going to go to a conference and if my work is accepted my project is a success.


Questions you might ask yourself when selecting a method for evaluating your project outcomes:

  1. Does the suggested evaluation method result in a clear assessment of outcomes?
  2. Is it possible that students will learn even without this new technique?
  3. Conference success may indicate project success but not always, can you suggest a further evaluation?
  4. Is there a quantitative assessment that you might give, e.g. the number of individuals accessing your resource or the number of students choosing to use an optional resource?
How can I write a proper budget justification?

The following is an example of a proper budget justification.  This justification is strong because it clearly and simply shows both budget totals and how those totals were determined. When hiring occurs, it indicates the purpose of the hiring. Budget justifications should make clear to reviewers why you need the money.

RA Assistance – Total 283 hours

Rate: $23/hr + 15% benefits = $26.45

a)     Creation of online delivery of 50 concepts – 150 hours RA through (Chang School)

Support for VR software

Support for use of iPad and Stylus

Creation of white/black animation board

Support for microphone and audio recorder

Support for DSLR camera (video)

Support for Final Cut software for video production/post-production work

b)     Creation/revision of Powerpoint Slides and other visuals to support concept delivery through audio scripts – 73 hours

c)     Evaluation – 60 hours

Review of literature

Development of instrument

Online delivery of instrument

Qualitative interviews to support quantitative

Data cleaning and analysis

Support with report writing and development of conference presentation


Permissions for copywritten images (eg. Products, brands)

URL is included in to confirm costs


Content development

a)     Modules on Management - $1000 (covered by Dean)

Content development

Script writing

Support visuals – selection and/or development

iPad presentation

Audio delivery

b)     All other modules including metrics - $0 (developed and delivered by PI on the project)

Content development

Script writing

Support visuals – selection and/or development

iPad presentation

Audio delivery






Lauren Wilson, Manager