Equity Scholars Program

“EDI issues are more complex than meet the eye,” says Lee. “It’s always instructive to consider these dilemmas from the standpoints of the various actors involved. We want to understand why people take the positions they do and get a deeper sense of what they feel inside.”

Dr. Bonnie Lee (Faculty of Health Sciences — Addictions Counselling) - Fall 2024

“I am very honoured to have been selected as an EDI Scholar,” says Million. “My research project draws on the premises that Canada is a multi-juridical country where Indigenous laws exist alongside Canadian common and civil law and that the Numbered Treaties express a range of Indigenous legal orders. It’s extremely important to me as an Indigenous faculty member that my research helps to create a theoretical and physical space where the University can function under the umbrella of Indigenous legal orders, as well as within provincial and federal laws.”

Tara Million (Faculty of Arts & Science — Indigenous Studies) - Fall 2024

“Receiving this award is a significant milestone for me as it underscores the importance of addressing incivility within academic environments,” says Stuart-Edwards, who invites faculty members throughout Canadian academia to participate in her survey. “Through my research, I aim to uncover the prevalence and impact of selective incivility, particularly among faculty members with traditionally stigmatized attributes, and to develop effective strategies for fostering more respectful and inclusive academic settings.”

Dr. Anastasia Stuart-Edwards (Dhillon School of Business) - Fall 2024

“I am excited to receive this award because it will enable me to complete some long-overdue work on accessibility. I hope that the status of EDI Scholar will help me to promote the importance of selecting accessible course materials, and to remind people that our commitment to EDI must include accommodations for those with disabilities.”

Dr. Sean Fitzpatrick (Mathematics & Computer Science – Faculty of Arts & Science) — Fall 2023 EDI Scholar

“Without the support of the EDI Scholars Program, this project (Walls to Bridges) would not be possible. Programs like this give much needed time and support for the work necessary to further open doors to post-secondary education.”

Dr. Kara Granzow (Sociology – Faculty of Arts & Science) — Fall 2023 EDI Scholar

“I am very grateful to undertake this research with the support of the University of Lethbridge EDI Scholar program. This project will help understand the ways that fundamental beliefs about social structures shape support for charitable causes, and in particular those that serve people in need.”

Dr. Rhiannon Mesler (Management (Marketing) in the Dhillon School of Business) — Fall 2023 EDI Scholar

“Considering the Truth and Reconciliation Commission’s calls to action in education, and a newly revised teaching quality standard in Alberta, all teachers are required to integrate Indigenous perspectives into their classrooms. This means faculties of education must do the same to ensure pre-service teachers are prepared. Being an EDI Scholar will afford me the opportunity to work with the amazing members of faculty and staff in education to create service opportunities that could connect with community, build relationships, support instructional capacity and meet the emerging needs of the field.”

Dr. Dawn Burleigh (Indigenous Education – Faculty of Education) — Spring 2024 EDI Scholar

“My goal is to shed light on the processes by which individual faculty members engage in this work (indigenization of course offerings, teaching practices and curricula) – the barriers, challenges, and/or opportunities they experience. More broadly, I plan to contribute to vital conversations at the University of Lethbridge about what it means to reckon with the University as a colonial institution.”

Dr. Jason Laurendeau (Sociology – Faculty of Arts & Science) — Spring 2024 EDI Scholar

“... Lack of diversity among health-care providers has been shown to have a negative impact on the quality of care received by patients of minority or underrepresented groups. My project will examine and compare historical and post-implementation applicant and admission data to determine whether these strategies have a positive impact on the diversity of the student body, or further perpetuate barriers to application and admission for minority, underrepresented or marginalized applicants.”

Dr. Tracy Oosterbroek (Nursing – Faculty of Health Sciences) — Spring 2024 EDI Scholar

"The goal of my project is to use a cooperative model to reach out to women who are already at the University and work together to create a strong, safe environment and remove the isolation between departments. We also want to partner with young women and gender-diverse individuals to create safe spaces to learn."

Dr. Laura Keffer-Wilkes (MSc ’12, PhD ’16), Chemistry and Biochemistry

“Equity in international graduate education and training at the University of Lethbridge is a critical point of enquiry as a comprehensive university. I seek to examine equity towards international graduate students as a thrust in governance, administration, support and programming. In addition, I will explore gaps in policy and practice across faculties, perceived outcomes through student consultations and create a pilot EDI training module. I will also offer recommendations for a more integrated equity framework.”

Dr. Glenda Bonifacio, Women and Gender Studies

“As an EDI scholar, the project I am undertaking aims to shed light on the lived experiences of women in the academy who self-identify as Black, Indigenous and Women of Colour (BIWOC). Given our current national and international socio-political milieu, I strongly believe this work is warranted and timely. This award will afford me the opportunity to create a culturally safe space for racialized women — who are often silenced, dismissed, excluded, underrepresented, misrepresented, and/or misunderstood in the academic discourse — to share their stories.”

Dr. Sandra Dixon, Faculty of Education

“Through our research on the chemicals from plants in the Prairie to Pharmacy Program, we have learned that our classical scientific approach provides an incomplete view. There are other ways to view our natural world that cannot be taken; they must be offered, earned and shared. My research laboratory embraces this approach of investigating nature and I’m working to ensure it’s sustainable and accessible to all U of L students.”

Dr. Roy Golsteyn (BASc (BSc) '84, Biological Sciences)