Students shine, win at annual Ontario Japanese Speech Contest

Microphone on stand

Four undergraduate students from York University earned top prizes for their language skills at the 42nd annual Ontario Japanese Speech Contest (OJSC 2024) held at the University of Toronto on March 2.

Eight students from the Japanese Studies Program in York’s Department of Languages, Literatures & Linguistics (DLLL) competed in four different categories – Beginners, Intermediate, Advanced and Open – in front of a large crowd that included contestants from post-secondary institutions across the province, sponsors, government officials, Japanese language education administrators and interested members of the public.

York University’s eight Ontario Japanese Speech Contest contestants, three student helpers and five faculty members.
First row, left to right: Giovanni Di Mauro, Hei Tung Chloe Shek, Keying Ren, Alexa Adams, Wonkyung Lee, Kumiko Inutsuka, Akiko Mitsui and Noriko Yabuki-Soh. Second row, left to right: Eri Takahashi, Secret Shields, Ariel Upiter, Binying Wang, Javier van der Westhuizen, Norio Ota, Risa Hatake and Arianna Carerra.

Of York’s eight student contestants, the four who earned awards for their speeches were:

  • Hei Tung Chloe Shek, who was awarded the grand prize (placing first in the Advanced category) for her speech titled “Views and allies of ‘young carers’”;
  • Secret Shields, who was awarded second place in the Beginners category for a speech titled “My name is Secret”;
  • Binying Wang, who was awarded third place in the Intermediate category for a speech titled “About MBTI”; and
  • Wonkyung Lee, who was awarded first place in the Open category for a speech titled “Liquor or Coffee.”

Shek, who received a return ticket to Japan as the competition’s grand prize, delivered a speech on her personal experience as a young caregiver to her disabled father, detailing how the rest of her family united and handled the situation, and how positive thinking helped her accomplish many things she did not expect.

As a result of their first-place finishes in their respective categories, Shek and Lee will go on to participate in the Canadian National Japanese Speech Contest at the Embassy of Japan in Ottawa on March 24.

Noriko Yabuki-Soh
Noriko Yabuki-Soh

To help prepare the York students for the contest, DLLL associate professors Noriko Yabuki-Soh and Norio Ota, and faculty members Kumiko Inutsuka, Akiko Mitsui and Eri Takahash coached them leading up to the big day. Yabuki-Soh, Inutsuka and Takahashi also served on OJSC’s Organizing Committee.

“It was delightful to see how those eight students, at different levels of proficiency in Japanese, worked as a team,” said Yabuki-Soh, who believes all of the eight York competitors performed at their best.

“They put so much time and effort into this when they practised their speeches in front of their peers,” she said. “Their hard work has paid off. We are so proud of them.”

Community Safety Week to focus on learning, transparency and collaboration

studenst talking and sitting BANNER

From March 18 to 21, York University’s Community Safety Department will be hosting its annual Community Safety Week. Members of the community are invited to participate through a variety of learning opportunities and virtual events.

The four-day long event features an extended safety video developed in partnership with the School of the Arts, Media, Performance & Design (AMPD), a new safety learning hub to support greater access to information, and two virtual events to hear from safety leadership, community partners and experts.

The community safety team at York takes a holistic and intersectional approach to safety that reflects the diverse experiences of the University community and highlights the joint responsibility required to ensure safety across York’s multi-campus network.

The week provides an opportunity to share information about the department’s mission, safety services and offerings while meaningfully engaging with the community.

“Through the Security Services Review, we heard that the community is looking for greater transparency and collaboration, so that’s what we’re aiming for with this year’s activities,” said Orville Wallace, executive director of community safety. “There are opportunities for self-paced learning, an exciting video collaboration with AMPD, a virtual Q-and-A session with the community safety team and community partners, and a panel discussion with dynamic leaders and experts. I’m optimistic that we are well positioned to effect significant change and make a meaningful impact on community safety in the months and years ahead.”

Learn more about Community Safety Week’s featured activities below:

New digital resources

The community safety team has worked with internal and external partners to compile a safety learning hub for year-round learning. The new hub features resources from Toronto Community Crisis, Student Counselling, Health Services, Education and Promotions, and more. The hub will continue to be updated regularly as new information becomes available. Visit the learning hub and start learning today.

In addition to the new collection of resources, the department also has a variety of existing resources that support learning and awareness, including reports and statistics on safety incidents, safety tips and information about the York U Safety App.

Extended video with AMPD students

Last year, the department worked with students from AMPD to create a video as part of its commitment to community safety. The video featured information on the “run, hide, defend” method and was intended to build awareness of emergency response procedures. This year, the video has been extended to include guidance on the “shelter in place” protocol, offering additional information to educate the community about what actions they can take to keep themselves and the community safe in the event of an emergency. Watch the extended video in English or in French.

Q-and-A with department leadership and community partners

For an opportunity to engage directly with safety leaders and partners, the department is hosting a virtual Q-and-A session on March 20 from 1 to 2:30 p.m. Wallace will be joined by leaders from the department as well as partners from the community to answer safety- and security-related questions live.

Add the event to your calendar and join.

Panel discussion with community leaders and experts

To foster greater learning and collaboration, the department is bringing together community leaders and experts for a thoughtful discussion about how to adopt and advance a community-centric approach to safety at a post-secondary institution.  

The panel discussion, titled Building Bridges: Advancing a community-centric approach to safety, will take place on Thursday, March 21 from 1 to 2:30 p.m.

Register to attend.

Faculty of Science responds to industry needs in the chemical and bioeconomy sectors

Science student in a lab

By Elaine Smith

To meet the changing needs of the chemical and bioeconomy sectors, the Faculty of Science is offering several new educational opportunities to ensure people working in science-related positions have the best possible education to meet evolving industry demands.

The Faculty has recently introduced two new biotechnology programs at the Markham Campus – the Master’s in Biotechnology Management and the Graduate Diploma in Biotechnology – as well as a new micro-credential in Vaccine Production and Quality Control that is aligned with these programs. 

The Faculty also introduced its first micro-credential, NMR (nuclear magnetic resonance) Spectroscopy for Industry at the Keele Campus. NMR spectroscopy is an advanced characterization technique used to determine the molecular structure of a sample at the atomic level. 

“We want to offer our students programs and courses that lead to career success,” said Hovig Kouyoumdjian, associate dean of curriculum and pedagogy for the Faculty.  

Luz Adriana Puentes Jácome
Luz Adriana Puentes Jácome

Slated to launch in Fall 2024, the Graduate Diploma in Biotechnology and the Master’s in Biotechnology Management are the culmination of research and planning done over the past few years. Professor Mark Bayfield and associate deans Kouyoumdjian and Michael Scheid led the program design and development. Now, Jade Atallah and Luz Adriana Puentes Jácome, assistant professors of biology, teaching stream, have taken the reins and will oversee the two programs. 

“Both programs are rooted in industry needs,” Atallah said. “Our colleagues did extensive research to ensure industry alignment; an evidence-based approach is driving them.”  

The Toronto Business Development Centre, for example, notes that “Canada has experienced a 77.2 per cent growth in biotech companies in the past two decades, with hundreds of small startups working to bring scientific discoveries to market.” 

The two programs will share biotechnology courses for the first year, but the master’s students will also take management courses through the Faculty of Liberal Arts & Professional Studies that will allow them to graduate with the degree and diploma in under two years. The integrative program also includes a capstone course and a paid internship component with industry. The diploma program requires only two semesters of coursework.  

“They are both full-time programs but are designed to accommodate mature, working students in terms of scheduling,” said Atallah.  

The master’s program aims to meld scientific knowledge with business skills. 

“The interdisciplinary approach better reflects the workplace reality and maximizes understanding of the overall product lifecycle from conception to commercialization,” said Atallah. “It’s a marriage of two Faculties and will provide well-rounded knowledge and skills in both areas. It will increase the students’ competitiveness while benefiting the biotech economy.” 

Puentes Jácome agreed, noting, “We want these students to be very versatile. They need the professional biotechnology knowledge, but the business background will be very useful in the startup economy, while in established companies, it will give them the skills to move around.” 

The two programs have a joint lab component, and students in both programs will benefit from industry guest speakers and networking opportunities. 

“We want our students to have hands-on insights and experiential opportunities,” Atallah said. 

The lab component of the course will give students a condensed experience in biotechnology laboratory techniques.  

“It is not a cookbook lab,” said Atallah, referring to the usual step-by-step instructions students receive for lab experiments. “Students will be able to make decisions on the best protocol to use, and there’s room for mistakes, so they can troubleshoot and adjust. It will mimic a real-life scenario.” 

The master’s degree internships, arranged in collaboration with the experiential education office at the Markham Campus, will last between eight and 12 months. Students will have the opportunity to put their theory to the test. The capstone course, which is project-based, will also provide a real-world opportunity. 

Alongside these programs, the Faculty of Science at Markham Campus will also introduce a micro-credential on Vaccine Production and Quality Control. This specialized course aims to provide participants with the essential skills required to use biotechnological tools for the development of vaccines. 

The introduction of the micro-credential in NMR is spurred by the government of Ontario’s push for and support of post-secondary education rapid training programs designed to help people retrain or upgrade their skills to meet the needs of employers.   

Now, the Faculty of Science is dipping its toes in those waters, inaugurating the NMR Spectroscopy for Industry micro-credential during the Winter 2024 term and developing the micro-credential addressing Vaccine Production and Quality Control. 

“We’re very excited about this,” said Kouyoumdjian. “We looked at the demands of the job market, as well as the gaps in training, and gauged the need for these skills.” 

The NMR micro-credential course is taught by York University instructor Howard Hunter. Students will learn the basic theory behind NMR spectroscopy, as well as its practical applications. They will learn to successfully process and analyze raw NMR data to understand a sample’s composition or chemical structure, a skill applicable to employees in both chemical and biotechnological fields.   

The course is held in the evening, so people employed in related fields can fit it into their schedules. The hybrid course is pass/fail, with a lab component included.  

“For us, as scientists, the hands-on aspect is important,” Kouyoumdjian said. “It’s the nature of our field. We design our micro-credentials to contain in-person experiential components and avoid the fully asynchronous online model as much as possible.” 

Those who pass will receive both a certificate of completion and an electronic credential badge to affix to a resume or a LinkedIn profile. Kouyoumdjian will approve the badges based on course results; they are authenticated and traceable. 

Much like the students are learning new skills, Kouyoumdjian and his team did, too. Throughout the process, they had to learn how to create a micro-credential offering, from proposal to approval to creating contracts, hiring an instructor and promoting the program online. This accumulated knowledge will be used for introducing the aforementioned Vaccine Production and Quality Control micro-credential course. 

“As biotechnology continues reshaping how health care works, professionals with such expertise play an important role in progressing this field, especially with the urgent global need for effective disease prevention.” Kouyoumdjian said. “We are looking forward to offering the new micro-credentials, as well as the two new graduate programs.” 

Kouyoumdjian applauds the Faculty for making these new offerings possible. 

“Like any new initiative, it takes a team to bring these programs to fruition,” he said. “We are looking forward to expanding the knowledge of many students and observing their subsequent career accomplishments.” 

Faculty of Science innovates with assist from AIF

Concept of idea and innovation with paper ball

By Elaine Smith

Making chemistry courses and labs more engaging and accessing science lab spaces – regardless of physical ability – are becoming easier to accomplish, thanks to Faculty of Science initiatives sponsored by Academic Innovation Fund (AIF) grants.

In the Department of Chemistry, Tihana Mirkovic, an assistant professor, and Hovig Kouyoumdjian, an associate professor who is also the associate dean of curriculum and pedagogy, are developing modules using e-learning tool Adobe Captivate to improve students’ learning experiences. Meanwhile, biology professors Tamara Kelly and Paula Wilson and their colleagues – project manager Jessi Nelson, accessibility expert Ainsley Latour and educational development specialist Ashley Nahornick – are identifying and supporting improvements that make labs more accessible.

Kouyoumdjian first identified the potential of Adobe Captivate as a tool for the generation of an interactive learning environment in chemistry classes. Together with Mirkovic, the pair recognized that the laboratory experience through pre-laboratory activities in undergraduate classes could be substantially improved by leveraging the multimedia learning process that could be incorporated into modules generated in Adobe Captivate.

“Our goal is to allow students to integrate their conceptual and procedural understanding of their labs through active learning opportunities. We hope that the newly developed modules, featuring slides, videos, hotspots, 360-degree navigation, software simulations and knowledge check assessments, will provide a learning environment that motivates our students and maximizes their learning potential,” Mirkovic said.

“We aim for students to stay engaged, even when the material is presented virtually,” said Kouyoumdjian. “Now, we possess an e-learning tool with an interactive component that complements the static elements of the course. It is applicable for both blended and online courses.”

The pair also collaborated with an instructional designer to craft customizable templates to help with the process of repurposing and reusing the modules across various courses.”

Tihana Mirkovic
Tihana Mirkovic

The professors have has initiated a pilot in the courses CHEM 2020 (Introductory Organic Chemistry I) and CHEM 3001 (Experimental Chemistry II) this term. “We hope to gather valuable information from the initial student experience and feedback collected from Adobe Captivate activities and linked self-reflection surveys,” Mirkovic said. During the summer, they will reflect on the pilot’s successes and explore the reusability of the created templates.

They are optimistic that the new software will contribute to student engagement, leading to increased student motivation and greater retention.

Meanwhile, the accessibility team is moving forward with its own initiative to improve – in a different way – the accessibility of biology, chemistry and physics labs for students in the Faculty.

Paula Wilson
Paula Wilson

“Paula and I have directed labs, and something we come up against regularly is accommodation,” said Kelly, the project lead and the Pedagogical Innovation Chair, Science Education. “Student Accessibility Services typically addresses lectures, but has limited expertise to support providing clear accommodations for labs.”

Added Wilson: “Students with accessibility issues have the burden of negotiating with their professors for every lab, and it’s exhausting. Also, even if professors are eager to assist, they aren’t experts in accommodation.

“In addition, by the time faculty members get a letter about accommodating a student, it may be the second or third week of the term, which leaves no time for finding and arranging creative solutions.”

Ainsley Latour
Ainsley Latour

The group plans to survey Faculty of Science students and faculty to learn more about needs and accommodations that work. Latour and Nelson developed a checklist of barriers to accessibility in labs and then, with Nahornick, toured first-year science laboratories with the technicians who run the labs. They looked for barriers and what was missing to make accommodation easier.

“There were a lot of things that were quick fixes, so Ashley emailed the lab managers to suggest changes to make before the start of the term,” said Kelly. “These included the readability of signage, repairs to broken automatic doors, among other things.”

Ashley Nahornick
Ashley Nahornick

The team also brought in Pamela Millett, an audiologist from the Faculty of Education, to determine what the sound issues might be for those with hearing concerns.

“There is a lot of ambient sound in labs, from fans and other equipment, that make it hard for students to hear instructions,” said Nahornick. “Repairing or using their microphones is an easy fix.”

The next step will be to create professional development support for instructors, technicians and teaching assistants, so they understand how to best support accessibility in labs.

Wilson said they would also like to prepare a series of recommendations for the Faculty. “Some issues may require infrastructure changes that will require additional funding. We want to take away the pressure on instructors to handle this on their own by making changes where we can and sharing best practices,” she explained. “Our aim is to make it easier for all students to have valuable lab experiences that meet course outcomes.”

Kelly added, “If we have a clear understanding in advance about what is needed, that’s a big step. Some things must be personalized, but there are some general things we can implement for our students. Students with disabilities are often driven away from science in high school because of barriers, and we don’t want to be part of that cycle. We want to enable people.

“For a lot of students, their first experience in a lab turns them onto science. We’ll lose talent if they don’t feel as if they can function in this setting.”

Mathematicians pilot open-access homework platform for students

student writing math on chalkboard BANNER

By Elaine Smith

Thanks to the availability of WeBWorK, an online open educational resource (OER) provided to students at no cost, homework shouldn’t be as stressful as usual for the hundreds of York University students enrolled in the Linear Algebra (MATH 1025) course this term.

Andrew McEachern
Andrew McEachern

WeBWorK allows them to practise solving challenging problems as often as they’d like and provides instantaneous feedback.  

“In mathematics, you need to practise, and with this system, you can keep trying until you get it right,” said Andrew McEachern, an assistant professor and course director for linear algebra. “For retention, research shows that engaging with problems multiple times is best. We want students engaged and practising, and this system allows for low, no-stakes practice. There is no cost for failure.” 

Online homework platforms aren’t new, but many of them are costly for students since they are owned by textbook publishing companies.  

“Textbook companies have proprietary rights to their platforms and many of them have a lot of bells and whistles that we don’t need,” McEachern said. “This bare-bones system works and does 90 per cent of the job that expert systems do.” 

WeBWorK is open source and very customizable. This means it can be downloaded for free, although there are significant costs associated with the server and staff resources. The Faculty of Science is covering these costs to provide the software free of charge to students. 

The IT team photo shows (L to R): Steven Chen, Kalpita Wagh, Violeta Gotcheva
The information technology team photo (left to right):
Steven Chen, Kalpita Wagh and Violeta Gotcheva.

McEachern and other instructors approached the Faculty about installing WeBWorK and joined forces with Hovig Kouyoumdjian, associate dean of curriculum and pedagogy, and Violeta Gotcheva, director of information technology (IT) for the Faculty, to explore the idea. Gotcheva, along with Steven Chen, a systems administrator, and Kalpita Wagh, an IT learning technology support specialist in the Faculty of Science, met with instructors and IT support teams from other Canadian universities to discuss their experiences with WeBWorK. They also joined the worldwide WeBWorK user group to expand their understanding of its applicability and support requirements.  

Although faculty members assumed the IT staff could easily upload the software and run it, Gotcheva explained to them that supporting the platform was more complicated. 

“It’s essential to ensure any software we run has appropriate security, robustness, reliability and scalability,” she said. “This is accomplished by obtaining a server hosting service aligned with the software requirements and hiring skilled staff for system maintenance and user support. After determining this, we realized we needed to install the open-source WeBWorK platform relying on community support.” 

Gotcheva, in collaboration with Kouyoumdjian, McEachern, and Michael Haslam and Stephen Watson – current and former Chairs of the Department of Mathematics & Statistics, respectively – created a business case for running the platform. They outlined the financial requirements for hosting and maintaining it and the cost savings that would accrue to students compared to the need for a proprietary platform. The Faculty of Science IT team partnered with Pamela Mills, assistant manager of University Information Technology System Management Services, and her team to use the University enterprise virtual server hosting. The WeBWorK pilot received a grant from the Faculty of Science Academic Equipment Fund to cover the server hosting costs, and the Faculty of Science IT team proceeded with the installation. 

Now, the pilot is underway in all the linear algebra sections during the winter term. 

“Testing the platform across all sections of the course was a bold move, as initially, we anticipated it being piloted only in Andrew’s section,” said Koyoumdjian. “We eagerly look forward to hearing about the experiences from both the faculty and the students.” 

So far, said McEachern, instructors haven’t discovered any insurmountable problems with the platform, and the more than 700 students studying linear algebra this term seem satisfied. He has paired the homework platform with an online help forum on social media platform Discord to provide students with a means for asking questions and getting answers quickly. 

“It’s amazing how many times other students pitch in with answers before I even get to the question,” McEachern said. “They just do it out of the goodness of their hearts.” 

He also said his students are reporting much less anxiety about their homework than usual. 

After the term is over, he, the other instructors and the team will review the success of the pilot, examining usage statistics and trends. They are also considering an informal survey of participants. 

“It’s easy to use and it’s cost-effective during tough economic times,” said McEachern. “In my opinion, if even one student benefits, it’s worth it.” 

Kouyoumdjian also sees it as a tool for student retention.  

Hovig Kouyoumdjian
Hovig Kouyoumdjian

“Mathematics is a foundational subject, and by enriching our students’ practice opportunities, we set them up for success and better equip them for future career endeavours” he said. “This pilot is a stepping stone, and we plan to extend the use of this platform to other math courses. We’ve also received positive feedback from colleagues outside our Faculty, who expressed enthusiasm for implementing WeBWorK at York University, which indicates a growing interest in adopting such powerful open-source platforms in their own courses as well.”  

In addition, noted Gotcheva, the United Nations considers OERs a public good, which aligns well with the York University Academic Plan’s commitment to furthering the United Nations Sustainable Development Goals. 

“The Faculty of Science is committed to OERs,” said Kouyoumdjian. “Our aim is to promote the use of resources that are economically more feasible for our students and flexible enough to be reused, revised, remixed and redistributed. WeBWork aligns with these standards of OERs.” 

Inaugural GNL project brings students together

close up of china on a globe BANNER

By Elaine Smith

The COVID-19 pandemic made student mobility and exchange programs challenging, but Hugo Chen, director of international collaborations and partnerships for York University’s Faculty of Science, found a way to provide students with a global engagement opportunity nonetheless, by turning to globally networked learning (GNL). Now, post-pandemic, the GNL initiative – his Faculty’s first – is still going strong.

Hugo Chen
Hugo Chen

GNL, also known as collaborative online international learning virtual exchange (COIL-VE), refers to an approach to research, learning and teaching that enables students, faculty and non-academic researchers from different locations around the world to participate in, and collaborate on, knowledge-making processes and concrete research projects. It dovetails nicely with York’s University Academic Plan and its priority of advancing global engagement, as well as the Faculty of Science’s Strategic Plan with its goal of creating “more opportunities for all students to have international exchange and field course experiences.”  

It also reflects the University’s commitment to the United Nations Sustainable Development Goals (SDGs), such as SDG 3: Good Health and Well-being, by contributing to students’ overall mental health and resilience; SDG 16: Peace, Justice and Strong Institutions, by promoting intercultural understanding and dialogue; and SDG 17: Partnerships for the Goal, by emphasizing the importance of global partnerships in achieving sustainable development. 

“Many students found the pandemic stressful because they were stuck at home and their opportunities for international exchange were curtailed,” Chen said. “Although I was relatively new to York, I was experienced in international education and knew the benefits of GNL, or COIL-VE, as it is often called.  

“The Faculty of Science hadn’t tried GNL previously, but I want to be an innovator and decided to facilitate some cross-cultural communication.” 

With support from York International, the office that supports GNL initiatives at York, Chen reached out to Xin Wang, an associate professor at Northeastern University in Shenyang, China. The duo, and an administrative colleague there, agreed to organize a series of Zoom sessions to bring students from York’s Faculty of Science together with students from Northeastern’s School of Information Science & Engineering to increase intercultural understanding.  

At York, Chen invited members of the group Global Leaders of York Science (GLYS) to participate. GLYS is a volunteer team that works closely with Chen’s office to support the Faculty’s international initiatives, provide undergraduate students with professional development opportunities to enhance their employability skills and help them develop a global mindset. A total of 35 GLYS members and Northeastern students took part in the initial cross-cultural sessions. They began with an international coffee chat over Zoom in November 2021. 

Participants in Hugo Chen's GNL project connecting through Zoom chat.
Participants in Hugo Chen’s GNL project connecting through Zoom.

“My objective was to have them meet and talk about their own experiences,” said Chen, who is a certified sociocultural competency training facilitator. “The important thing was to build understanding and exposure around different cultures.” 

A joint organizing committee comprising students from both universities created a series of virtual sessions, each lasting an hour and a half. The topics they chose included a comparison of their education systems; mental health, including pandemic challenges; artificial intelligence; and the opportunities and risks of globalization. Of course, there was also informal discussion about their favourite books and music, hobbies and interests. 

“I suggested ideas, provided advice and was there to facilitate their conversations,” said Chen. 

After each session, he and his Northeastern colleagues asked students to provide feedback and suggest potential improvements.  

“This was an opportunity to broaden their world views without a huge cost,” said Chen. “Not all students can afford to travel abroad, so this makes international opportunities accessible and inclusive. Having such an experience may also encourage students to study or travel abroad later. There are benefits to exploring different perspectives and this project opens the door to those possibilities.” 

The success of the program was apparent in the comments students provided on their post-GNL surveys. 

“Engaging with students from different countries was enlightening,” wrote one student. “It’s fascinating to see how our approaches to science and education differ and, yet, how much we can learn from each other.” 

Another student added, “This program opened my eyes to different cultural perspectives and has given me friends from across the globe. I’m still in touch with my group members and we often discuss our academic and personal life.” 

Since 2021, Chen and his colleagues in China have run the program annually, with participants drawn primarily from GLYS. The composition of the group changes each time, with a mix of returning and new participants, and it continues to be popular. 

“One of the program’s most gratifying outcomes has been the formation of ongoing relationships and friendships among the participants that have transcended the program’s duration,” said Chen. “This speaks to the depth of the students’ engagement and the program’s success in forming meaningful international ties.  

“We also hope the students will choose York for their further studies.” 

Program offers support for open, respectful dialogue at York

calumet-students-cherry-blossoms5

York University’s Office of the Vice-President Equity, People & Culture (EPC) has developed a new way to help York community members engage with complex issues – and with each other: the Supporting Open & Respectful Dialogue (ORD) Program.

Now accepting applications, the ORD Program offers financial and logistical support to students, staff, and faculty members who are trying to develop conversation and connection across differences. Laina Bay-Cheng, interim vice-president of EPC, explains the goal of the program as “giving a boost to grassroots initiatives – whether led by students, staff and/or faculty colleagues – that can help people talk, listen and learn together, even if they are on different ‘sides’ of an issue.”

The ORD Program provides small amounts of funding along with administrative and logistical assistance for developing flyers, advertising events, booking rooms and more, depending on what suits an initiative and the organizers’ vision. “The University may not have lots of financial resources right now, but we can – and should – still be resourceful. EPC is happy to use our networks, our access and our logistical know-how to lighten the load for those leading an initiative,” says Bay-Cheng.

The ORD Program is already offering support to two initiatives, both promoting thoughtful discussion and consideration of the conflict between Israel and Palestine.

The first, Bridging the Gap, is led by Israeli Jewish and Palestinian Arab students and alumni, with vital support from Professor Randal Schnoor. “It is so important to offer a safe space for respectful dialogue on these contentious issues,” says Schnoor. “There is a great appetite for this among students on our campus.”

Bridging the Gap was founded in 2019 by Palestinian and Jewish students Leena Muti, Hilly Adler and Noam Sibony. “For me, Bridging the Gap is a space where I can be unapologetically myself, yet be exposed to people with completely different experiences than my own, which are unapologetically theirs,” says Sibony. “It is a space where my Jewish, Arab, Palestinian, and Israeli peers and I can reveal our mutual humanity to one another in hopes of building a shared future together here on campus.”

The second supported project is a faculty initiative: the Open Office Hours series, which draws on the substantive and pedagogical expertise of professors Thabit Abdullah, David Koffman, Amila Buturovic and Schnoor.

“Thabit and I have been colleagues and friends for years. Our life experiences have been quite different. The areas of our professional expertise barely overlap. And there are some significant differences between how we each understand the current awful war in Israel-Gaza, its reverberations here in Canada and on our campus, what brought us to it and what might bring us out of it,” says Koffman. “But we share in common more important things: a commitment to slow thinking, depolarized learning, deeply humanist ethics and civil dialogue. We’ve been meeting regularly since Oct. 7 to talk. With the encouragement of York’s Religious Studies program, we’ve opened up our dialogue space to anyone who wants to enter.”

About the Open Office Hours series, Buturovic says: “Open Office Hours are an opportunity not just to hear what professors have to say about the challenges on campus or dispense advice but also a safe forum to help understand the multiple ways this crisis is experienced and, hopefully, overcome through open and honest conversation. It is a way to learn as much as a way to process one’s views and emotions.”

The Bridging the Gap and Open Office Hours initiatives get to the fundamental purpose of the ORD Program: creating opportunities for people to develop the skills, knowledge, and relationships required to fully consider challenging ideas and issues. Both Bay-Cheng and Provost Lisa Philipps, whose office co-sponsors ORD, see the capacity for openness to new ideas and respect for people with differing views as essential ingredients for a healthy university community.

“Students need openness and respect in the classroom and for their careers after York, scholars need it to engage in constructive scholarly discourse, and staff members need it to experience an affirming and equitable workplace culture,” says Bay-Cheng.

“We know that community-driven initiatives encourage connections and conversations that underpin a wider culture of well-being,” says Philipps. “The projects and programs we’ll be able to support can create a greater sense of inclusion and safety on our campuses, and that’s what makes learning possible.”

Virtual information sessions about the ORD Program have been scheduled for Tuesday, March 19 at 4 p.m. and Wednesday, March 20 at noon, should interested applicants have any questions. Additional information sessions will be scheduled in the upcoming months.

Details are available on the website, along with the application form: yorku.ca/vpepc/strategic-priorities-initiatives/respectful-dialogue.

The future of disease diagnostics explored at Lassonde

A modern research hub at York University’s Lassonde School of Engineering is focusing on scientific innovation to transform the future of disease diagnostics.

Picture state-of-the-art technologies, busy researchers wearing white lab coats and futuristic, artificial intelligence-powered tools with capabilities beyond imagination. That is the Laboratory of Advanced Biotechnologies for Health Assessment (LAB-HA).

“LAB-HA’s mission is to develop wearable biomedical devices for early detection of burdensome diseases,” says Razieh (Neda) Salahandish, director of LAB-HA and assistant professor in the Department of Electrical Engineering & Computer Science.

Early detection of diseases plays a key role in improving patient outcomes and care. Unfortunately, many diseases are diagnosed through complex and invasive processes requiring expensive equipment and facilities. LAB-HA is committed to changing this reality by creating cost-effective, non-invasive and convenient solutions.

It does so through a wide-ranging approach. “Our work applies all kinds of scientific methods in a multidisciplinary approach to disease diagnostics,” says Salahandish. “There are many different scientific disciplines required to support our research. We have chemists and computer scientists working alongside electrical, software, computer and mechanical engineers.”

Professor Neda Salahandish and student researchers working in LAB-HA
Professor Neda Salahandish and student researchers working in LAB-HA

Researchers at LAB-HA include both undergraduate and graduate students who help lead and support complex research projects and activities, enhancing their academic experiences and technical skills.

Many of LAB-HA’s projects are also conducted in collaboration with leaders in the health science industry, including the University Health Network and St. Michael’s Hospital, as well as startup companies, elevating research impact and capabilities.

Among LAB-HA’s initiatives is a smart contact lenses project. With support by the Lassonde Innovation Fund, the lab is working with the Department of Mechanical Engineering to fabricate smart contact lenses – wearable devices that can non-invasively collect patients’ tears and examine the presence of biomarkers – to support the early detection of various eye diseases and improve patient outcomes.

In another project under review by the Alzheimer Society of Canada, LAB-HA is developing smart goggles that can help diagnose and monitor the progression of Alzheimer’s disease.

Though there is currently no gold-standard technique for clinical and non-invasive detection and monitoring of Alzheimer’s disease, electrical activity in the brain, which can be measured using an electroencephalogram (EEG) test, has been associated with the presence of the disease. Less-explored indicators of the disease include various representations of eye and iris movements, which can be examined using eye movement tracker cameras.

The clinical relevance of these eye movements, EEG signals and iris responses in Alzheimer’s disease will be determined in a first-of-its-kind biomarker discovery initiative establishing a correlation between Alzheimer’s disease and these features.

LAB-HA will use this knowledge to develop smart goggles with embedded cameras for eye tracking and iris response measurements as well as extended electrodes for scalp EEG acquisition. Results will be analyzed using machine learning methods and retrieved on a portable device like a mobile phone.

Another research initiative at LAB-HA, currently in its early stages, focuses on the development of wearable devices that detect inflammatory biomarkers associated with cancers and chronic inflammatory conditions. This work, funded by a Natural Sciences & Engineering Research Council of Canada Discovery Grant, has the potential to expedite chronic inflammation diagnoses, which are the root cause of many diseases. These research efforts can also help reduce the need for time-consuming investigational procedures.

Learn more about LAB-HA on the lab website.

Schulich launches new Graduate Diploma in Accounting Analytics

Spreadsheet Data On Computer Monitor In Office

York University’s Schulich School of Business, a global leader in digital accounting and data analytics, recently announced the launch of its new Graduate Diploma in Accounting Analytics (GDAN).

The diploma program will provide accounting professionals with the latest expertise in accounting data analytics and visualization, helping them to hone their critical thinking abilities and cultivate analytical and leadership skills within the dynamic world of data analytics and information technology in accounting. 

Shanker Trivedi,
Shanker Trivedi

“The Graduate Diploma in Accounting Analytics is designed to develop graduates who are well-versed in the interface between the broad areas of accounting, information technology, data analytics and data visualization,” says Shanker Trivedi, director of Schulich’s Master of Accounting (MAcc) program and associate professor of accounting. “What sets our program apart is its focus on practical, immediately applicable skills that empower graduates to make an immediate impact in their careers.” 

The program includes a hands-on, real-world consulting project carried out at an organization, requiring students to provide data-based, actionable, strategic business insights. The program also embraces generative artificial intelligence technologies, guiding students to use them effectively and securely in an accounting context.

GDAN’s Associate Program Director Manuel Campos, a Schulich alumnus and digital transformation expert, provides a robust industry perspective that will help students acquire the analytics and consulting skills required by the market.

The fully remote, part-time diploma program – one of the first of its kind in Eastern Canada – will commence in September of this year and will be offered online over an eight-month period. The program is designed for accounting graduates or professionals with two to four years of accounting-related work experience.

For more information about Schulich’s new Graduate Diploma in Accounting Analytics, visit the program website.

York graduate students explore motherhood

child holding onto mother's skirt

In the midst of ongoing debates surrounding reproductive rights, five York University graduate students had work published in the Journal of the Motherhood Initiative that looks to re-evaluate conventional notions of motherhood beyond essentialist and biological frameworks.

The students’ essays have been published in the Winter/Spring 2024 issue of the journal, which was founded and edited by Andrea O’Reilly, a professor in the School of Gender, Sexuality & Women’s Studies at York. The biannual, peer-reviewed scholarly journal is dedicated to advancing the discourse on motherhood from a global and interdisciplinary standpoint, offering a diverse array of scholarly insights into the multifaceted concept of motherhood.

Andrea O'Reilly
Andrea O’Reilly

“The defining mission of the Journal of the Motherhood Initiative,” O’Reilly writes in her introductory notes, “is to promote and disseminate the best current scholarship on motherhood, and to ensure that this scholarship considers motherhood both in an international context and from a multitude of perspectives, including differences of class, race, sexuality, age, ethnicity, ability, and nationality, and from across a diversity of disciplines.”

With ongoing support from the Social Sciences & Humanities Research Council of Canada, the journal continues to serve as an important platform for advancing an understanding of motherhood.

The five essays – among a total of 11 in this issue – written by York graduate students build on that tradition.

Thea Jones, a PhD student in the Graduate Program in Gender, Feminist & Women’s Studies, critically examines the impact of breastfeeding mandates on breastless parents who have undergone mastectomies in her essay. Jones challenges normative motherhood discourses and highlights the exclusion of non-conforming parenting bodies from mainstream narratives.

In her essay, Ame Khin May-Kyawt, a PhD candidate in the Graduate Program in Social & Political Thought, explores the experiences of socially displaced refugee women/mothers from Southeast Asia to Canada. Through an intersectional lens, May-Kyawt sheds light on how these women navigate their gender norms and identities while fulfilling multiple roles.

Katrina Millan, another PhD student, presents a compelling analysis of post-apocalyptic narratives in her article “Only Mom Can Save the World.” Millan advocates for a queer futurism that challenges heteronormative mandates and offers alternative visions of human futurity.

Winter/Spring 2024 Issue of Journal of the Motherhood Initiative
Winter/Spring 2024 Issue of the Journal of the Motherhood Initiative

Tina Powell, a PhD student in Gender, Feminist & Women’s Studies, addresses the marginalization of mothers in feminist scholarship and economics. Powell calls for an intersectional approach to understanding motherhood, one that acknowledges and addresses the unique challenges faced by mothers in contemporary society.

Sofia Ahmed, a PhD student specializing in feminist and gender studies, delves into the complexities of Muslim motherhood. Ahmed invites readers to explore the myths, challenges and spiritual insights of motherhood through the lens of Islam, celebrating the empowerment and resilience of Muslim mothers in navigating societal constructs.

The students’ contributions not only aim to enrich the scholarly discourse on motherhood, but also underscore the journal’s commitment to fostering inclusivity and representation within motherhood studies, a comparatively new field of academic study that O’Reilly, who has authored and edited more than 20 books devoted to motherhood, has spearheaded.

“I think that good scholarship of motherhood matters,” O’Reilly once told an interviewer. “But for me it matters more when we can use that scholarship in a way to effect societal cultural change.”