York’s three-year budget plan approved

Featured image VARI Hall drone image of the commons and Ross Building

La version française suit la version anglaise. 

York University’s three-year budget plan has been approved, taking a thoughtful and prudent approach to secure long-term success.

Like many post-secondary institutions across Canada, York University has been actively managing emerging financial pressures resulting from post-pandemic enrolment trends, government funding frameworks, inflation and other factors. After extensive consultation and dialogue with all Faculties and divisions, the three-year rolling budget 2023-26 was approved by the Board of Governors and presented at Senate in their June meetings. 

The budget plan ensures that an in-year balance can be achieved in 2025-26 while continuing to advance the strategic priorities outlined in the University Academic Plan 2020-2025 for the long-term success of the University. York’s financial reserves will help mitigate the near-term impact of revenue shortfalls.

“York’s strong vision continues to shape the academic programs, research, creative activities and innovation that are elevating our reputation, attracting high-quality students, faculty and staff, and enhancing the well-being of the communities we serve,” said Rhonda Lenton, president and vice-chancellor.

Provost and vice-president academic Lisa Philipps added, “York has made extraordinary progress over the past few years, with teaching and research advances, improved global and domestic rankings, innovative curricula, more experiential learning opportunities, and a new campus in Markham actively preparing to welcome students next year. All these initiatives are designed to meet the needs of our current and future learners, and further strengthen York’s commitment to driving positive change.

“Providing new and returning students with high-quality experiences and supports is key to our success and remains a top priority for the University,” said Philipps. 

Steps are now being implemented across the University to help achieve the planned recovery, including both short-term cost reductions and initiatives that will drive growth, innovation and enrolment.


Le plan budgétaire triennal de York a été approuvé, adoptant une approche réfléchie et prudente pour assurer le succès à long terme.

Comme de nombreux établissements d’enseignement postsecondaire au Canada, l’Université York doit faire face à des pressions financières émergentes résultant des tendances d’inscription postpandémiques, des cadres de financement gouvernementaux, de l’inflation et d’autres facteurs. Après une consultation et un dialogue approfondis avec toutes les facultés et divisions, le budget triennal glissant de 2023-2026 a été approuvé par le Conseil d’administration et présenté au Sénat lors des réunions de juin. 

Le plan budgétaire garantit l’atteinte d’un équilibre durant l’exercice 2025-2026 tout en continuant à faire progresser les priorités stratégiques définies dans le Plan académique de l’Université 2020-2025 afin d’assurer le succès à long terme de l’Université. Les réserves financières de York permettront d’atténuer l’impact à court terme du manque à gagner.

« La vision forte de York continue de façonner les programmes académiques, la recherche, les activités créatives et l’innovation qui renforcent notre réputation, attirent des étudiants, des professeurs et du personnel de qualité et améliorent le bien-être des communautés que nous servons », a déclaré Rhonda Lenton, présidente et vice-chancelière de l’Université.

Lisa Philipps, rectrice et vice-présidente aux affaires académiques, a ajouté : « York a réalisé des progrès extraordinaires au cours des dernières années, notamment des avancées en matière d’enseignement et de recherche, une amélioration des classements mondiaux et nationaux, l’offre de programmes d’études innovants et de possibilités additionnelles d’éducation expérientielle ainsi qu’un nouveau campus à Markham qui se prépare activement à accueillir des étudiants l’année prochaine. Toutes ces initiatives sont conçues pour répondre aux besoins de nos apprenants actuels et futurs et consolident l’engagement de York envers la création de changements positifs. 

« Offrir des expériences et un soutien de grande qualité aux nouveaux membres de la population étudiante et à ceux et celles qui poursuivent leurs études est la clé de notre succès et reste une priorité absolue pour l’Université », a-t-elle précisé. 

Des mesures sont actuellement mises en œuvre à l’échelle de l’Université pour contribuer au redressement prévu, y compris des réductions de coûts à court terme et des initiatives qui stimuleront la croissance, l’innovation et les inscriptions.

Schulich student wins Vector Institute AI scholarship

Medical,Healthcare,Research,And,Development,Concept.,Doctor,In,Hospital,Lab

Darren Singh, a candidate for the Master of Management in Artificial Intelligence (MMAI) at York University’s Schulich School of Business, was named a winner of this year’s Vector Scholarship in Artificial Intelligence (VSAI).

Darren Singh
Darren Singh

Valued at $17,500, the merit-based VSAIs are bestowed upon top candidates pursuing studies in either Vector-recognized master’s programs, which provide students with the AI skills and competencies sought by employers, or individual AI study paths in Ontario.

“The Vector Scholarship allows me to have peace of mind while pursuing my MMAI and serves as a reminder that hard work does pay off,” said Singh. “The countless late nights that I had spent studying, working on assignments and programming during my undergraduate degree in astrophysics and computer science at York University played a large role in me receiving this award.”

Singh says the scholarship will allow him to focus more on his studies and less on funding his education. He is also looking forward to familiarizing himself with Vector Institute’s vast network which will accelerate his learning and education in AI.

“The MMAI, being a 12-month professional degree related to artificial intelligence, allows me to obtain a graduate degree without needing to remain entirely in academia,” says Singh. “The Artificial Intelligence Consulting Project (AICP) that is part of the degree will enable me to obtain relevant work experience before I graduate and enter the workforce.”

Scholarship recipients become part of the Vector Institute’s community of renowned researchers, major Canadian companies and AI startups solving high-impact problems. Recipients receive support for their education, and affiliation with Vector can open high-quality career options through Vector’s networking and career events, Digital Talent Hub and professional development programming.

‘YFile’ piloting new text-to-speech accessibility feature

Woman enjoying listening to something with headphones on

YFile has launched a new pilot project which aims to improve accessibility to its content.

YFile stories now offer text-to-speech capability, allowing readers the opportunity to listen to YFile via artificial intelligence-generated voices. Readers can click on the grey bar at the top of each article – including this one – to initiate the audio version of the story. Look for the text “Click to listen to this story.”

As this is a pilot project, with room for growth and improvements, the YFile editorial team welcomes feedback at yfile@yorku.ca.

Professors create VR summer program for high school students

child using virtual reality goggles

York University Faculty of Science Associate Professor Derek Jackson, and Kyle Belozerov, a sessional assistant professor, have partnered with Science Engagement Programs to develop a new Spark Lab virtual reality (VR) research course that will introduce high school students to pharmaceutical chemistry.

Derek Jackson
Derek Jackson
Kyle-Belozerov
Kyle Belozerov

Spark Lab courses are week-long sessions designed for students in grades 9 to 12 who are interested in gaining hands-on experience in the science labs. The Faculty of Science offers courses in the experimental and research categories.

Experimental courses are developed and taught by York undergraduate and graduate students, teacher candidates, or Ontario-certified teachers, while research courses are developed and led by graduate students and/or professors and are based on the research they are conducting at York.

Students enrolled in the new Pharmaceutical Chemistry research course – which runs from July 17 to 21, from 9:30 a.m. to 3:30 p.m. at the Keele Campus – will explore modern pharmaceutical chemistry through hands-on laboratory drug synthesis experiments and by using virtual reality (VR) to examine their structure and how they interact with their targets. By the end of the week, students will have a deeper understanding of biological molecules and the foundations of drug action in the human body.

As a postdoctoral researcher at the Emory University Medical School, Belozerov worked on pre-clinical development and testing of drug candidates targeting an aggressive form of brain tumor called glioblastoma. He also has taught pharmacology to students in the nursing program at York.

Jackson’s expertise is in organic chemistry, a field of study that is used to synthesize the molecules found in a large number of medications, ranging from everyday medicines, like Tylenol, to complex and life-saving cancer medications. The professors have combined their respective areas of expertise to develop an engaging and dynamic summer lab course for curious Toronto high schoolers.

For more information about Belozerov and Jackson and their pharmaceutical chemistry course, visit the Science Engagement Programs website.

To register for this course, visit the online ActiveWorks registration system.

Schulich launches Schulich Venture Academy with star faculty team

diverse group of workers collaborating in meeting room

The Schulich School of Business at York University announced the launch of the Schulich Venture Academy – a new talent upskilling program for tech professionals featuring a star group of program directors from Canada’s startup ecosystem.

The Schulich Venture Academy will launch four Schulich Masterclass Venture Certificates focused on leadership roles, identified by Schulich and its faculty, industry advisors and alumni as crucial to fuelling the country’s next wave of tech ecosystem growth.

The inaugural four Masterclass Venture Certificates and program directors are:

Schulich Masterclass Certificate in Venture Finance with Leen Li, CEO at Wealthsimple Foundation and former CFO at Wealthsimple

Li will focus on teaching the next generation of finance professionals how to scale a venture-backed company and says: “After a long career, I am honoured to contribute my expertise through the Schulich Venture Academy. Scaling start-ups is a nuanced and complex process, which needs leaders in finance, operations and more to be nurtured in their specific roles.”

Schulich Masterclass Certificate in Venture Talent with Jenny Do Forno, head of talent at OMERS Ventures, which boasts $1.8 billion under its management

Do Forno will work with talent people professionals to teach them advanced strategies for attracting, retaining and developing talent in a venture-backed company and says: “This new Academy has the potential to have a deep impact on Canada’s startup ecosystem. People and talent strategies play a pivotal role in creating standout Canadian companies and, as a veteran in the industry, I feel privileged to be part of building the next generation of talent leaders.”

Schulich Masterclass Certificate in Venture Operations with Izabella Gabowicz, vice-president of operations at Q2 and former COO at Sensibill, which raised $57 million and was acquired last year

Gabowicz will work with professionals in operations to dig deeper into the metrics, systems and strategies required to scale operations in a venture-backed company and says: “As an operator who’s lived through raising, scaling and selling a startup, I can attest that having the right talent who understands these needs is critical. In being a part of this national initiative to educate our future leaders, I look forward to giving back and cultivating the next generation of Canadian startup talent.”

Schulich Masterclass Certificate in Venture Capital with Prashant Matta, general partner at Panache Ventures and one of Canada’s most highly regarded venture capitalists (VC)

Matta will work with aspiring and growth-minded VC professionals to take their investing and career strategies to the next level and build the next generation of Canadian VC talent to support venture-backed firms across the country. Says Matta: “I’m thrilled to be part of the Schulich Venture Academy, which is committed to changing the way we develop startup talent. As one of Canada’s most active early-stage VCs, I know this will make a difference in how Canadian startups compete and scale.”

Schulich also announced it will be taking applications of interest for a fifth Masterclass Venture Certificate from potential program directors at its booth at Collision Conference 2023 in Toronto next week.

The Schulich Venture Academy was designed and built by award-winning Schulich Adjunct Professor Chris Carder and Schulich Entrepreneur in Residence and VC Cherry Rose Tan, in conjunction with the top-ranked Schulich ExecEd, which is among the world’s 30 best executive education providers according to the Financial Times.

“The startup ecosystem is filled with so many talented people in crucial supporting roles,” says Tan. “But as a country, we need to elevate and upskill them more effectively by giving them opportunities to learn from and be mentored directly by senior, proven leaders in their fields of expertise and interest. We’ve spent countless hours mapping the Academy out with senior leaders in the innovation economy and asking them what was needed next in order to scale growth. We’re thrilled to make this announcement on the eve of Collision Conference 2023 and start recruiting the first wave of lifelong learners to join the program.”

The Schulich Venture Academy begins classes in October 2023 in small online class sizes (maximum 25 per class) and will feature exclusive in-person networking opportunities with senior leaders in venture finance, venture operations, venture talent and venture capital.

Taught by industry stars with decades of experience, connections and successes under their belts, these programs are not theoretical. Tech professionals will learn strategies, frameworks and tools that can be immediately applied to their organization.

Upon completing a Schulich Masterclass Venture Certificate program, participants will receive a digital certificate credential.

Rami Mayer, the executive director of Schulich ExecEd, adds: “We’re excited to announce that our Academy graduates will celebrate the completion of the program at Schulich ExecEd Centre in downtown Toronto, and privately network with star program directors and other influential leaders from the venture ecosystem. In addition to providing skills and knowledge by way of completing the program, the program’s exclusive events are invaluable to graduates who look to build deeper relationships with marquee business leaders.”

This news follows two recent major tech sector announcements from the Schulich School of Business, including the launch of Canada’s first Tech MBA and the announcement of a joint Venture Studio with OneEleven.

For more information about the Schulich Venture Academy, visit this page.

York language students work with Japanese writing buddies

Students in the Intermediate Written Communication in Japanese course

By Elaine Smith

A new course at York University offered Japanese language students an opportunity to connect with a group of pen pals in Japan.

Intermediate Written Communication in Japanese (JP2010) is a full-year elective that focuses solely on writing, says Noriko Yabuki-Soh, an associate professor in the Department of Languages, Literatures and Linguistics. And, no wonder.

Noriko Yabuki-Soh
Noriko Yabuki-Soh

“Learning to write in Japanese takes time because there are three different writing systems which also incorporate Chinese characters,” she said.

Yabuki-Soh was eager to connect her students with the Japanese community through their writing as a way of ensuring the students had an authentic experience and learned some of the colloquial expressions commonly used in Japan today. She turned to York International, experts in globally networked learning (GNL), for assistance. GNL is an approach to teaching, learning and research 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. 

York International connected Yabuki-Soh with faculty at York partner universities and she found an interested colleague, Professor Jin Abe at Hitotsubashi University, a Tokyo-based national university and York University exchange partner.

To interest Japanese students in taking part, Yabuki-Soh created a recruitment poster and promotional video. Not only did local students apply; there were responses from students from other countries who were studying at Hitotsubashi, as well as Hitotsubashi students studying on exchange programs in other countries. Sixteen students joined the program to work with Yabuki-Soh’s class, which also had 16 students.

“It was a very diverse group with students from all over the world,” she said. “It was good for our students to work with other people their own age who had similar interests.”

The two groups interacted every two weeks throughout the course through various writing projects and using Google Docs. For example, Yabuki-Soh assigned her students to write opinion pieces for posting online on topics that interested them, providing samples in Japanese newspapers for guidance, and their Japanese peers would comment about the ideas put forward. 

“We’d review opinion pieces together in class, ensuring they understood the grammar, and I’d lecture about the writing style appropriate to the task,” she said. “Posting the pieces to Google Docs worked well, given the 14-hour time difference. The Japanese students could comment at any time of day.”

For another project, Yabuki-Soh paired each York student with a Japanese student, provided them with a list of questions and asked them to interview each other about the city where they lived or the town where they grew up. The York students were required to create an essay about their partners using the proper format for quotes. The York students also used the content for their final course essay, comparing their own hometown to their partner’s.

“They learned a lot about each other,” Yabuki-Soh said.

While class interaction was confined to Google Docs, students who expressed an interest in sharing their email addresses had the opportunity to connect individually with their overseas counterparts.

Jessell Miranda
Jessell Miranda

Jessell Miranda, a graduating economics major, said she studied both Korean and Japanese because she loves the languages. With no advanced Japanese class offered during the winter semester, she opted for the writing course.

“I don’t want to lose what I’ve learned, and I wanted to test my understanding of the language,” Miranda said. “It was really fun and enjoyable, because we were communicating with people from our own age group, not simply talking to the professor.

“I feel more confident about writing as a result, but I also realize how much more there is to learn.”

Risha Pelchat, a fourth-year translation major at Glendon College, called the class “amazing.”

“It gave me the chance to apply what I’ve learned in real life,” she said. “In addition to being able to apply Japanese in a real-life situation, I was able to deepen my cultural understanding. Moreover, the Japanese students were from the same generation and relatable, which made our interactions especially enjoyable.

“The course was invaluable. It took my Japanese to another level. Now, I can write and be confident that people will understand what I’m saying in just about any situation.”

Lisa Endersby, the educational developer from the Teaching Commons who assisted with the GNL portion of the class, added, “GNL is a powerful, practical model for faculty to engage in the same experiences they hope to share with their students – meaningful collaboration, cross-cultural learning and academic work to impact timely, global issues. The faculty I support in GNL projects often share how these experiences are uniquely impactful for their students’ personal and professional development, connecting them to people and places they may have previously only read about.”

For more information on JP2010 and other JP courses, visit the Japanese Studies Program website.


York faculty members interested in exploring a GNL project with a partner overseas can connect with Shirley Lam and Helen Balderama through gnl@yorku.ca.

Leader in student success earns Lynda Tam Guiding Light and Legacy Award

a man holding a trophy

Agata Stypka, student success coordinator in the Faculty of Health, received the award from the Advising Community of Practice and Peer Leader Community of Practice in recognition of her unwavering commitment to students through her work in delivering excellence in student success and peer leadership programming.

The annual award was established in honour of Lynda Tam, who served as the first assistant dean, students in the School of the Arts, Media, Performance & Design (AMPD) where she had a profound impact on the student experience through shaping student services, advising, and peer mentoring programs. She was also a founding co-chair of the Peer Leader Community of Practice.

Agata Stypka
Agata Stypka

Through her creative and imaginative approach, she developed programs and initiatives that helped students excel and reach their academic, personal, and professional goals. Tam exemplified student service excellence across York University and was a coach and a guiding light to students, staff, and faculty.

Stypka received this year’s award for exemplifying many of Tam’s qualities. Stypka is known as a leader in student success, who contributes to and has impact in student success programs and initiatives across campus. As the longest standing student success coordinator in Calumet and Stong Colleges, Stypka is credited with the delivery of high impact initiatives such as Peer Assisted Study Sessions (PASS), Agents of Change, Orientation and Peer Leadership Training.

“Agata is a welcoming and empathetic partner who works tirelessly to support her colleagues and champion student success and peer leadership across York’s campus and within our alumni community,” shared Jennine Rawana former head of Calumet College and Department of Psychology associate professor.

“Agata works tirelessly to support peer leaders to help them become proficient in their roles and brings a level of excellence to her programming, all with the intention of support students and their development,” says Mazen Hamadeh, associate dean, students, Faculty of Health and former head, Stong College.

As part of the award, art was commissioned from AMPD student Paria Shahverdi. The artwork is named “Peace” and was inspired by Tam, her illumination of shine, beauty and care, and the hope that she is now at peace. “This painting exemplifies the light and hope Lynda shared with those around her,” shared Catherine Salole, a member of the Selection Committee.

The award was presented to Stypka in a surprise meeting that included colleagues from the Faculty of Health, members of the selection committee and her nominators – Rawana and Robert Bishop, director, Student & Academic Services & Strategic Initiative. 

“It is an immense honor to receive this award and I am humbled. I had the opportunity to meet and work with Lynda and she certainly was a guiding light for me as I began my career at York. The beautiful painting of the dove is a wonderful reminder of the important work that universities do in the pursue of justice and peace and creating positive change,” said Stypka.

York students learn side-by-side with Colombian classmates

GNL Zamora

By Elaine Smith

Students are easily tempted by courses that include a trip abroad as part of the curriculum, but Hispanic Geopoetics: Geography, Literature, Identity, taught by Alejandro Zamora, offered an extra treat: classmates from the Universidad del Magdalena (UniMag) in the Colombian Caribbean region of the course’s field study.

Zamora, an associate professor of Hispanic studies at Glendon College, York University, has taught the course previously, but the 2023 edition became a joint venture, thanks to the use of a Hyflex classroom that allowed students to participate regardless of location. Throughout the winter semester, the 12 York students and eight UniMag students participated together in class discussions, class projects and assignments. By the time the field visit to Colombia came around, the classmates were fast friends.

Students in the Hispanic Geopoetics: Geography, Literature, Identity course taught by Alejandro Zamora, offered an extra treat visited the Colombian Caribbean region
Students in the Hispanic Geopoetics: Geography, Literature, Identity course taught by Alejandro Zamora, offered an extra treat visited the Colombian Caribbean region

“This was the first time we had a globally networked learning (GNL) component as part of the course and it was fantastic,” Zamora said. “The Colombian students could enrol, attend via Zoom and get course credits.” GNL is an approach to teaching, learning and research 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.

“From day one, I constantly ensured that both sets of students interacted through group work and assignments and it made a real difference when we visited Colombia; relationships and joint projects were already established.”

Geopoetics is a critical approach that investigates the relationships between literature, geography and natural and built environments; how literature can enrich understanding of a place or a territory, and vice versa. Zamora’s course explores One Hundred Years of Solitude, the influential novel written by Nobel Prize-winning author Gabriel García Márquez.

“This novel is deeply rooted in the Colombian Caribbean, and is also a synthesis of various regions,” said Zamora. “This course is a unique opportunity to study this novel in relation to the place that infuses its pages and language.”

As part of the Spanish program at Glendon, the course is taught in Spanish and has intermediate Spanish as a prerequisite. Students outside the program have the option of reading the novel in English or French, but still need the ability to converse in Spanish. In addition to Glendon students, it draws students from various Faculties on the Keele Campus.

During Reading Week, the York students travelled with Zamora to Colombia to meet their classmates and visit many of the locations depicted in the book, starting and ending in Santa Marta.

“There was full immersion on both sides,” Zamora said. “We travelled, visited sites and museums together, had meals together and learned about each other’s cultures. The students had meaningful conversations well beyond the scope of the course. What we experienced there surpassed expectations.

“In addition, the trip brought the book to life. We explored the villages and the local narratives that inspired the novel. In order to get a real sense of the history and political struggles of the region, you need to be there, talk to the people, and feel it. As one of my Colombian students put it: ‘We were reading the novel with our five senses.’” Students also got the opportunity to interact with local faculty and artists, “who were decisive to the success of the field trip.”

Two of the York students in the course agreed that the trip and the involvement of Colombian classmates offered invaluable insights into the book.

“It’s a tough read,” said Diego Pereira, a second-year Glendon psychology major who is originally from Brazil, “but I understand things better and everything is clearer after the trip and being where Marquez got his inspiration.”

Nicole Davis, a fifth-year Glendon student is majoring in political science with a minor in Spanish.

“Being in Colombia helped provide a clearer picture of the book and why the geography is so important,” she said. “It’s a great mix of fact and fiction and it probably couldn’t have happened elsewhere.”

They couldn’t say enough about the joys of learning side-by-side with classmates from another culture and the opportunity to travel with them.

“All the students from Colombia enriched the experience and made a difference,” said Pereira. “Examples from their lives helped illustrate the book.”

Davis added, “I really only knew two people going into the course and I cried the last day. It was a really good group and we built the type of relationships where if we haven’t spoken for years and message each other, the bond will be there.

“I’m also really grateful for the Global Skills Opportunity (through CALAREO) bursary that let me go on the trip. I’d never been to South America and I was able to confront all the stereotypes and biases you see in the media and meet all these wonderful people. I didn’t expect a school trip to be the most amazing trip I’ve ever gone on.”


For information on faculty-led programs and GNL project collaborations connect with York International helencb@yorku.ca and swhlam@yorku.ca.  

UIT offers tips to stay safe on social media

social media smart phone

In a digital age, exercising caution and best judgement on the internet is important.

As an institution that leverages technology to learn, work, collaborate and socialize, the York University Information Technology (UIT) department reminds the community of how to best engage online safely.

Below are tips from UIT to help protect privacy when using social media platforms for personal or professional use.

  1. Review and update privacy settings: This allows you to limit who can view your information. Consider all types of platforms, including payment and music applications.
  2. Use two-factor authentication on all accounts: This helps to protect accounts and data from those who may be trying to steal or misuse them.
  3. Do not share personal information: This includes address/location, special events such as vacation, or a new purchase that criminals may target while you are away.
  4. Avoid using apps that track location: If you choose to allow location data to be shared, only enable access when using the app.
  5. Use unique, strong passwords for each site: Use a unique password for each social media site. Use a strong password that does not include info you may have shared online.
  6. Filter content on platforms you frequently use: These platforms also often offer a way to report inappropriate or hurtful content and block users.
  7. Delete accounts you no longer use: Hackers look for unused accounts they can hijack to use for impersonation. Deleting an app from your device does not remove the account – you must delete the account itself.
  8. Beware of social media phishing: Tailored phishing messages can be made from info taken from social media. Beware of unsolicited messages that can be from fake accounts.

For more information, visit the UIT website or contact a member of the team.

Michael Tulloch offers Osgoode grads three career lessons

Michael Tulloch

During the June 23 convocation for York University’s Osgoode Hall Law School, Ontario Chief Justice Michael Tulloch used the occasion of receiving an honorary doctor of laws degree to impart critical lessons to guide graduands in their legal careers.

Tulloch began his address to graduands by praising his formative time 30 years ago as a student at Osgoode. “Without the legal education and the community that this law school provided me I know with certainty that I would not be standing here this afternoon as a judge on one of the greatest and most prestigious Courts of Appeal in the Commonwealth and North America,” he said.

The ceremony led him to reflect on what it was like when he was in the graduands’ position, when he graduated as part of the Class of 1989. “At the time, I had no idea where I, or any of my classmates, would be 20 years later. But one thing we all had was a lot of hope and a real sense of pride in our accomplishments,” he said.

Decades onward, he assured grads that they’ll marvel – as he has – where that hope might take them. “Many of my classmates became outstanding lawyers, judges and academics. Some with international renowned reputations for their contributions,” he said. As Professor Emerita Mary Jane Mossman’s introduction of Tulloch made clear, he resides among the most successful from his class thanks to an accomplished career as a crown prosecutor and private practice lawyer, before being appointed to the Ontario Superior Court in 2003, to the Court of Appeal in 2012 and as Ontario Chief Justice in 2022.

“There is no doubt that 20 years or 30 years from now, most of you will be distinguished leaders within the legal profession and the Canadian society as a whole,” he said.

Tulloch proceeded to then offer graduands three important lessons that have helped keep him grounded and focused throughout his career.

“Be grateful for the privileged position that we are in his lawyers here in Canada,” he cited as the first lesson. “Where we have an amazing scientific, medical and legal infrastructure. Where political and economic stability is the norm. Where the majority in our society aspire to create a just society with a social safety net that tries to catch those in our society that may be less economically and socially fortunate.” While he acknowledged that there are now notable challenges Canada and the world face, he encouraged graduands to remember to keep those privileges and benefits in focus in order to keep preserving them.

“The world is smaller than we think, and the legal profession is even smaller,” Tulloch said of his second lesson. “Someone used to tell me that there are six degrees of separation between us, but I strongly believe that there’s only one degree.”

Mary Condon, Michael Tulloch, Kathleen Taylor
Provost and Vice-President Lisa Philipps, Michael Tulloch and Chancellor Kathleen Taylor

He asked a graduand in attendance named Ali Kwinter to stand up as way of example. “You don’t know me, as you and I have never met,” he said to Kwinter. However, he proceeded to reveal that he did know her uncle – also a lawyer – with whom he has worked out with once a week for nearly 30 years. That morning the two men had been talking, and her uncle happened to mention that his niece would be graduating that day. “That’s how I got to know who you are,” said Tulloch to Kwinter. “That’s evidence, in my view, that we’re all only one degree of separation apart.

“The moral message of this is that the world and the legal profession is so small, and we’re so interconnected, that our reputation matters and we must always guard our reputation fiercely. As the end of the day, our reputation is all that we have.”

For his final lesson, Tulloch stressed that, “People matter, especially in a global world.” As the law changes – through technological advances, globalization and equity, diversity, inclusion and decolonization initiatives, to name a few – he stressed one thing should remain steadfast.

“Amidst all these changes, one thing remains constant and that is the power of the human connection. The essence of our work lies in the relationships we build, the compassion we show and the difference we make in the lives of others,” he said. “Always remember that the people that you’re interacting with are human beings, and you need to understand and empathy. To try to relate to their situation and condition. The law is not just a set of rules. It is a powerful instrument of change, aimed at fostering the spirit of compassion, empathy, and unity.”

He ended his address reiterating the importance of working together to create change in the world. “Recognize that our collective strength far surpasses the sum of our individual capabilities. Each one of you possesses a unique set of skills, experiences and perspectives. And it is by harnessing the power of our collective diversity, that we can truly affect change. Remember, the legal profession is not a solitary endeavor. It is a tapestry woven by countless hands, each thread contributing to the greater whole. It is our duty as custodians of justice, to support and uplift one another. In a world that sometimes seems fractured and divided, and at times, politically polarized, or ideologically disconnected, it is through cooperation and unity that we can build bridges, restore trust, and create a more just society,” he said.

“Together we can create a legal system that is truly reflective of the diverse society we serve, and as you leave these hallowed halls today filled with hope, knowledge and ambition, I urge you to strive not only for personal success, but also for a broader vision of a more just, and equitable society. Seek justice not only within the confines of the courtroom, but also in your communities, in the boardrooms and in every aspect of your life,” he said. “Let us rise above adversity fueled by our collective determination to pursue justice, uphold the rule of law and create a brighter and more equitable world. Congratulation graduates, the world eagerly awaits the mark you will make.”