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Lassonde’s STEM programs reflect changing world

UNHack2022FEATURED image for YFile-01

By Elaine Smith 

The Lassonde School of Engineering is changing the face of STEM education to ensure it aligns with the world of the future by breaking down systemic barriers and offering opportunities for inclusion, while building excitement about STEM throughout. 

The journey begins with Lassonde’s k2i academy, an initiative that launched in 2020 and brings together an ecosystem of diverse partners to create more equitable outcomes for underrepresented youth (kindergarten to high school) in STEM.  

“The k2i academy works intentionally with partners, including the K12 sector, to address systemic barriers that hinder students and staff in engaging with STEM,” said Lisa Cole, director of programming for k2i. “We bring people together to create an ecosystem for equity-focused innovation.”

Students at the UNHack event
Students at a previous UNHack event

k2i has received more than $5 million in funding from a variety of partners in government and the private sector. It works alongside publicly funded school boards and community organizations to leverage collective resources to create and implement programs that strategically remove roadblocks for students and families, inspire future innovators and creators, and build capacity for others to engage in this work.  

“For example, the Bringing STEM to Life: Work-Integrated Learning program works with school board leaders to employ high school students while also working towards a high school physics credit,” said Michelle Tsui-Woods, k2i’s associate director of operations and development. “We know that students are not always taking the prerequisite courses they need to pursue STEM post-secondary studies and, at times, have to choose between work and learning. This program removes that barrier.” 

Cole notes, “We are always working alongside educators, exploring how to push boundaries with cost-effective, flexible tools so schools can update their programs and invest to get beyond the status quo.” 

As students consider their university options, the Lassonde Academy is on hand with a pre-university program that assists students in meeting the admissions requirements for STEM programs.  

“The program began in 2015 and has evolved over time,” said Sean Billingsley, director of recruitment and admissions, who leads the Lassonde Academy. “Initially, it expanded the number of students to whom we could make offers and has pivoted to become a tool to help increase access for underrepresented students, especially those who identify as female.” 

The Academy offers free, fully virtual, self-paced summer courses in chemistry, math and physics that students can pursue to boost their skills, build confidence in their capability and earn an offer from Lassonde. Although women were the initial target audience, the Academy is expanding to support other groups underrepresented in STEM fields. 

“The courses are tools designed to help students be successful going forward,” Billingsley said. “We are not replicating high school courses; the content was designed to strengthen transitions to first year while also engaging diverse learners.” 

The program courses are intentionally self-paced so prospective students can work around their other commitments. To date, more than 250 students have successfully completed the courses and proceeded to join Lassonde programs. 

Once students enter Lassonde, administrators, faculty and staff are committed to keeping them engaged and inspired. Jeffrey Harris, an associate professor, is leading a project redesign of the common core of engineering courses, including the first year. 

“These courses – about 30 credits – form a substantial part of the curriculum,” Harris said. “We’ve found that it’s not just about the curriculum; we need to think about the student experience and about education as an experiential journey for the learner.” 

With the support of the Lassonde Educational Innovation Studio, he and a working group have spent two years researching and redesigning the common core using design principles, interviewing students, doing a global environmental scan, incorporating innovations and adjusting procedures. They’re looking toward a more project-based experience for their students and will run a pilot program in Fall 2023 for 70 first-year students. 

The pilot will feature one course that runs throughout the semester with all the other courses offered sequentially in a more intensive fashion.  

“We’ll pilot this with existing courses and it will inform larger change,” said Harris. “We’re evolving the way we think about higher education and setting a new standard.” 

Lassonde students have other opportunities for enrichment, including the Bergeron Entrepreneurs in Science and Technology (BEST) program, administered by program manager Maedeh Sedaghat. 

The BEST Program offers students the environment, culture and resources to learn how they can use technology to solve societal challenges, become creators and grow as entrepreneurs. One of its main pillars is experiential education, such as UNHack and BEST Startup Experience (BSE); both are designed to empower students to develop essential skills like teamwork, critical thinking, creative problem solving, communications and decision-making.  

UNHack revolves around the United Nations Sustainable Development Goals (UN SDGs), challenges that underpin the University Academic Plan. During UNHack and BSE, students go through a structured learning journey using design sprint methodology and work in multi-disciplinary teams over a weekend to create innovative solutions to sustainability challenges proposed by community partners from across York University and beyond. All student teams get supports from their dedicated mentors throughout the experience and present their solution ideas to a panel of judges. Winning projects will have access to additional supports like coaching, resources for prototyping, and lab space to take their project to the next level and turn it into a startup.  

Other opportunities offered by the BEST Program include the BEST Certificate, BEST entrepreneurial co-op, and the BEST entrepreneurial Work Integrated Learning where students get to develop entrepreneurial mindset and learn how to play a greater role in the management of technological innovation in larger organizations or start their own ventures. 

“This is a safe space for students to experiment, explore their passions and strengths and achieve their full potential,” said Sedaghat. “Our programs provide students with multi-disciplinary education and experiences so they have the foundation, skills, knowledge and tools to feel confident in making big impacts in their communities and beyond.” 

Jane Goodyer, dean of the Lassonde School of Engineering, is justifiably proud of this suite of programs. 

“The work we do to increase engagement and interest in STEM is incredibly rewarding – whether it’s sparking initial interest among youngsters who never dreamed they could be engineers; providing a helping hand to prospective students; or facilitating the richest possible educational experiences for our current students,” Goodyer said.  

“To improve the world for everyone – our ultimate goal – we need different perspectives and approaches to global engineering and science problems. That only begins by making STEM education accessible to all and cultivating interdisciplinary connections through which our diverse creators can collaborate in making positive change.”  

Students thrive on York’s experiential education opportunities

Lisa Endersby, an educational developer with the Teaching Commons, welcomes attendees to the Student EE Symposium

By Elaine Smith

Thanks to York internship opportunities, graduating human resources student Khanh Do has a part-time job this term and Mohaimen Hassan, a third-year engineering student, has a job offer waiting for him upon graduation.

The two students, along with fifth-year geography student Averrie Vesico, were part of a March 8 panel at the EE Symposium, discussing their experiential education (EE) placements. The event was organized by a pan-University committee co-chaired by Lisa Endersby, an educational developer at the Teaching Commons, and Melanie Belore, associate director, experiential education for the Faculty of Liberal Arts &Professional Studies.

The students were excited about the growth opportunities they had thanks to their experiences. Do, who worked for electronics manufacturer Vexos, had the chance to work with a variety of software systems used to record employee data. In addition, she learned “to never give up and believe in what you do. There are a lot of opportunities out there if you are willing to put in the effort. I had the opportunity to work in different departments and transferable skills really do work.”

2. Lauren Rudolph, a third-year psychology student, explains her EE poster to attendees at the Student EE Symposium.
Lauren Rudolph, a third-year psychology student, explains her EE poster to attendees at the Student EE Symposium

During his co-op with consulting firm Deloitte, Hassan realized that he loved engineering.

“I was part of an engineering team and I improved my technical, collaboration and time management skills,” he said. “I love solving problems and this solidified that belief. It made me realize I had a lot to learn and that you need to have a growth mindset throughout your life.”

Vesico went on a Reading Week research trip to gain some hands-on research skills; she is now assisting the professor who led the trip with his research.

“I would never have approached him otherwise, but the trip introduced me to scientific research,” she said. “It has encouraged me to pursue physical geography and I am considering graduate studies.”

There were other student EE opportunities offered at the symposium, too, in the form of poster presentations. For example, Utku Ugur, a master’s student in political science, and his classmates in Regional Economic Development, worked with the Town of Grimsby to improve the municipality’s marketing communications in order to attract residents and investors.

“I certainly improved my communications skills in working with township officials and my peers,” said Ugur, an international student from Turkey. “I also improved my research skills. It was an opportunity to apply theory to real life.”

Abbie Mauno, a York BFA graduate who is finishing her teaching degree here, was enthused about teaching ceramics to high school students at Northern Secondary School in Toronto.

“It’s really fulfilling,” she said. “It’s an opportunity to be in an art community and talk about art with peers. During my teaching experience, my students actually taught me a lot in return, such as how to throw on the wheel. We do a lot of co-learning.

“Ceramics is an opportunity for tangible, hands-on learning using trial and error. The students experience failure and learn to grow in a safe way, and we all learned more about tenacity, problem-solving and persistence.”

The event also featured a welcome from Will Gage, associate vice-president, teaching and learning, on behalf of the provost, calling EE an example of the University Academic Plan in action as it advanced 21st century learning. A panel of faculty and staff – Sheril Hook, associate dean of teaching and learning for York University Libraries; Geneviève Maheux-Pelletier, director of the Teaching Commons; and Yvette Munro, assistant vice-provost, student success – each discussed the value of EE from their perspectives. 

“EE helps build confidence, no matter what the discipline,” said Hook. “It helps you feel employable and helps you engage with a subject you love.”

Maheux-Pelletier said, “EE provides the spark where you can understand what theories look like in the real world.”

For Munro, EE is “a chance to tie the student’s journey to the development of competencies that will benefit them when they graduate, especially in a highly competitive job market.”

New cohort of Lassonde Scholars announced

Two Female Students Building Machine In Science Robotics Or Engineering Class

York University’s Lassonde School of Engineering welcomed the 2022 cohort of Lassonde Scholars on March 6 during a reception to celebrate their accomplishments.

The newest recipients of the Lassonde Scholarship were joined by Pierre and Julie Lassonde of the Lassonde Family Foundation and Dean Jane Goodyer. The 14 students join a community of more than 100 Lassonde Scholars who demonstrate academic excellence, creative thinking and community leadership.

Introducing the 2022 Lassonde Scholarship Recipients On Monday, March 6, Lassonde welcomed the 2022 cohort of Lassonde Scholars to celebrate their accomplishments at the Lassonde Scholars Reception. The newest recipients of the Lassonde Scholarship were joined by Pierre and Julie Lassonde of the Lassonde Family Foundation and Dean Jane Goodyer. Pierre and Julie Lassonde posing with a group of Lassonde Scholars. Left to right: Julie Lassonde, Pierre Lassonde, Misheel Tuguldur, Yisroel Rosenberg, Lucas Chua, and Dominique Wanandi. Pierre Lassonde posing with Lassonde Scholar Glendon Stewart and his guests. These students join a community of over 100 Lassonde Scholars who demonstrate academic excellence, creative thinking and community leadership. “Through their extracurricular activities, research, entrepreneurial endeavours, and community leadership, our Lassonde Scholars are an inspiration to others both within Lassonde and in the broader community,” says Jane Goodyer, Dean of the Lassonde School of Engineering. Dean Jane Goodyer Through the Lassonde Scholarship, the Lassonde Family Foundation is supporting Lassonde’s work in empowering diverse creators to make a positive impact. This generous financial support reduces barriers to post-secondary STEM education completion, helping ensure the next generation of engineers and scientists are part of a more equitable, diverse and inclusive STEM environment. “The community of Scholars that Mr. Lassonde has built here is one that I am proud to call family and one that I’m proud to be a member of,” says Yisroel Rosenberg, Lassonde Scholar and third-year Civil Engineering student. “The students and faculty at Lassonde are consistently looking out for one another no matter the discipline one is studying.” Yisroel Rosenberg sharing remarks at the Lassonde Scholars Reception. Lassonde is proud to welcome the fourteen newest Lassonde Scholarship recipients of 2022. You can learn more about each of them below: Shahen Alexanian is a third-year computer science student. During his time at Lassonde, he has been a PASS leader and mentor in the Computational Thinking Club. Alexanian hopes his future career involves collaborating with others to solve challenging problems. Jatin Chhabra is an international student in his third year of Mechanical Engineering. He has worked as an undergraduate researcher in machine learning as part of the LURA program and strives to be a changemaker and community leader. Luca Chua is in his final year of the Electrical Engineering program and is also completing the BEST program. Chua is currently working on a capstone project that uses machine learning and Wi-Fi to help the elderly and people with disabilities gain more independence through smart home devices. Shannon Fernando is studying Atmospheric Science and completing a certificate in Meteorology. She hopes to pursue new media journalism and is currently working at the Weather Network as part of a video meteorologist internship. Connor Humphries is a third-year Space Engineering student. He is hoping to focus his studies on space debris and space architecture. Through research opportunities, events, and involvement with the York University Robotics Society, Humphries hopes to gain expertise and experience within these fields. Kiet Le is a Computer Engineering student with a passion for learning. Community involvement is important to Le, and he has been active in the Lassonde Engineering Society (LES) in addition to his studies. Through his work with LES, Le is creating opportunities for students to learn and network. Wan Ning Ma is a first-year Computer Science student aspiring to a career in machine learning. As the first-year representative of the Computing Students Hub, she is committed to helping her peers navigate the transition into post-secondary education. She also gives back to the community through her work as an interpreter and translator for families seeking refugee protection in Canada. Pratish Patel is an international third-year Mechanical Engineering student. Patel would like to pursue a career in aerodynamics and aviation. He is also a member of the Lassonde Motorsports team and has participated in many Lassonde Engineering Society events. Yisroel Rosenberg is a third-year Civil Engineering student. He aims to inspire other students at Lassonde through his role as co-president of the Civil Engineers of Lassonde club. Rosenberg hopes to pursue a master’s degree in environmental engineering so that he can help design global sustainable systems. Fatema Roshni is a Mechanical Engineering student with the aspiration of starting a small business. She is involved with several clubs at York University, has taken part in mentorship programs and is teaching herself coding to better integrate software with machines. Glendon Stewart is a first-year Computer Engineering student. He is currently working on a project to outfit a compressor tank that is a part of an air suspension in cars with a water sensor and Arduino. Stewart hopes to pursue his master's degree in computer engineering and focus his career in the automotive and electric vehicles sector. Misheel Tuguldur is a first-year Computer Science student who is passionate about inspiring women in STEM. She is an active member of the Lassonde community and is focused on volunteering, getting involved with student clubs and assisting others as a peer helper. Kristin Villena is in her first year studying Computer Science. She aims to become a computer science educator after her positive experience volunteering as a student-teacher. Her passion for teaching and learning motivated her to become a class representative at Lassonde. Dominique Wanandi is an international student in his second year of Civil Engineering. He is committed to using his skills to improve Lassonde and has gotten involved in the Civil Engineering Society. Wanandi is interested in project management and strives to lead by example. 2022 Lassonde Scholars with Pierre and Julie Lassonde
2022 Lassonde Scholars with Pierre and Julie Lassonde

“Through their extracurricular activities, research, entrepreneurial endeavours and community leadership, our Lassonde Scholars are an inspiration to others both within Lassonde and in the broader community,” says Goodyer.

Through the Lassonde Scholarship, the Lassonde Family Foundation supports Lassonde’s work in empowering diverse creators to make a positive impact. This financial support reduces barriers to post-secondary STEM education completion, helping to ensure that the next generation of engineers and scientists are part of a more equitable, diverse and inclusive STEM environment.

“The community of scholars that Mr. Lassonde has built here is one that I am proud to call family and one that I’m proud to be a member of,” says Yisroel Rosenberg, Lassonde scholar and third-year civil engineering student. “The students and faculty at Lassonde are consistently looking out for one another, no matter the discipline one is studying.”

The 2022 Lassonde Scholarship recipients

Shahen Alexanian is a third-year computer science student. During his time at Lassonde, he has been a PASS leader and mentor in the Computational Thinking Club. Alexanian hopes his future career involves collaborating with others to solve challenging problems.

Jatin Chhabra is an international student in his third year of mechanical engineering. He has worked as an undergraduate researcher in machine learning as part of the LURA program and strives to be a changemaker and community leader.

Lucas Chua is in his final year of the electrical engineering program and is also completing the BEST program. Chua is currently working on a capstone project that uses machine learning and Wi-Fi to help older adults and people with disabilities gain more independence through smart home devices.

Shannon Fernando is studying atmospheric science and completing a certificate in meteorology. She hopes to pursue new media journalism and is currently working at the Weather Network as part of a video meteorologist internship.

Connor Humphries is a third-year space engineering student. He is hoping to focus his studies on space debris and space architecture. Through research opportunities, events and involvement with the York University Robotics Society, Humphries hopes to gain expertise and experience within these fields.

Kiet Le is a computer engineering student with a passion for learning. Community involvement is important to Le, and he has been active in the Lassonde Engineering Society (LES) in addition to his studies. Through his work with LES, Le is creating opportunities for students to learn and network.

Wan Ning Ma is a first-year computer science student aspiring to a career in machine learning. As the first-year representative of the Computing Students Hub, she is committed to helping her peers navigate the transition into post-secondary education. She also gives back to the community through her work as an interpreter and translator for families seeking refugee protection in Canada.

Pratish Patel is an international third-year mechanical engineering student. Patel would like to pursue a career in aerodynamics and aviation. He is also a member of the Lassonde Motorsports team and has participated in many Lassonde Engineering Society events.

Yisroel Rosenberg is a third-year civil engineering student. He aims to inspire other students at Lassonde through his role as co-president of the Civil Engineers of Lassonde club. Rosenberg hopes to pursue a master’s degree in environmental engineering so that he can help design global sustainable systems.

Fatema Roshni is a mechanical engineering student with the aspiration of starting a small business. She is involved with several clubs at York University, has taken part in mentorship programs and is teaching herself coding to better integrate software with machines.

Glendon Stewart is a first-year computer engineering student. He is currently working on a project to outfit a compressor tank that is a part of an air suspension in cars with a water sensor and Arduino. Stewart hopes to pursue his master’s degree in computer engineering and focus his career in the automotive and electric vehicles sector.

Misheel Tuguldur is a first-year computer science student who is passionate about inspiring women in STEM. She is an active member of the Lassonde community and is focused on volunteering, getting involved with student clubs and assisting others as a peer helper.

Kristin Villena is in her first year studying computer science. She aims to become a computer science educator after her positive experience volunteering as a student-teacher. Her passion for teaching and learning motivated her to become a class representative at Lassonde.

Dominique Wanandi is an international student in his second year of civil engineering. He is committed to using his skills to improve Lassonde and has gotten involved in the Civil Engineering Society. Wanandi is interested in project management and strives to lead by example.

York marks International Day for the Elimination of Racial Discrimination

La version française suit la version anglaise.

Dear York community members,

Tuesday, March 21 marks the International Day for the Elimination of Racial Discrimination, which commemorates the day in 1960 that police in Sharpeville, South Africa, opened fire and killed 69 people at a peaceful demonstration against apartheid “pass laws.” Racism, xenophobia and intolerance continue to be pervasive in societies worldwide, including in Canada. York stands against all forms of injustice and prejudice fueled by racial discrimination.

Research conducted by the (In)Justice Project shows that Black and Indigenous people are disproportionately affected by excessive force from the police and incidents have risen over the past three years. Black and Indigenous people account for 27 per cent of fatal police shootings where the race of the victim was known, despite representing a combined 8.7 per cent of the Canadian population. “A Disparate Impact,” an interim report by the Ontario Human Rights Commission, found that between 2013 and 2017 Black people in Toronto were nearly 20 times more likely to be fatally shot by police than white people. The Race and Identity-Based Data Collection (RBDC) Strategy from the Toronto Police has also found that officers were more likely to use force against Black residents.

Recognizing the role that universities play in dismantling systemic barriers, York University committed to undertake a review of campus security and explore alternative models for community safety in response to a recommendation in the University’s Action Plan on Black Inclusion. The Action Plan accompanies the Framework on Black Inclusion, which lays the foundation and blueprint for addressing systemic racism, specifically anti-Black racism. The year-long review concluded in late 2022 and the final report with recommendations will be released to the York community soon.

York has recently posted an overview of its first pan-University Decolonizing, Equity, Diversity and Inclusion (DEDI) Strategy which will lay the foundation for the work ahead. The DEDI Strategy is organized around five strategic directions: Teaching and Learning, Research and Innovation, Representation and Success, Leadership and Capacity Building and Campus Climate and Environment. It augments existing frameworks, including the Framework and Action Plan on Black Inclusion and the Indigenous Framework for York University: A Guide for Action, which affirms York’s commitment to decolonization and creating access for Indigenous peoples. To combat racism and white supremacy, meaningful consultation and movement on the actions within these initiatives must be ongoing. As such, York continues to action its commitment to the University Academic Plan priority of Living Well Together, which includes systematic efforts to embed human rights, decolonization, equity, diversity and inclusion training across the University.

Today, we call on the community to engage in those efforts contributing to a more equitable world.

Thank you. Merci. Miigwech.

Sincerely,

Rhonda Lenton
President and Vice-Chancellor

Sheila Cote-Meek
Vice-President, Equity, People & Culture

Déclaration à l’occasion de la Journée internationale pour l’élimination de la discrimination raciale

Chère communauté de York,

Le 21 mars marque la Journée internationale pour l’élimination de la discrimination raciale qui commémore le jour de 1960 où, à Sharpeville, en Afrique du Sud, la police a ouvert le feu et tué 69 personnes lors d’une manifestation pacifique contre les lois relatives aux laissez-passer imposées par l’apartheid. Le racisme, la xénophobie et l’intolérance restent omniprésents dans les sociétés du monde entier, y compris au Canada. York s’oppose à toutes les formes d’injustice et de préjugés entretenus par la discrimination raciale.

Une recherche menée par le Projet (In)Justice montre que les personnes noires et autochtones sont touchées de manière disproportionnée par la force excessive de la police et que les incidents ont augmenté au cours des trois dernières années. Bien qu’elles ne représentent que 8,7 % de la population canadienne, les personnes noires et autochtones représentent 27 % des cas de fusillades mortelles où la race de la victime était connue. « Un impact disparate », un rapport provisoire de la Commission ontarienne des droits de la personne, a révélé qu’entre 2013 et 2017, une personne noire à Toronto était 20 fois plus susceptible qu’une personne blanche d’être abattue par le service de police. La stratégie de collecte de données fondées sur la race et l’identité (Race and Identity-Based Data Collection-RBDC) de la police de Toronto a également révélé que les agents étaient plus susceptibles de faire usage de la force contre les résidents noirs.

Reconnaissant le rôle que jouent les universités dans le démantèlement des barrières systémiques, l’Université York s’est engagée à entreprendre une évaluation de la sécurité des campus et à explorer des modèles alternatifs pour la sécurité communautaire en réponse à une recommandation du Plan d’action sur l’inclusion des personnes noires de l’Université. Le Plan d’action accompagne le Cadre d’inclusion des personnes noires, qui jette les bases et les fondements de la lutte contre le racisme systémique, et plus particulièrement contre le racisme anti-Noirs. L’évaluation, qui a duré un an, s’est achevée fin 2022 et le rapport final, assorti de recommandations, sera bientôt transmis à la communauté de York.

York a récemment publié un aperçu de sa première stratégie de décolonisation, d’équité, de diversité et d’inclusion (DEDI) panuniversitaire qui pose les jalons du travail à accomplir. La stratégie DEDI s’articule autour de cinq orientations stratégiques : Enseignement et apprentissage; recherche et innovation; représentation et succès; leadership et renforcement des capacités; climat et environnement des campus. Elle complète les cadres existants, notamment le Cadre et le Plan d’action sur l’inclusion des personnes noires et le Cadre stratégique autochtone pour l’Université York : un guide d’action (en anglais), qui affirme l’engagement de York en faveur de la décolonisation et de l’accès pour les peuples autochtones. Pour lutter contre le racisme et la suprématie blanche, la consultation et la mise en œuvre des actions définies dans le cadre de ces initiatives doivent être continues. À ce titre, York poursuit son engagement en faveur de la priorité Bien vivre ensemble du Plan académique de l’Université, qui comprend des efforts systématiques pour intégrer la formation aux droits de la personne, à la décolonisation, à l’équité, à la diversité et à l’inclusion dans l’ensemble de l’Université. Aujourd’hui, nous invitons la communauté à s’impliquer dans ces efforts pour contribuer à un monde plus équitable.

Merci. Thank you. Miigwech.

Sincères salutations,

Rhonda Lenton
Présidente et vice-chancelière

Sheila Cote-Meek
Vice-présidente de l’équité, des personnes et de la culture

York dancers star in Toronto premiere of acclaimed show ‘Colossus’

Colossus performers lay on floor in circle around single jumping dancer, photo by Mark Gambino courtesy of TO Live credit Mark Gambin

Twenty graduating BFA students from the Department of Dance in York’s School of the Arts, Media, Performance & Design (AMPD) will perform in Colossus at the Meridian Arts Centre, alongside dancers from Toronto Metropolitan University (TMU), from March 22 to 26.

Created by renowned Australian contemporary choreographer Stephanie Lake, Colossus has been touring to pre-professional training institutions around the world since its global premiere in Brisbane in 2018.

Talia Cooper portrait
Talia Cooper

Described as a tribute to collective humanity and the range of emotions inspired by existing alongside others, Colossus explores the delicate balance between intimacy and explosive expressivity and asks important questions about who individuals are within a collective.

For the show’s Toronto premiere, the Stephanie Lake Company will rehearse with York and TMU dancers throughout March, up until the opening night. Remounting the choreography for the local dancers is led by two of Lake’s company members, acting as rehearsal directors, with Lake herself joining rehearsals throughout the week leading up to the premiere.

“Colossus is unlike anything I’ve ever been a part of before,” says fourth-year AMPD student Talia Cooper. “It is fast and the movements have to be precise. We are also working in collaboration with TMU students who I’ve never worked with before.”

The show’s initial run in Australia garnered resounding praise, with Time Out Melbourne crowning it the number one show of the year. Following its triumphant premiere, the company took Colossus on tour. Instead of travelling with a static cast of dancers, however, Lake uses her platform to promote local emerging artists. In each city, Lake sets the iconic choreography on groups of pre-professional dancers, sharing with them an opportunity to work in an internationally esteemed company. Throughout the pandemic and its resulting travel disruptions, Lake seized the chance to innovate further, turning to web conference calls to teach choreography across borders and eventually directing performances in France, Taiwan and Hong Kong from Australia. To date, Colossus has toured in Oceania, Asia, Europe and North America, with upcoming performances in Africa and South America.

For many York dancers, this performance marks their first foray into the world of professional dance. Cooper says, “the whole process requires us to work in such close proximity to practical strangers, and because of the condensed rehearsal period, we are spending a lot of time together. I love expanding my dance vocabulary by watching my peers move across the space.

Blythe Russell close-up portrait in dance studio
Blythe Russell
Nicole Faithfull close-up portrait in front of conifers
Nicole Faithfull

“Even though it’s not close to being finished, I feel so accomplished,” she adds. “Colossus has been performed so many times worldwide, so we are now a part of the international Colossus community and I cannot wait for people to see it.”

Cooper’s peers agree: “It’s a thrilling, exciting process,” York dancer Blythe Russell says. “It’s so special to be part of a community of dancers from all around the world who have performed Colossus.”

Nicole Faithfull describes similar feelings, “I’m very excited to be a part of such a beautiful piece and big cast.”

Colossus runs from March 22 to 26 at the Greenwin Theatre, Meridian Arts Centre. Tickets can be purchased via TO LIVE at https://tolive.com/Event-Details-Page/reference/Colossus-2023.

Health risks increase for women working rotating shifts, York study finds

nurse doctor female hospital

York University has led the first study to take a comprehensive look at the connection between shift work and frailty among middle-aged and older workers in Canada, and their findings point to negative health outcomes – especially for women on rotating shifts.

The study, which will be published in the May edition of the Journal of Occupational and Environmental Medicine, found that shift work was associated with frailty compared to those who worked only daytime.

While there is a large body of research suggesting the disruptions to circadian rhythms that shift workers experience are linked to various illnesses, this study was the first to take a “holistic” look at how shift work relates to frailty.

“We cannot ignore the negative health outcomes related to shift work, including cardiovascular diseases, diabetes, stroke and certain cancers,” says York Faculty of Health PhD student Durdana Khan, a trainee with the York Centre for Aging and Research and Education. “Our study is the first to investigate the relationship between shift work and frailty for middle-aged and older adults.”

For the study, Khan, along with York Professors Heather Edgell, Hala Tamim and Michael Rotondi, and immunologist and epidemiologist Chris Verschoor of the Health Sciences North Research Institute, looked at 48,000 participants across Canada from the Canadian Longitudinal Study on Aging and followed up at three years to measure for frailty.

Frailty is defined as someone’s likelihood towards disease and death. The researchers used an index that looks at 52 factors that can likely lower lifespan, including depression, osteoarthritis, history of heart attacks and mobility issues. Mildly frail people are considered those that have at least five factors. Having at least 11 factors would put people in the “very frail” category.

The study found one in five adult Canadians were involved in shift work, defined as work that falls outside of a 9 a.m.-to-5 p.m. schedule. People who had a history of shift work had a higher likelihood of frailty compared to people who only worked daytime hours. More than one in four were found to be mildly frail, and seven per cent were very frail. Women whose longest job consisted of rotating shift work were especially likely to be considered frail, with more than 31 per cent falling in the mildly frail category and nearly 11 per cent classified as very frail.

Circadian rhythms are moderated by sunlight exposure. When sunlight hits the eyes, signals are sent to the pineal gland in the brain, triggering certain hormones and responses that regulate alertness, mood and appetite; a lack of light sets off other responses. In shift workers, this process is dysregulated, and research suggests this disruption can contribute to a host of health issues. 

“Although these findings are preliminary, they suggest that circadian disruption may play an important role in frailty, and this warrants further investigation,” says Khan.

This latest study builds on Khan and Edgell’s earlier research that suggests that shift work may be linked to delayed menopause.

“The circadian rhythm influences your brain’s ability to control your hormones, which can influence your menopause,” explains Edgell. “So, there are a lot of physiological changes that can occur because of shift work.”

While women were more likely to be frail, health research overall shows women to be more resilient to succumbing to disease than men, so this study does not necessarily suggest higher mortality. Still, it does point to sex-based differences that would be important to consider as more women do work outside a 9 a.m.-to-5 p.m. schedule, says Khan, who adds that keeping on top of exercise and nutrition can combat some of the negative effects.

“We can’t make shift work go away, but we can reverse frailty to a degree,” she concludes.

Learn more at News @ York.

Members appointed to Task Force on the Future of Pedagogy

Group Of Students Meeting For Tutorial With Teacher

Twenty members of the York University community have been selected to serve on a new Joint Task Force on the Future of Pedagogy with a mandate to re-examine the 2020-2025 University Academic Plan priority 21st Century Learning.

The task force – announced in February by the Senate Academic Policy, Planning & Research (APPRC) and Academic Standards, Curriculum & Pedagogy (ASCP) Committees together with the Provost and Vice-President Academic Affairs – includes senior and junior tenure-stream faculty members from across Faculties and campuses. It will draw on the expertise of contract course directors, a teaching and learning librarian, an undergraduate and graduate student and non-academic staff from the Teaching Commons and University Information Technology units.

This year, the task force will host a number of community-wide consultations to get a sense of what the University can prioritize to scale up successful innovations that enhance quality learning experiences.

York Provost and Vice-President Academic Lisa Philipps said “There is a need in this moment for the University to take stock of how to scale up approaches to teaching and learning that prepare students to navigate a world where change is the only constant. Quality must remain at the core of the innovation that is taking place and the task force is really championing this.”

Task force co-chair Anita Lam, associate dean, teaching and learning, says she is delighted to serve alongside Michael Moir, Chair of APPRC.

“Given the ambitious timeline, the task force will be reviewing various environmental scans and literature reviews, as well as gathering key insights from collegial discussions with faculty members and through consultations with students,” says Lam. “My hope is that we will be able to provide empirically grounded, pedagogically sound recommendations to help the university prioritize its actions to facilitate and support 21st century learning across a diverse range of teaching and learning contexts.”

The task force will examine the role of in-person learning as a core part of what York University offers along with how the University can support the growth of high-quality technology-enhanced learning to create added flexibility for students, while protecting instructor time for pedagogically valuable activities.

It will also prioritize advancing decolonization, equity, diversity and inclusion in the design of future pedagogy along with the United Nations Sustainable Development Goals (UN SDGs). Finally, it will examine ways to grow experiential learning and work-integrated learning opportunities for students and maintain academic integrity in an era of technological disruption.

The group will convene in the coming weeks. Its success in meeting the goal to deliver a strong set of recommendations will depend on the individual and collective contributions from faculty members, course directors, staff and students. The community will be invited to share their ideas in planned focus group consultations led by the task force when dates are announced.

Everyone is invited to watch for announcements on opportunities to collaborate on an initiative that will help shape the University’s teaching and learning plans at this critical juncture for the University. To support the feedback gathered by the group, progress reports from Senate committees will also be shared with the community at appropriate intervals.

When the work is complete, the task force will issue a final report that includes key recommendations to support the achievement of the 2020-2025 University Academic Plan priority 21st Century Learning: Diversifying Whom, What, and How We Teach.  

Join Keele Community Conversation, April 4

Keele campus ariel winter

La version française suit la version anglaise.

Dear York community,

I am pleased to invite you to join me for the York University Community Conversation: Keele Campus on Tuesday, April 4.

The event is the second in a two-part series of conversations taking place at Glendon and Keele campuses. Students, staff and faculty are welcome to join me in a conversation about how we can work together to drive positive change in areas such as:

Registration for the in-person event is limited to facilitate a meaningful dialogue. Please register early to avoid disappointment, indicating any questions, accessibility needs, notes or comments using this form. Light refreshments will be provided. Masks are not mandatory but are strongly recommended.

The York University Community Conversation: Keele Campus will also be livestreamed via YouTube.

Keele Campus
Location: Congregation Hall, Second Student Centre, fourth floor
Date: Tuesday, April 4
Time: 2:30 to 4 p.m.
Link to Livestream: ⁠https://www.yorku.ca/go/communityconversationkeele2023livestream
RSVP by Tuesday, March 28: yorku.ca/go/communityconversationkeele2023

Please use the email conversations@yorku.ca to submit your questions during the event.

Access the Glendon Community Conversation recording here.

Additional information: Access the Community Conversations YouTube livestream link on the Community Conversations website or by clicking the link above.

I look forward to meeting with members of our community and learning more about how we can work together to drive positive change.  

Sincerely,   

Rhonda L. Lenton 
President & Vice-Chancellor  

Rejoignez la conversation de la communauté Keele, le 4 avril

Chère communauté de York,

J’ai le plaisir de vous inviter à vous joindre à moi pour la Conversation communautaire de l’Université York : Campus Keele le mardi 4 avril.

Cet événement est le deuxième volet d’une série de conversations organisées sur les campus Glendon et Keele. J’invite les membres de la communauté étudiante, du personnel et du corps professoral à se joindre à moi pour discuter de la manière dont nous pouvons travailler ensemble pour apporter des changements positifs dans des domaines comme :

  • contribuer à un enseignement accessible et de qualité
  • créer un avenir plus durable et plus équitable pour nos communautés locales et mondiales
  • faire progresser les objectifs de York tels qu’ils sont définis dans le Plan académique de l’Université 2020-2025 : Bâtir un avenir meilleur.

L’inscription à l’événement en personne est limitée afin de faciliter un dialogue constructif. Veuillez vous inscrire rapidement pour éviter toute déception, en indiquant vos questions, besoins d’accessibilité, notes ou commentaires à l’aide de ce formulaire.

Conversation communautaire de l’Université York : La conversation du campus Keele sera également transmise en direct sur YouTube. Des rafraîchissements seront servis. Le port du masque est recommandé, mais n’est pas obligatoire.

Campus Keele
Emplacement : Congregation Hall, Second Student Centre, 4e étage
Date : Mardi 4 avril
Heure : 14 h 30 à 16 h
Lien de la diffusion en direct : ⁠https://www.yorku.ca/go/communityconversationkeele2023livestream
RSVP avant le 28 mars 2023 : Yorku.ca/go/communityconversationkeele2023

Veuillez utiliser l’adresse conversations@yorku.ca pour soumettre vos questions pendant l’événement.

Accédez à l’enregistrement de la conversation communautaire de Glendon ici.

Autres renseignements : Accédez à la diffusion des conversations communautaires sur YouTube sur la page Web ou en cliquant sur le lien ci-dessus.     

J’ai hâte de rencontrer les membres de notre communauté et d’en apprendre davantage sur la façon dont nous pouvons travailler ensemble pour susciter des changements positifs.  

Sincères salutations,   

Rhonda L. Lenton 
Présidente et vice-chancelière  

York researchers advance work on bicycles for social change

bicycle city

Researchers at York University aim to co-develop a Bicycles for Development TransnationalCollective website to mobilize and amplify efforts of those working in the bicycles for development field.

Lyndsay Hayhurst
Lyndsay Hayhurst

The team is led by Faculty of Health Associate Professor Lyndsay Hayhurst, and includes Faculty of Health graduate students Jessica Nachman, Natan Levi, Julia Ferreira Gomes, undergraduate student Isra Iqbal, Development Studies student Tayler Sinclair and former MA student Keiron Cobban. Together, the Bicycles for Development research team has co-created a digital platform as part of that work to host resources, events and discussions for interested researchers, organizations, practitioners and advocates.

The website supports the bicycles and development movement, which promotes a “shared vision of the importance of bicycles in shaping our daily lives, our communities and our future.”

“Ultimately, the objective of the platform is to collaborate with key stakeholders to foster horizontal learning, knowledge dissemination, advocacy and policy change,” said Hayhurst, whose team of co-investigators (Brian Wilson, Mitchell McSweeney, Brad Millington, Cathy van Ingen and Francine Darroch) is funded by the Social Sciences and Humanities Research Council (SSHRC) over the last six years to examine the use of bicycles to achieve community-level, national and global development objectives. Community-based collaborators include Janet Otte, Patrick Eyul and Moses Fred Ogwal (Tororo and Lira, Uganda), Lidieth del Socorro Cruz Centeno (Ometepe Island, Nicaragua) and Charles Chiu (Toronto, Canada).

It hosts a diverse selection of resources – from documentaries and podcasts to research projects and workshops. Visitors who register on the digital platform will have the capability to post resources and contribute to discussions.

Content on the digital platform builds off the expertise of panelists shared during a workshop hosted by the Bicycles for Development research team. 

The virtual workshop “Mobilizing Policy and Advocacy and Change Strategies,” which took place Feb. 21, featured three expert panelists in the fields of transportation, urban and rural mobility, and bicycle-related social justice work: Susan Bornstein (global director, World Bicycle Relief, U.S.); Ingrid Buday (advocate, Safe and Active Streets, Canada); and Louis Uchôa (analyst of institutional development, SampaPé!, Brazil).

A discussion on mobilizing policy advocacy and change strategies helped to inform the development and direction of the digital platform. Those interested can watch a recording of the workshop.

The Bicycles for Development team plans to host an in-person symposium at York in the near future for those interested in sharing their work with others from the Transnational Collective. The website will provide a space to co-create other potential future events for the Collective.

Lassonde students get hands-on experience with startups

lassonde winter students

In Fall 2022, the Bergeron Entrepreneurs in Science and Technology (BEST) Program at Lassonde School of Engineering offered students the opportunity to discover, first-hand, what it’s like to start and grow a startup through the entrepreneurial Work-Integrated Learning (e-WIL) initiative.

Throughout the last semester, the BEST program provided 10 e-WIL placements to students to help them explore their strengths and passions while working at one of the BEST Startups, which include educational platforms, 3D printing consulting services and telemedicine technology. It wast the first time e-WIL was offered through Lassonde.

During the part-time, hands-on learning opportunity, students developed valuable entrepreneurial skills such as problem solving, creativity and resourcefulness.

“I have learned about the key factors that help a startup to succeed and developed excellent organizational and time management skills. I now understand how to prioritize work and finish the tasks on time,” says Sagar Saha, a first-year computer science student who worked as a frontend developer with BeTimeful, a social media blocker that aims to make social media less addictive.

Students’ time management skills were further cultivated by those who took advantage of the e-WIL opportunity and enjoyed a flexible work environment that accommodated their schedules and academic commitments. “I learned how to better manage a part-time position along with school. This will all be helpful later in life as I prepare to work a full-time job after graduation,” says Madison Bardoel, a final-year mechanical engineering student who worked for Reefers, a cleantech startup in the heavy-duty transportation industry.

Receiving constructive feedback about their performance and being entrusted with challenging tasks also helped students learn more about themselves and improve various skills.

“From this short experience, I’ve gained more knowledge than I would in a typical semester-long course,” says Juan Olivos, a second-year computer science student who did his placement as a developer with RydUp (formerly YURide), a ride-share platform aimed at university communities.

Furthermore, by collaborating with their placement peers, they were able to feel safe and comfortable with taking risks. Students received the opportunity to integrate theoretical knowledge in a work-based setting, increasing their confidence in their professional and entrepreneurial skills.

“I learned a lot from this experience,” says Kwaish Thakkar, a third-year computer science student who worked as a frontend developer for RydUp. “Most importantly, I got experience with frontend development. This position taught me a lot about entrepreneurship. There is a lot of work and dedication that goes into building a startup. You need to have a lot of confidence in your company, and you need other people who have the same amount of confidence and dedication in what you’re building.”

The inaugural e-WIL experience benefitted both students and the BEST Startups, allowing for an open exchange of ideas and hands-on learning and collaboration. The BEST e-WIL program expanded to include 20 placements for the Winter 2023 term.

Future placements are open to all York University students. More information, including how to apply, is available on the BEST website.