Student learning, experience and success top priorities in the Faculty of Science

Header banner for INNOVATUS

Welcome to the March 2024 edition of Innovatus, a special issue of YFile devoted to teaching and learning at York University. This month we showcase the Faculty of Science and the innovative projects it is pursuing to support students.

Innovatus is produced by the Office of the Vice-Provost, Teaching & Learning in partnership with the Communications & Public Affairs Division.

In this issue, the Faculty of Science invites York community members to read stories about improving students’ learning experiences within the classroom and across continents.

Rui Wang
Rui Wang

In the Faculty of Science, we are driven to provide students with a high-quality education and the knowledge, skills, competence, and credentials they need and desire to successfully transition into rewarding and impactful careers. We are delighted to share some of the ways in which we are prioritizing excellence in teaching and learning in this issue of Innovatus

Our Faculty has been working hard to create new, hands-on programs and micro-credentials that train students for in-demand careers in industries like biotechnology and vaccine development. For instance, this fall at the new Markham Campus, we are launching graduate-level programming in biotechnology management that features industry-informed curriculum, practical learning and experiences, business training and more.  

Our instructors and staff are leading projects that aim to enhance student learning and experience in some of our existing programs, including projects focused on creating fully accessible labs for our students and using new technology to transform conventional learning in chemistry courses. Our teams are also piloting a popular, online problem-solving tool for our mathematics students. 

As well, we are strengthening our global connections and partnerships with institutions and students across the world. For example, we are creating collaborative virtual exchange opportunities that allow science students to engage in cross-cultural learning with peers from other countries and cultures. 

The Faculty of Science is a place where curious minds come to learn, to discover, and to develop skills to become future global leaders and innovators. Our instructors and staff take this responsibility seriously, and as dean, I couldn’t be prouder of them. I also couldn’t be more optimistic for the future success of our students. 

Thank you, 

Rui Wang, 
Dean, Faculty of Science 

Faculty, course directors and staff are invited to share their experiences in teaching, learning, internationalization and the student experience through the Innovatus story form.


In this issue:

Faculty of Science responds to industry needs in the chemical and bioeconomy sectors
To meet the needs of the booming biotechnology industry, the Faculty is offering several new educational opportunities for York students to succeed in the sector.

Faculty of Science innovates with assist from AIF
Thanks to support from Academic Innovation Fund (AIF) grants, two initiatives are helping create more interactive and accessible science lab spaces.

Mathematicians pilot open-access homework platform for students
A new, online open educational resource provided to students for free is looking to make math homework a little bit easier.

Inaugural GNL project brings students together
A globally networked learning (GNL) initiative that began during the COVID-19 pandemic is still going strong, connecting science students from York University and China.

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.” 

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.” 

Teaching Commons helps navigate difficult classroom conversations

Teacher speaking too students in class

To help instructors navigate sensitive issues and challenging classroom dynamics, the Teaching Commons has launched a new toolkit and series of professional development sessions focused on difficult moments and conversations in the classroom.

Nona Robinson
Nona Robinson

On March 14, the Teaching Commons will host the second of a series of workshops in partnership with Nona Robinson, vice-provost students. Titled “Effective Classroom Facilitation: Managing disruptions, addressing controversial topics and supporting equity-deserving students,” this virtual session will offer concrete tools, strategies and resources for facilitating productive conversations in the classroom.

“I’m always happy to work with faculty members on student support, inclusion, and preventing and managing conflict” says Robinson. “I know this can be a source of stress for many of us, and this is a great opportunity for colleagues to share experiences and helpful ideas.” 

The session accompanies a new Facilitating Dialogue and Challenging Conversations in the Classroom resource site, also referred to as a toolkit, housed on the Teaching Commons website. and led by educational developer Shani Kipang.

“One of the goals has been to help members of the University community revisit commonly used terms like ‘safety’ and ‘comfort,’ and to think critically and collaboratively about what it means and looks like to build accountable spaces,” says Kipang, who has worked with the Teaching Commons over the past year to support initiatives in decolonizing, equity, diversity and inclusion (DEDI).

The toolkit provides a range of resources to support productive dialogue and collaborative learning in the classroom. Included in it are topic-specific resources such as strategies for facilitating discussion, addressing harm and creating community guidelines.

Shani Kipang
Shani Kipang

“Our hope is to help instructors walk into the classroom with clear goals and responsive strategies, so students can be motivated to engage and have the sense that it will be worthwhile,” she explains. “We want to help instructors address unanticipated situations with intention, and to support meaningful and carefully guided opportunities for learners to engage with critical issues in ways that shape how they learn and work and interact in the world.”

Ameera Ali
Ameera Ali

In addition to the March 14 workshop, the Teaching Commons offers a variety of other opportunities to explore strategies for teaching in times of crisis and integrating DEDI-informed pedagogies. Among these are a workshop series on trauma-informed pedagogies and a DEDI community of practice – a space where teachers can come together to learn, share, and question a wide array of topics related to DEDI in teaching and learning.

In partnership with York’s Centre for Human Rights, Equity & Inclusion and faculty co-facilitators, these initiatives are led by Ameera Ali, an educational developer in the Teaching Commons with a portfolio focused on equity, diversity and inclusion.

“These offerings invite folks to come together to collectively reflect on and discuss various aspects of trauma, race, disability, gender, wellness, belonging and more,” she says. “And through this work, building understanding in these areas, we can better support meaningful dialogue and connection within the classroom.”

For more information on resources and upcoming sessions, visit the Teaching Commons website or contact them via email at teaching@yorku.ca.

Astronomer in Residence program offers hands-on experience to stargazers

Starry sky reflecting on lake at Lost Lake, USA

Applications are now open for York University’s 2024 Astronomer in Residence (AIR) program, an initiative led by the Allan I. Carswell Observatory in partnership with Killarney Provincial Park allowing qualified individuals to enjoy astronomy under the park’s dark skies and lead programming using its observatory. This year’s program runs from May 13 to Oct. 20.

Launched in 2022, the program calls on qualified astronomers – both professional and amateur – to apply to be an astronomer in residence at Ontario’s Killarney Provincial Park for a period of one to three weeks this summer and fall. The selected individuals will be expected to run in-person tours two to five times a week and create observatory shows, YouTube livestreams and recorded video sessions, as well as author a blog. Participants are offered free parking and lodging, as well as a $400-per-week stipend for their residency.

The full summer schedule can be found on the program’s website.

Those interested in applying can do so via the application form. For more information about qualifications, visit the Candidate Expectations page.

Throughout the duration of the program, passionate stargazers can follow along through the Astronomer in Residence Blog and livestreams on the Allan I. Carswell Observatory YouTube page, or by attending live viewings and programming at Killarney Provincial Park.

Open Education Month puts spotlight on accessible education

Faculty of Environmental & Urban Change students in class

March is Open Education Month, a time to celebrate open educational resources (OER), which are openly licensed, freely available educational materials that can be used, accessed, adapted and redistributed with limited restriction. York University’s engagement with OER has continued to expand and grow over the recent years, helping faculty create inclusive and adaptable learning environments while advancing a number of United Nations Sustainable Development Goals (UN SDGs) – specifically, UN SDG 4: Quality Education, UN SDG 10: Reduced Inequalities, and UN SDG 11: Sustainable Cities and Communities.

In an upcoming series of webinars scheduled for this month, Dominique Scheffel-Dunand, an associate professor in linguistics at York and co-lead for Camerise, York’s French-as-a-second-language (FSL) hub, will spearhead efforts to promote the use of Camerise, H5P, and Pressbooks for developing inclusive OER for FSL and English as a second language (ESL). Supported by a $5,000 award from eCampusOntario, Scheffel-Dunand and her co-presenter, education technology consultant Sushumna Rao Tadinada, will deliver these webinars in both English and French.

“The events that York is hosting and participating in for Open Education Month show that the University is making great strides to support the University Academic Plan’s priority of Access to Success,” said Sarah Coysh, associate dean of digital engagement and strategy at York University Libraries. “Open educational practices in the classroom help provide students with access to course learning materials from the first day of classes. Our York eCampusOntario OER Rangers have also been instrumental in helping to spread awareness of open education on campus and providing faculty, staff, and graduate students with training and guidance on embedding these practices into their teaching and outreach programs,”

The first webinar, titled “Creating Accessible Interactive OER with H5P for Language Teaching (FSL and ESL),” on March 14 from 8 to 9 a.m., will demonstrate the use of the Canvas (LMS) and H5P platforms to design massive open online courses (MOOCs) – open-access courses with unlimited participation – in both English and French, focusing on the values of openness and diversity.

The subsequent events will delve deeper into using Pressbooks and H5P to publish interactive and inclusive learning modules.

The second and third event, titled “Libérer la puissance de l’apprentissage interactif et inclusif avec Pressbooks et H5P en FLS et ESL,” will be offered first as a webinar and then as a hands-on workshop by Scheffel-Dunand and Tadinada Ra. Delivered in French, the sessions will illustrate using Pressbooks to publish collections of training modules developed with H5P and made accessible on Lumi, H5P.com, HTML or in PDF format. The two events focus on how to conceptualize the interoperability between various tools and publishing platforms such as H5P or Pressbooks to foster accessible and interactive learning, from K-12 to post-secondary education.

Interested individuals can attend the March 21 webinar from 8 to 9 a.m. or the March 28 hands-on workshop from 8 to 9:30 a.m.

“These webinars and workshop have been co-designed with Ontario educators to ensure stakeholders in FSL and ESL in the province and beyond explore how to author high-quality content and why it matters that such content be discoverable, reproducible and modified for localized contexts to meet community needs for language and culture,” said Scheffel-Dunand.

During the first week of March, eCampusOntario – a nonprofit organization supporting technology-enabled teaching, learning and innovation at Ontario’s publicly funded universities, colleges and Indigenous institutes – will also be hosting several webinars to promote OER and open educational practices. Charlotte de Araujo, an assistant professor in York’s Faculty of Science, and Stephanie Quail, acting director of the Libraries’ Open Scholarship department, were accepted into eCampusOntario’s OER Ranger program last August, making them York’s institutional champions of the use of OER.

De Araujo will be speaking at the eCampusOntario Zoom webinar titled “Designing and Publishing OERs: Creator Panel Discussion” on March 7 from noon to 1 p.m.

“The OER Ranger program has provided us with the opportunity to share the benefits of OERs with our academic community, promoting a collaborative dialogue between stakeholders and encouraging OER integration in our teaching practices,” says de Araujo. “Being able to implement OERs, whether it is a textbook chapter or an ancillary resource to review course content, can be one solution to help alleviate cost challenges, enabling students to freely revisit course material, fostering lifelong learning for all stakeholders.”

Quail adds, “Being an eCampusOntario OER Ranger has provided me with the opportunity to build my network of open education advocates across Ontario, while also co-creating events at York University with my fellow ranger to support faculty, staff and student engagement with open educational practices.”

As York University continues to champion OER and open educational practices, it exemplifies its commitment to accessible and inclusive education, paving the way for innovative pedagogy and community-driven learning initiatives.

Student Support Certificate launches new course offerings

York students walking in Accolade Building on Keele Campus

Since its launch in January 2023, over 120 York University staff and faculty members are on track to complete the Student Support Certificate, a series of YU Learn workshops offered by experts across the University who share insights on student resources and how to make informed and effective referrals to York’s available student services.

York tapped into the wealth of knowledge across the University to create a professional development opportunity for faculty and staff to support York’s diverse student population in reaching their goals and dreams. With new courses added for 2024, and more to come, the impact of the program is expected to continue to grow.

The Student Support Certificate program involves a series of self-paced and instructor-led courses, which can be completed within about 10 hours. To receive the certificate, participants must complete three core courses covering topics including conflict mediation, effective communication and student referrals, as well as additional electives that offer insights into more specialized populations, such as international student advising and immigration, and working with students with disabilities.

“By learning about student supports available across the University and how to help students access them, we strengthen our collective capacity to respond to student needs and to foster a more caring and positive community,” says Nona Robinson, vice-provost students.

Participants learn how to respond to student issues and concerns, helping to strengthen York’s student-service focus. They are encouraged to apply this knowledge in their interactions with students, to help promote and foster a caring and supportive environment for learning at York.

“Delivering the practical, student-centred, ‘appreciative advising’ approach demonstrates York’s commitment to providing an excellent quality of care and service to our students, but also ensures that our community is united, aligned, and committed to supporting the unique needs of our diverse student body and meeting them where they are,” says Derrick Fairman, director academic advising, student petitions and student relations in the Faculty of Liberal Arts & Professional Studies and an instructor for the certificate’s course on appreciative advising. “Everyone has a role in advising – students, staff, faculty and administration.”

Additional courses will continue to be added, and all staff and faculty are invited to take part. Those interested in registering can visit YU Learn to find out more. Once completed, the certificate will appear on the employee’s learning record.

“My experience with the workshops has been positive, as they are engaging and focused on many aspects of the student experience,” says Mazen Hamadeh, an associate professor in the School of Kinesiology & Health Science and associate dean for students. “The workshops support student success and I recommend them to any staff, faculty and administrators who interact with students regularly.”

Lassonde, Schulich form new international partnership

York University’s Lassonde School of Engineering and the Schulich School of Business have deepened their international relationships through a new memorandum of understanding (MOU) with the Southern University of Science and Technology (SUSTech) in Shenzhen, China.

Lassonde and Schulich have opened their doors to students from SUSTech’s College of Engineering with what’s known as a 3+1+1 agreement. Civil engineering, materials science and engineering, or mechanical engineering students will first complete three (3) years of undergraduate studies at SUSTech in China. Then, they will be able to complete their fourth year (+1) at Lassonde. Then, in their fifth year (+1), they can enrol in one of four master’s programs at Schulich: Management, Business Analytics, Artificial Intelligence or Supply Chain Management.

Detlev Zwick
Detlev Zwick
Jane Goodyer
Jane Goodyer

For Lassonde, in particular, the MOU is an exciting development, marking its first international 3+1+1 agreement. Dean Jane Goodyer, who travelled to Shenzhen to sign the agreement, praised the future possibilities of the partnership. “It offers mutual benefits not only for our students but also for our esteemed institutions, creating a unique platform for cross-cultural exchange and learning,” she said in remarks given during her visit. “We welcome these future SUSTech students in our family.”

In the process, up to 10 SUSTech students at a time will be obtaining two degrees within a five-year period: a bachelor of engineering from SUSTech and a master’s degree from Schulich.

Detlev Zwick, dean of Schulich, who also was present for the signing, noted in his own remarks, “The program is designed to open valuable career pathways and opportunities for your students.He added, “The 3+1+1 program brings together the strengths of your institution with the business and engineering strengths of Schulich and Lassonde.”

This partnership builds on York’s existing institutional relationships in China, including with Peking University, the University of Hong Kong and Fudan University. It came together not only through SUSTech’s College of Engineering Dean Zhenghe Xu’s long-standing connections with faculty from Lassonde but through his relationship with Goodyer, with whom he sits on the executive committee of the Global Engineering Deans Council. The two deans decided to put their heads together and come up with a way to take advantage of the two schools’ natural compatibility, due to both being relatively new and dynamic schools with powerful drives to innovate.

From left to right: Lassonde Dean Jane Goodyer, SUStech Dean of Engineering Zhenge Xu, Schulich Dean Detlev Zwick.
The three deans at the official signing of the 3+1+1 agreement.
From left to right: Lassonde Dean Jane Goodyer; Dean of SUStech’s College of Engineering, Zhenge Xu; and Schulich Dean Detlev Zwick.

“The distinctiveness of this model lies not only in its international aspect but also in its interdisciplinary approach,” says Goodyer. “It combines the strengths of two engineering schools with a business school, creating a pathway for international students to attain both a top-tier engineering degree and a premier business master’s degree. It’s a win-win.”

The 3+1+1 partnership is expected to fully come into effect with the arrival of students at York by Fall 2025.

For questions regarding this program and partnership, contact Professor Richard Hornsey, associate dean academic and students at the Lassonde School of Engineering, at adas@lassonde.yorku.ca.

Lassonde School of Engineering: shaping the student experience 

Header banner for INNOVATUS

Welcome to the February 2024 edition of Innovatus, a special issue of YFile devoted to teaching and learning at York University. This month we showcase the Lassonde School of Engineering and highlight its unique and exemplary approaches to pedagogy.

Innovatus is produced by the Office of the Vice-Provost, Teaching & Learning in partnership with the Communications & Public Affairs Division.

In this issue, the Lassonde School of Engineering invites York community members to read stories about co-op leadership and innovation, work-integrated learning and more.

As we work to nurture and empower our community of interdisciplinary creators, we are committed to fostering creativity and innovation. We do this by providing transformative education along with research and lifelong learning opportunities aimed to cultivate new ideas, knowledge and contribute toward a more sustainable world for all. 

Jane Goodyer
Dean Jane Goodyer

These efforts are demonstrated through the Lassonde School of Engineering 2022-23 Impact Report, a comprehensive microsite encapsulating our community’s remarkable journey and accomplishments. The achievements underscore our collaborative efforts, showcasing our commitment to excellence in engineering education and research as we make strides toward realizing our Strategic Academic Plan.

As a school centred on engineering and science, our ideas and conversations consistently revolve around exploring innovative, cross-disciplinary teaching methods that integrate technology and humanistic approaches. We actively involve our students in exciting projects, ranging from the OSIRIS-REx mission to the $318.4-million Connected Minds initiative, and through our two new, recently-established organized research units.  

Our faculty members are focused on addressing global issues, aligning with the United Nations Sustainable Development Goals, empowering our students to work together to build a better future. Interdisciplinary collaboration is ingrained in the essence of Lassonde, evident not only in our labs and classrooms but also in our innovative modes of learning, like C4: The Cross-Campus Capstone Classroom and tech stewardship. 

C4 is a unique feature at York, allowing students to develop and hone transferrable skills while learning the value of multiple perspectives in research and problem solving. In addition, our faculty members, including professors Franz Newland and Hossam Sadek, are reimagining engineering capstones, contributing to publications and practical tools to support the design and facilitation of such future projects.  

Additionally, tech stewardship is crucial for students to get involved in shaping the arc of technology toward positive ends, teaching them valuable skills. Collaborating with partners like the Engineering Change Lab, we’ve integrated their tech stewardship practice program into one of our courses, an initiative led by Professor Jeffrey Harris. As co-investigators into its potential impact, Lassonde recently received a $998,000 grant from the Suncor Energy Foundation to continue this vital work. 

The fall of 2023 witnessed the launch of our Engineering Block Model, transforming how students engage with coursework. This unique model allows deep immersion in each subject, reducing the need for multitasking and fostering a more focused classroom environment. As we examine its impact on our inaugural cohort of 70 students, we eagerly anticipate its potential to shape the future of engineering education. 

Students are at the heart of what we do, and this year, we reimagined the academic orientation experience, engaging hundreds of first-year students in a more interactive and dynamic way. We’ve also introduced the Lassonde Undergraduate Student Advisory Council to give students a direct voice to help improve our academic programs and their experience. The council has already facilitated important discussions on critical topics such as student enrolment, academic advising and degree progression. To enhance our processes, we’ve implemented a new case management system, saving hours of administrative work and allowing us to invest more in student support through this process, leading to a more positive student experience. We are working to expand its application to the petition process as well. Concurrently, we’ve established a group specifically for women students, fostering open dialogue in a safe environment.  

It’s important that our students can identify with the varied backgrounds of our faculty members and can envision themselves engaging in the research pursuits they are undertaking. The diversity of our faculty members is a key strength, helping us break down systemic barriers. Our researchers, who actively engage students in experiential learning while serving as mentors, include, among others, Professor Alvine Boaye Belle in electrical engineering and computer science; Professor Satinder Kaur Brar in water-related research; Professor Solomon Boakye Yiadom in advanced materials and manufacturing; Professor Uyen Trang Nguyen in anti-financial crime solutions; and Professor Regina Lee in advancements in nanosatellite technologies. 

Together, we are not just adapting to change in engineering and science education; we are driving it, shaping the future of teaching and learning at the Lassonde School of Engineering and beyond. I hope you enjoy this issue of Innovatus, discovering how we’re making a positive impact on our students, our community and the world through experiential education, technology-enhanced learning and internationalization. 

Sincerely,  

Jane Goodyer
Dean, Lassonde School of Engineering

Faculty, course directors and staff are invited to share their experiences in teaching, learning, internationalization and the student experience through the Innovatus story form, which is available here.


In this issue:

York’s k2i academy creates co-op leadership opportunities
Lassonde’s k2i academy is reimagining what science, technology, engineering and mathematics (STEM) education can look like by enlisting student mentors from its co-op program, offering paid work experience.

Lassonde’s digital technologies WIL program is off and running
This past year, Lassonde’s paid Work-Integrated-Learning (WIL) program – the first in Canada – saw students and faculty pioneer a new way to advance studies and careers. 

BEST summer co-op offers insights into entrepreneurship
The Bergeron Entrepreneurs in Science and Technology (BEST) program is empowering students through a summer a co-op to pursue their entrepreneurial dreams.

Creating accessibility through both research and training
The Practices in Enabling Technologies Lab, run by Professor Melanie Baljko, enlists students’ help in designing assistive devices to make life more accessible for people facing barriers.