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Lassonde professor combats microplastic contamination in Lake Ontario

Lake surrounded by trees
Lake surrounded by trees

Plastics are durable, lightweight and versatile, making them suitable candidates for use in a wide spectrum of products. They are essential to the daily lives of many Canadians. Despite their benefits, challenges related to the end-of-life of these materials remain to be addressed. This is especially important given the impacts of plastics on freshwater and marine systems.

Shooka Karimpour
Shooka Karimpour

Shooka Karimpour, a professor in the Department of Civil Engineering at the Lassonde School of Engineering at York University, is working to tackle the spread of plastics in aquatic systems where the decomposition of plastics is having a major impact on aquatic health.

Karimpour has received a Natural Sciences & Engineering Research Council of Canada (NSERC) Alliance Option 2 Grant, totalling $493,400 over five years to help tackle this growing problem through the project, “Hidden microplastics of the Niagara Basin: distribution, variability, and ecotoxicology in water and sediments.” Karimpour is working with Professors Raymond Kwong and Satinder Kaur Brar from York University, as well as Professors Tirupati Bolisetti and Ram Balachandar from the University of Windsor.

The team is researching the physical processes that lead to the transport and ecotoxicology of microplastics across the Niagara Basin of Lake Ontario as well as two rivers in the Greater Toronto Area. In a unique approach, the researchers are combining numerical simulations, field sampling and laboratory experiments to tackle the problem from multiple angles. Ultimately, their goal is to develop an understanding of how currents, gravity and weathering influence the transport of microplastics in aquatic environments, and how this impacts aquatic life. The research team has partnered with the Ontario Ministry of Environment, Conservation and Parks (Environmental Monitoring & Reporting Branch), Environment and Climate Change Canada (Watershed Hydrology and Ecology Research Division) and Pollution Probe to conduct this research.

Figure 1. Infographic demonstrating transport of plastics into aquatic systems. Courtesy of Professor Shooka Karimpour and her team in the Environmental Hydrodynamics Lab (EHD Lab).
Figure 1: Infographic demonstrating transport of plastics into aquatic systems (image courtesy Professor Shooka Karimpour and her team in the Environmental Hydrodynamics Lab (EHD Lab))

The transport of plastic debris by storm drains, wastewater and windage into rivers allows plastics to enter large bodies of water, such as the Great Lakes. Plastic decomposition can take centuries, and this is exacerbated in freshwater and marine systems. As a result, plastics remain in aquatic environments far beyond their urban and industrial lifespan. In freshwater and marine ecosystem, plastics are widespread and found in the deepest sea sediments and remote Arctic waters.

Microplastics are plastic pieces smaller than 5mm in size. Some microplastics are directly manufactured for use in clothing, cosmetics or household products, and others are the by-product of the breakdown of larger plastic debris. In the last decade, microplastics have been recognized as emerging pollutants due to their impact on both aquatic animals and human health.

“What we see as visible, floating plastic debris on water surface is really only the tip of the iceberg. Existing research confirms that plastics, especially microplastics, are spread across all water bodies, including Lake Ontario. Pieces of a discarded plastic bottle in Toronto, can potentially end up in sediments a hundred meters deep in the Great Lakes or travel thousands of kilometers in the water to a distant area,” said Karimpour.

Figure 2. Image depicting types and shapes of microplastics, courtesy of Professor Shooka Karimpour and her team in the EHD Lab.
Figure 2: Image depicting types and shapes of microplastics (image courtesy Professor Shooka Karimpour and her team in the EHD Lab)

In 2017, it was estimated that 10,000 tonnes of plastics enter the Great Lakes every year. The plastics in these aquatic environments not only impact the water quality but are also consumed by many forms of aquatic life and later work their way up the food chain. Estimates indicate that floating microplastics on water surfaces only account for a small portion of this pollution and the overwhelming majority of these emerging contaminants are hidden within aquatic systems in water columns and sediments. Identifying and improving the detection, distribution and environmental impact of microplastic pollution is of utmost importance.

This NSERC Alliance Option 2 grant builds on a previous SSHRC Knowledge Synthesis Grant awarded to Karimpour in 2020, for the project titled “The Fate and Transport of Microplastics in Aquatic Ecosystems: Synthesis and Directions for Future Research.” This funding is also in partnership with Kaur Brar, as well as the National Research Council of Canada. As part of this work, Karimpour presented at the SSHRC Imagining Canada’s Future Forum in April 2021.

The NSERC Alliance Option 2 grant awarded to Karimpour is a first for York University. NSERC Alliance grants fund collaborations of university researchers and partner organizations in multiple sectors. The Alliance Option 2 grants are funded up to 100 per cent by NSERC and are awarded specifically for research aiming to address a societal challenges.

FGS honours four recipients with Faculty’s Teaching Award

lecture classroom teaching teacher

Four professors in the Faculty of Graduate Studies (FGS) were honoured with teaching awards during a ceremony that recognizes the diverse and dedicated community of scholars housed at York University.

The unique celebration honoured professors Michaela Hynie and Mike Zryd as 2019-20 recipients, and professors Michele Johnson and Sandra Schecter as the 2020-21 award recipients. The event was held virtually, and was attended by more than 100 people over Zoom.

“It is so wonderful to see that all four recipients were able to join us today, and I would like to take this opportunity to personally recognize all of you for your exceptional contributions to graduate education at the University,” said President and Vice-Chancellor Rhonda L. Lenton during the virtual Faculty Council held on May 6.

The Faculty of Graduate Studies teaching awards recipients are: Professors Michaela Hynie and Mike Zryd for 2019-20, and Professors Michele Johnson and Sandra Schecter for 2020-21.
The FGS’ Teaching Award recipients are: (bottom) professors Michaela Hynie and Mike Zryd for 2019-20; and (top) professors Michele Johnson and Sandra Schecter for 2020-21

All awards were presented by FGS Dean and Associate Vice-President Graduate Thomas Loebel. He remarked on the vital work of the recipients. “The Faculty of Graduate Studies’ Teaching Award is bestowed annually on a member of the Faculty of Graduate Studies who has displayed not simply excellence, commitment and enthusiasm to the multifaceted aspects of teaching at the graduate level at York, but rather excellence alliteratively, adjectivally qualified,” he said.

The celebration included recognition of the 2019-20 award winners, who were recognized this year due to the postponement of last year’s ceremony.

The 2019-20 recipients are:

Michaela Hynie
Michaela Hynie

Michaela Hynie is a professor in the graduate programs in Psychology, Health, Kinesiology & Health Science, Development Studies, Environmental Studies, and Interdisciplinary Studies. Letters of support for her nomination noted her drive to provide students with fundamental skills needed to succeed outside of the classroom, such as becoming ethical researchers and creating projects that are meaningful to members of the larger community.

Hynie’s work to address the challenges faced by refugee students, from housing support to financial aid, was highlighted. Her research addresses the development and evaluation of interventions that can strengthen social integration and inclusion in communities that have experienced social conflict or forced migration, whether through political and economic conflict or environmental change.

“Thank you to the students who went through all the trouble of nominating me… that is the biggest gift of all. I’m very moved,” said Hynie.

Michael Zyrd
Michael Zryd

Mike Zryd is a professor in the graduate programs in Film, Communication & Culture, and Humanities, and was the second recipient of the 2020 award. He was noted for his intrinsic and internal pedagogical drive that supports students to reach the finish line in any endeavour they undertake. Zryd was recognized for his ability to motivate students in connecting critical course components to the advancement of their own research by providing them with the right tools and critical methodologies for their projects.

Nomination letters from current and former students highlight Zryd’s generosity of time in various graduate endeavours, such as his steadfast participation in the department’s Graduate Student Association events, including scholarship application support and TA training seminars.

“Grad teaching and supervision is always a collective activity. I want to thank the amazing staff, managers and decanal team at FGS, and all of the GPA and GPDs at the University,” said Zryd. “I also want to thank the students… not quite sure what I teach them, but I learn an enormous amount from everyone.”

The 2020-21 recipients are:

Michele Johnson
Michele Johnson

Michele Johnson, a professor in the graduate programs in Education, History, Social & Political Thought, and Theatre & Performance Studies, has served the University in a variety of important capacities. Her past roles include: co-ordinator of the Latin American & Caribbean Studies program; York’s affirmative action officer; and director of the Harriet Tubman Institute for Research on Africa and its Diasporas. Currently, she is the associate dean, students, in the Faculty of Liberal Arts & Professional Studies.

Nomination letters emphasized Johnson’s dedication to support every member of the York community. She is descried as selfless by constantly supporting not only her official advisees, but anyone in need. Johnson provides extensive encouragement to students as they navigate the academy and adapt to the unique demands of graduate education.

Johnson expressed gratitude to her support system after accepting the award, saying, “I’d like to thank my family, some streaming in from Ontario, Saskatchewan and Atlanta. I’m profoundly moved to receive this award, because it is the students at this institution who hold my heart. It is to those graduate students, who have trusted me to contribute to their dreams, to whom I would like to give my thanks.”

Sandra Schecter
Sandra Schecter

Sandra Schecter is a professor in the Graduate Program in Education. She deserves equal praise for her contribution to the York community. Since joining the University in 1996, Schecter has made sustained contributions to multiple fields of inquiry and has promoted an enduring commitment to anti-racist and social justice education. Furthermore, her work at York has been instrumental in new program creation of degrees and diplomas in the Faculty of Education.

Letters of support from students praise her direct instruction style and note her energetic personality and good-natured humour that demonstrate her consistent dedication and care.

“I am honoured and appreciate how much work goes into these nomination files when time is so valuable,” said Schecter. “This award is just beautiful.”

School of Nursing creates new approach to mentorship

Nursing online mentorship program featured image

An initiative out of the School of Nursing in York University’s Faculty of Health has not only enhanced professional development during the pandemic, it also holds promise for post-pandemic learning and mentorship.

Ruth Robbio
Ruth Robbio

During the pandemic, a Faculty Professional Scholarship Committee in the School of Nursing created online mentoring circles – a novel, collaborative approach to mentoring and professional development that should be just as effective post-pandemic. The committee members behind this novel approach are: Ruth Robbio, assistant professor of teaching, School of Nursing; Teaching Commons Educational Developer Lisa Endersby, who works with the Faculty of Health; Claire Mallette, associate professor, School of Nursing; Simon Adam, assistant professor, School of Nursing; Archana Paul, assistant professor of teaching, School of Nursing; and Melanie Dauncey, clinical course director, School of Nursing.

Lisa Endersby
Lisa Endersby

Results from a Faculty Needs Assessment Survey conducted in January 2020 by the School of Nursing’s Faculty Professional Scholarship Committee identified the interest in a variety of faculty development topics, as well as a need for mentoring. While the committee, chaired by Robbio was making plans for in-person sessions, the pandemic struck and everyone at York University began working and teaching remotely. As a result, online mentoring circles were born, creating a collegial, safe way to bring people together.

“My doctoral thesis research focused on e-mentoring as a socialization strategy for new graduate nurse role transition and workplace adjustment; however, I found that, in academia, there are also gaps in mentoring because there aren’t always enough mentors to go around,” said Robbio. “The literature defines a mentoring circle as a collaborative approach that moves away from traditional dyadic mentoring models. Instead, a group of faculty members meet to mentor each other. People could let us know what they wanted to talk about, and this format allowed them to share multiple perspectives and experiences and solve problems collectively.”

Claire Mallette
Claire Mallette

The committee began offering mentoring circles in April 2020. They take place online and aren’t recorded. They are simply a place for people to get together informally to discuss topics of interest and share their perspectives and knowledge.

“While we’re in isolation, it has been a great way for people to come together and learn from each other,” Robbio said.

Since last April, the mentoring circles have addressed a variety of topics, a number of them designed to provide a comfort level during the move to remote course delivery:

  • teaching large classes online;
  • engaging students on Zoom;
  • teaching using virtual simulation;
  • testing online;
  • online assessments;
  • academic integrity online; and
  • overcoming Zoom fatigue.
Simon Adam
Simon Adam

The committee conducted two faculty feedback surveys once the mentoring circles were underway to determine topics of interest for the Zoom gatherings and to see if participants were finding them helpful. The response was positive: participants found them to be accessible, dynamic and spontaneous.

In terms of mentoring new faculty, it definitely helps fill the gap that exists; however, there are also benefits for existing faculty from this innovative approach to faculty development.

“Even if faculty aren’t new to York, they may be new to online teaching, so these sessions are useful,” said Endersby.

“It connects you with people who will follow up and can also serve as a bridge to other areas of teaching and research scholarship,” said Robbio.

Archana Paul
Archana Paul

The mentoring circles take place quarterly, or more frequently, depending on interest and topics of concern. Robbio generally sends out slides in advance to give participants an overview of the mentoring circle talking points, but she noted, “The conversation is very flexible and can lead down a number of paths.” Robbio and Endersby generally attend and facilitate the conversation, as needed.

“Nursing faculty are faced with hectic schedules, and there are part-timers, too, so each of these is a discrete event and they can drop in and out,” Endersby said. “Ruth has been central for me in thinking about how faculty can learn from and with each other. Mentoring can often feel very top-down, but the mentoring circle is intentional in its approach, looking at how we can support each other and communally share ideas.”

Added Robbio, “People volunteer to be there. The stakes aren’t high and the circles inspire relational mentoring and a culture of mentoring.”

It’s not only the faculty who benefit, she noted. “When we become stronger facilitators, leaders and mentors, students benefit, too.”

Robbio, Endersby and their committee are delighted by the success of mentoring circles and are eager to share their experiences with other Faculties and departments.

Melanie Dauncey
Melanie Dauncey

“We wanted to consider the potential of faculty mentoring in a community of practice to promote a supportive work environment, facilitate successful integration of academic scholars, foster role modelling, assist with clarifying workplace expectations, advance relational mentoring and inspire a culture of mentoring,” Robbio said. “We would be delighted to help others create a similar structure.”

Professor Lillie Lum, associate director of the School of Nursing, added her seal of approval to their efforts.

“Ruth and Lisa are doing such a great job of promoting the mentoring circle and helping to promote collegial efforts,” Lum said. “Our thanks.”

By Elaine Smith, special contributing writer, Teaching and Learning

How do surgeons make decisions during pediatric brain surgery? A York-led study tells us

A new study led by York University has found that pediatric neurosurgeons think about the whole patient and doing no harm when they have to make critical life and death decisions for children during an operation.

According to the study, published May 14 in The Journal of Neurosurgery: Pediatrics, surgeons report that they prepare in advance for uncertainty, are adaptive and creative in making decisions while operating, and take the family’s wishes into account when thinking through an uncertain situation during a surgery.

Leeat Granek
Leeat Granek

“In the instances where surgeons encountered a complication or an uncertain event while they were operating, they asked themselves, ‘Is this going to harm the patient? How much risk am I willing to take while operating? How risk averse are these children and their families?’ ” says lead author Leeat Granek, associate professor, School of Health Policy & Management in the Faculty of Health at York University.

“Surgeons are not disconnected from the patient – the patient is not just a body on the table, they are a child who has the rest of their life to live and are also part of a family who love and cares for them. Surgeons aren’t just looking at the two-by-two square inch tumour that they’re operating on, they’re looking at the whole child as well as the long-term consequences of what they’re doing. Pediatric brain surgery is particularly complex because intraoperative decisions can cause long-term consequences for children, like losing the ability to speak, walk or see and, in some instances, can even lead to death.”

The objective of the study was to explore how pediatric neurosurgeons make decisions when they encounter unexpected events or complications while operating. Despite the importance of decision-making in surgical practice, little is known about how surgeons think about making decisions during their surgeries. This is because most of the research to date has focused on decision-making during the preoperative stage, says Granek. 

During the study, 26 pediatric neurosurgeons were interviewed from 12 different countries around the world using a semi-structured guide and results were coded and analyzed. The study found that pediatric neurosurgeons have a structured, diverse and well-thought-out analytical philosophy and practice when it comes to intraoperative decision-making. The neurosurgeons reported three distinct themes that formed a philosophy of practice. One of these themes included professional practice focusing on preparing for uncertainty. The second theme pertained to patient and caregiver practices with the subthemes of shared decision-making and seeing the whole patient. The third theme involved surgeon practice with sub-team themes of cultivating self awareness and learning from experience. 

“You do have to keep in mind that there’s a person beneath those six square centimetres that you’re looking at,” reports one surgeon interviewed for the research. “You don’t want to become so impersonal about it, which is a tendency you tend to have when you’re a trainee. When you’re a trainee it’s all about the tactical thing that you’re doing, you forget about the patient…. You have to learn to do that in balance.”

Researchers say that these philosophies and practices can be structured and codified to teach residents how to develop better intraoperative judgment. Granek says her findings show pediatric neurosurgeons have a well-developed philosophy on their intraoperative decision-making, but it’s not something that is taught or ever discussed.

“Pediatric neurosurgeons try to prepare as much as possible in advance of a brain surgery on a child, but uncertainty can arise in some situations. In these instances, the surgeons have developed a philosophical approach on intraoperative decision-making and no one has ever studied this before,” says Granek. “It’s a huge part of what neurosurgeons do, but they receive no training in this area. So how do we teach the next generation of surgeons? We can’t teach it unless we understand it.”

Funding for York projects advancing gender+ equity in sport

Girl tying shoe sports active woman

Three York University projects will work to change the landscape of sport in Canada with seed funding from E-Alliance, a central resource hub that supports research on advancing gender+ equity in sport.

E-Alliance works to fund innovative research and build a sustainable pan-Canadian network of researchers who are working to advance gender+ equity in sport. As part of its mission, E-Alliance aims to share research and work with partners in sport to put ideas into practice.

This year, the organization provided approximately $150,000 funding to Canadian academics through the 2020 request for proposals that support its research priorities: program evaluation, the nature of experiences (in sport) and transforming to a gender+ equitable sport culture.

A total of 10 projects in three different categories were selected, representing “a breadth of outstanding projects that foster collaborations, mentorship and intersectional approaches, with the E-Alliance’s framework as a guide.”

Three York University projects were among those selected, with recipients from British Columbia, Alberta, Ontario and Nova Scotia.

York University PhD student Gobi Sriranganathan’s project, “Sport leadership in the Greater Toronto Area Tamil diaspora: Exploring the lived experiences of sport leaders in Tamil grassroots sport organizations,” was noted for being “especially strong” in a statement from E-Alliance.

“The grassroots nature of Sriranganathan’s project and its intersectional approach is very exciting,” says E-Alliance Co-Director, Professor Gretchen Kerr. “We are delighted to support all of these colleagues from across Canada who can help E-Alliance to fulfill our research priorities.”

Girl tying shoe sports active woman
Three York University projects will work to advance gender+ equity in sport

The York University projects are:

Sport leadership in the Greater Toronto Area Tamil diaspora: Exploring the lived experiences of sport leaders in Tamil grassroots sport organizations

Researchers: Gobi Sriranganathan (PhD student, Kinesiology & Health Science, York University) and Yuka Nakamura (York University)

This study investigates how members of the Tamil diaspora in the GTA became sport leaders within their community by: documenting the experiences of those who serve as sport leaders in the Greater Toronto Area (GTA) Tamil community, paying particular attention to factors that led to their involvement with Tamil sport leagues; understanding what sport leadership means and looks like in the GTA Tamil sport community; understanding the gendered and gendering nature of sport leadership; and identifying potential barriers that Tamils, in particular Tamil women, experience in sport leadership and strategies to negotiate them.

“To do this, I am employing a multiple case study approach informed by postcolonial feminist theory and using an intersectional approach,” said Sriranganathan. “Self-identified Tamil sport leaders in the GTA participate in two semi-structured interviews each and are also asked to complete a sociodemographic survey. For each of the Tamil grassroots sports organizations identified, document review (e.g. league rules, player codes of conduct etc.) and social media analysis will also be conducted.”

This study will contribute to significant gaps in knowledge by exploring and documenting the voices of Tamils, especially women, that are largely missing from sport and leadership literature. This seed grant of $10,000 will also be used to develop a leadership mentoring program for Tamil girls and women who are interested in becoming sport leaders.

“Gobi’s project examines how sport leadership may be gendered and racialized and thus has the potential to offer an alternative to Eurocentric models of leadership both in and beyond sport,” said Nakamura.

Exploring the sport-work-gender nexus in Canadian High-Performance Sport Coaching

Researchers: Parissa Safai (York University); Michele K. Donnelly (Brock University); Alix Krahn (PhD student, Kinesiology & Health Science, York University)

Funding of $18,000 was provided for this project that considers ample evidence to demonstrate that women across all levels of sport are consistently less likely to continue as athletes, coaches, officials and board members. These inequities are particularly pronounced in high-performance sport and are amplified as gender intersects with other categories of marginalization such as race, sexuality and ability. Canadian sport institutions have publicly committed to address gender inequity, and while there has been a rise in opportunities for high-performance female athletes, the same cannot be said for female high-performance sport coaches.

The data on high-performance female coaches confirm the underrepresentation of women in these positions, and further highlight a troubling trend – women are continuing to vanish from the high-performance sport coaching ranks.

“Although attention has been paid to a range of issues influencing women’s lack of advancement into high-level sport coaching, our understanding of the sport coaching-work-gender nexus remains relatively underexamined,” said Safai. “The vast majority of research has assumed that sport coaching is a job, occupation, career and/or profession in which coaches are engaged in the work of sport coaching. Yet little critical attention has been paid to the nature of sport coaching as work, and even less attention has been paid to women’s experiences of sport coaching as work.”

As such, attention has not been paid to the ways in which the social, political, economic, and institutional systems of sport as work intersect to produce and maintain gender inequity in the sport coaching workforce broadly, and in high-performance sport coaching specifically.

This study aims to develop a deeper understanding of the individual, relational and political economic dynamics that underpin the gender gap in high-performance sport coaching as work. This requires consideration of the ways in which gender intersects with other social identities to differently shape experiences of the gender gap. The study is guided by the following research questions: how do women’s experiences of sport coaching contribute to notions of coach work as precarious work; and what are the implications for women in sport coaching?

Safai says Krahn is “routinely called upon provincially and nationally to share her expertise around equity for women in sport coaching” and is “the driving force behind this project.”

Project: Exploring the Utility of Virtual Trauma- and Violence-Informed Sport for Development (TVISFD) Programs with Maple Leaf Sport and Entertainment’s LaunchPad in Moss Park, Toronto: A community-based participatory approach

Researchers: Lyndsay Hayhurst (York University); Francine Darroch (Carleton University); Marika Warner (Maple Leaf Sports and Entertainment LaunchPad)

A seed grant of $18,500 will fund this project, which proposes to leverage trauma- and violence-informed sport for development (TVISFD) to support women and girls who experience(d) gender-based violence (GBV) through community-based participatory projects and research in Moss Park, Toronto by designing, developing, pilot testing and evaluating novel virtual resources and intervention modules. Increasing sport for development (SFD) and accessibility to programs through a TVISFD approach, the study aims to: improve the quality of life of individuals who have experience(d) GBV; and measure the impact of community-developed SFD on individuals who have experienced GBV in the Moss Park community.

SFD positions sport as a valuable tool to address a number of development objectives, particularly those related to the UN Sustainable Development Goals. The proposed research program focuses on the utility of SFD for achieving the Sustainable Development Goal No. 5, “Achieve gender equality and empower all women and girls.” The use of sport to support gender-related development goals, policy and practices with a focus on self-identified women and girls (cis and trans) has grown exponentially in the past 15 years, says Hayhurst.

“We are extremely grateful for the support of E-Alliance on this project, especially as we see how the COVID-19 pandemic has fuelled gender-based violence and restricted face-to-face or in-person sport for development programming opportunities across Canada and globally,” said Hayhurst. “This study builds on two separately held funded Social Sciences & Humanities Research Council Insight Grants that explore the interrelationships among sport for development, gender equity, trauma- and violence-informed approaches to sport and physical activity, and gender-based violence reduction and prevention.”

Alongside these issues has been the rise of trauma- and violence-informed physical activity (TVIPA) – research led by Darroch. TVIPA is a person-centred approach that considers intersecting effects of systemic, structural and interpersonal violence in the development, implementation and delivery of physical activity programs.

For more on E-Alliance and the projects it will fund to advance gender+ equity in sport, visit ealliance.ca/e-alliance-2020-rfp-recipients.

Passings: Robert Everett, a smile and a heart like no other

Bob Everett
Bob Everett speaking at a University event

The following tribute to Robert Everett, a cherished long-serving York staff member and teacher, was submitted to YFile by his Secretariat colleague Cheryl Underhill. Dr. Everett died on Monday, May 10 in Toronto, Ontario.

We are because he was. Robert (Bob) Everett’s gift to York was collegial governance. Bob’s gift to us was his humanity.

Robert Everett
Robert (Bob) Everett speaking at an event for long-serving employees

Bob Everett came to York University first as a graduate student, earning MA and PhD degrees in Political Science. Beginning in 1985, he taught courses on media and politics, environmental journalism and federal dynamics at York. University Professor Emeritus Fred Fletcher, Bob’s collaborator in both research and teaching, praised his excellence as a teacher, which earned him Faculty teaching awards. Bob contributed to scholarship and public policy in dozens of published works – including reports for a House of Commons standing committee, the Canadian Radio & Television Commission (CRTC) and a royal commission – and through lectures, presentations and media appearances. He was a regular contributor to the Canadian Annual Review of Politics and Public Affairs for more than 20 years, publishing lengthy summaries of Canadian “Parliament and Politics” each year.

Joining the University Secretariat in 1989, Bob had a distinguished 30-year career in governance at York. Governance is a complex milieu. Bob embodied and provided the subtle leadership so necessary in this arena, equipping a long roster of Senate Chairs to flourish in the role so critical to the University. He became a pillar of governance and historical knowledge and a trusted sage at York University. Past Chairs of Senate recount his “quiet wisdom and steady presence” at their side, his “humility, eloquence, wise counsel and wit” who “served with grace and gravitas”. Be it a Senate or Senate committee Chair, all speak in unison to the tremendous privilege it was to have worked with him, unsure they would have been able to do so had it not been for Bob.

Bob’s influence reached far beyond the committee room and Senate Chamber. Through mentoring of governance colleagues within the Secretariat and Faculty Council offices, delivery of countless professional workshops, establishment of protocols and preparation of resource material still relied upon today, he gifted the University a legacy of invaluable good governance practices. He modeled unwavering commitment to fostering the collegial in collegial governance, embodying so clearly the call of York’s first President Murray Ross for this University to “give special emphasis to the humanizing …, freeing … from those pressures which mechanize the mind, which make for routine thinking, which divorce thinking and feeling, which permit custom to dominate intelligence, which frees awareness of the human spirit and its possibilities.”

A particular love of Bob’s was working with students in governance. How he relished being a guide and supporter of the student senators, to feed their interest, enable their participation and exercise their voice at the table on matters of importance to York students. That many of these students kept in touch with Bob long after their term on Senate finished or post-graduation speaks to the indelible impact he had on them. The Robert Everett Exceptional Leadership in Student Governance Award was established in 2018 by President Rhonda Lenton in recognition of his extraordinary contributions supporting students engaged in governance.

Bob was resolute in his belief that colleagues at York and all universities who support governing bodies be seen and respected as governance professionals. He nurtured dedication, service excellence and an exacting standard, all with a deft hand, gentle support and, of course, humour. On behalf of York, Bob would participate in governance conferences of the Council of Ontario University Secretaries (a COU affiliated body initiated by now retired University Secretary Harriet Lewis) and the Canadian University Boards Association to share his depth of knowledge and listen with interest and compassion to the experiences of fellow governance colleagues. The expertise that York’s University Secretariat had developed was often called upon as a resource. Finding the opportunities for governance professionals to gather so meaningful, Robert instituted a semi-formal group he coined the “GTA Governance Guild,” which for several years brought together governance colleagues from York, the University of Toronto, Ryerson and the Ontario Tech University to share experiences, learn from one another and develop best practices to be implemented at our respective institutions.

In this undated image, Bob Everett showed off his trademark sense of humour as he 'marshalled' Canada Geese following a convocation
In this undated image, Bob Everett showed off his trademark sense of humour as he ‘marshalled’ Canada Geese following a convocation

On the occasion of his retirement, many York community members gathered for a reception to recognize his exceptional work in collegial governance, and to thank him for making York a better place. Among the messages shared with Bob on that day were the fitting words of a respected faculty member and former Dean, Livy Visano: “York University, faculty, students, staff and administration have gained so much from your unwavering commitment to collegiality and responsible governance. We stand tall in no small measure because of your authentic leadership, courage and conviction in pulling us all together regardless of the challenges. You navigated some of the choppy waters on behalf of the collective with ease and always with an eye to reconciliation and harmony –  no small feat!”

Bob Everett has remained the sine qua non of governance at York University. He made a difference. And on the occasion of his retirement – on the enthusiastic recommendation of 14 prior Chairs of Senate and then University Secretary & General Counsel Maureen Armstrong – the Senate Chamber was re-named the Dr. Robert Everett Senate Chamber in honour of his unprecedented contribution to York University and its governance. The announcement was met with resounding applause. Bob was truly humbled.
We join those at York and beyond who knew Bob better as their dear Bradstock Boogie brother to celebrate his legacy and treasure his memory. Free in spirit now as ever, he is forever “free to rock!”

Rest in peace dear friend.

Friends and colleagues wishing to acknowledge Bob’s contributions to York may donate to the Dr. Robert Everett, Dunsmore-Everett Family Bursary at https://giving.yorku.ca/Dunsmore-Everett.

A funeral service is being held for Bob on Monday, May 17 at 2 p.m. Friends and colleagues may view the service via a livestream feed. Click on “Join Livestream” at the bottom of the obituary page on the Kane-Jerrett Funeral Home website at https://www.dignitymemorial.com/obituaries/toronto-on/robert-everett-10187926.

Study finds corporate charitable foundations fund health care in richer communities

A stethoscope and patient chart

A new study published in the Journal of Business Ethics has found that corporate charitable foundations tend to direct health-care funding to richer communities rather than to regions with the greatest health-care needs.

Irene Henriques
Irene Henriques

The study, titled “Putting the ‘Love of Humanity’ Back in Corporate Philanthropy: The Case of Health Grants by Corporate Foundations,” was co-authored by Irene Henriques, a professor of sustainability and economics at York University’s Schulich School of Business; Muhammad Umar Boodoo, an assistant professor at Warwick Business School in the U.K.; and Bryan W. Husted, a professor of management at EGADE Business School in Mexico.

The study looked at health grants made by U.S. corporate foundations as well as county-level health data. The research findings showed that corporate health grants are less likely to go to communities that have a lower proportion of medical service providers and insured citizens. As a result, corporate philanthropy tends to exacerbate health inequality by providing grants to wealthier counties with fewer health problems.

“In conducting this research, we wanted to find out whether corporate philanthropy is in fact reaching those with the greatest health-care needs,” said Henriques. “One would expect corporate philanthropy to provide for the poor and disadvantaged by addressing the root causes of these inequalities, not reinforce them. But what we discovered was that corporate health philanthropy tends to reinforce pre-existing health inequalities and even exacerbate them.”

Indigenous students shine online in virtual pilot program

Artwork by Métis (Otipemisiwak) artist Christi Belcourt

When Jennifer Rokaya Sedgewick wears beaded earrings, she’s making a statement about resistance to colonial norms and making herself visible as an Indigenous woman. In fact, the York University PhD student has largely decolonized her wardrobe, ensuring that her clothing choices reflect her identity.

“Eurocentric norms dictate proper appearance,” said Sedgewick, who is Métis. “Fashion is resistance.”

Sedgewick’s thoughts about the statements fashion can make were only one of the explorations of Indigenous cultures, languages, spiritualities, and histories that came to life online April 7 as students from Canada, Costa Rica, Ecuador, Mexico, and the Philippines presented their final projects for the International Indigenous Student Exchange Program. This eight-week virtual pilot program brought together 16 Indigenous students from various countries and communities to learn about their commonalities and differences.

Consuelo Fernández-Salvador (top-left), associate professor, Department of Anthropology, Universidad San Francisco de Quito, Ecuador, C. Elizabeth Best (top-right), Métis, York University, Jennifer Sedgewick (bottom-left), Métis, York University, Sara Fuentes Maldonado (bottom right), Kichwa-Otavalo, Universidad San Francisco de Quito
Pictured above: Consuelo Fernández-Salvador (top-left), associate professor, Department of Anthropology, Universidad San Francisco de Quito, Ecuador; C. Elizabeth Best (top-right), Métis, York University; Jennifer Sedgewick (bottom-left), Métis, York University; and, Sara Fuentes Maldonado (bottom right), Kichwa-Otavalo, Universidad San Francisco de Quito

The program, funded by a grant from the Canada Outbound Student Mobility Innovation Fund and York International, was created by a team at York University in partnership with four other universities: Tecnologico de Monterrey in Mexico, Universidad de San Francisco de Quito in Ecuador, the University of Costa Rica, and the University of the Philippines. Students attended weekly online talks and lectures together and also worked in groups to investigate topics of interest to them in more depth.

At the April 7 event, Randy Pitawanakwat, manager, Indigenous student services at York’s Centre for Aboriginal Student Services (CASS), offered an opening prayer, followed by welcomes from Lisa Phillips, provost and vice-president academic, and Lily Cho, associate dean of global and community engagement for York’s Faculty of Liberal Arts & Professional Studies. Then, it was on to student presentations, moderated by Professor Carolyn Podruchny, the course director, and Breanna Berry, Indigenous Recruitment Officer with CASS, and program facilitator.

Students Ángel Solis (Tsotsil), Caleb Wesley (Cree) and Felipe Bañez (Boruca) talked about how technology can help to keep Indigenous languages alive by making resources available online. These websites and social media sites become preservation resources, as well as empowerment tools.

“With social media we are able to collaborate and share resources and content,” said Wesley.

For their project, Quenses Quela (Ibaloi), Christina Da Costa (First Nations) and Amy House (Inuk and Mi’kmaw) created Settler Greed, Indigenous Land, a comprehensive timeline of the dispossessions of land Indigenous peoples have faced at the hands of Canadian and Filipino governments between 1900 and 2020.

“Land displacement directly caused by colonialism is an ongoing process and an issue for Indigenous people worldwide,” said House.

She and her peers cited numerous incidents including the High Artic relocation of 92 Inuit in 1953 and 1955, which “was portrayed as humanitarian by the government but actually extended their borders of control.”

Da Costa also pointed to the hundreds of boil water advisories that are still in place on reserves across Canada, despite the federal government’s promise to make them unnecessary by 2020.

“Many people on reserves live in Third World conditions due to greed,” she said.

Focusing on Indigenous languages, Samay Ainaguano Baltazar (Quichwa-Chibuleo), Aleria Mckay (Haudenosaunee and Teme Augama Anishnabai) and Rosalyn González (Boruca) each interviewed speakers of their own Indigenous languages – Kichwa, Anishinaabemowin, and Boruca – to research language revitalization.

“Many of us are working hard to learn was has been lost,” Mckay said.

Professor Gabrielle Fletcher of Deakin University in Australia noted that often, efforts to rescue languages are community driven. “Language reclamation is a political act and one of preservation, not only of language but of world views and cultures,” Fletcher said.

Elizabeth Best (Métis), Sara Fuentes (Quichwa-Otavalo) and Jennifer Sedgewick (Métis) joined together to create an e-zine called Disrupting the Colonization of Everyday Life that offered tales of personal struggle and individual and community resistance in the face of colonialism, whether subtle or overt.

In the publication, complementing Sedgewick’s efforts to “decolonize her closet,” Best displayed her beadwork, created by traditional techniques, and focused on everyday acts of resistance to colonialism.

“My existence and my art are my resistance,” Best said. “Resistance is finding ways to serve my community and finding happiness to replace my trauma and hurt.”

Fuentes told the story of women in her community, including her grandmother, who bodily resisted efforts to divert the community’s water source. Their resistance manifested their three main values: “with one collective hand, one heart and one mindset.”

“I admire all of the bravery and vulnerability you bring to this project,” Berry told the team. “Our existence and our continuation of practices unique to our Indigenous nations are our resistance, resilience and resurgence.”

The final group of students examined whether there was a place for spirituality in Western academy. Jandrea Rose Oddoc (Kalinga), Jen Bolton (Anishinaabe) and Emma Litschko (Mi’kmaq) expressed concern that often Indigenous spirituality is reduced to spectacle, rather than taken seriously or seen as intellectual.

“Academics separate themselves from their work, but as Indigenous people, we are mentally, emotionally and spiritually involved in our work,” Litschko noted.

Drawing on Indigenous stories, the team noted, keeps them grounded, focused on their goal and provides the moral values that guide them through academia.”

The program was meaningful to the faculty and staff involved, as well as the students.

Professor Michael Hill of Universidad de San Francisco de Quito, said, “Indigenous communities and knowledges are certainly often localized, but there are scarce opportunities in the academy to also transnationalize and globalize Indigeneity in ways that allow Indigenous students themselves to share their perspectives across local, national, or regional boundaries. This program, however, disrupted that pattern and provided all of us, and especially the students, with a safe space in which we could come to know one another better and appreciate both the shared challenges facing Indigenous peoples as well as unique Indigenous histories.”

Professor Leah Abayao from the University of the Philippines, said, “For me, the program provided explorations and critical reflections on Indigeneity.  The workshops and the Knowledge Fair elevated discussions into discoveries of deep Indigenous spiritualities and the desire to change the conventional restrictive platforms into enabling spaces where one can think and act with respect and cultural empathy, and allow students to build resilience in becoming Indigenous intellectuals”.

Podruchny, the course director, said “I feel lucky to be involved and humbled by the students.” Given the success of the program, she added that the group is planning to offer the program this fall, with the addition of Deakin University in Australia to the mix. They are also exploring opportunities for in-person connections once the pandemic related travel restrictions are lifted.

In closing, Vinitha Gengatharan, executive director of York International shared how grateful she is for the trust, generosity and commitment of the students and faculty who took part in the pilot initiative. “We need to continue to co-create more spaces for reflection, healing, empowerment, and connections to place and community and continually be willing to challenge the power dynamics, our curriculum and structures. We are committed to continuing the work and to expand this pilot initiative,” said Gengatharan.

By Elaine Smith, special contributing writer, York International

President offers revised outlook on the Fall and Winter Terms

Vari Hall new image
Vari Hall new image

The following is a message from York University President and Vice-Chancellor Rhonda Lenton:

La version française suit la version anglaise.

Dear York Community,

In my last update in March, I shared details with you about our plans for the safe return to York’s campuses this fall based on public health and government guidelines. Faculties began the work of identifying priorities for in-person instruction based on an assumption of being able to utilize about 25 to 30 percent of our space.

Understanding the significant impact on our students, our goal has been to ensure that all students have access to some in-person instruction, while also being mindful of the needs of students who may still require remote access to courses. We also indicated that we would continue to closely monitor for any updates impacting the higher education sector. Over the past few weeks, a number of new developments have led to a more optimistic outlook for the Fall and Winter Terms. 

While the current rate of COVID-19 infections in the Greater Toronto Area remains high, there are indications that the situation may significantly improve by September. The Provincial Government has announced an accelerated vaccine roll-out, which will expand eligibility to all members of the York community this month.  

There is also a growing recognition that with continued stable vaccine supply, people may be able to access their second doses sooner. Health Canada has also approved the Pfizer vaccine for children aged 12 years and up, and there are indications that, pending review and approval, this could be expanded further to children aged 5 to 11 years old by the end of summer. In short, it is expected that more people will be fully vaccinated sooner over the summer months. 

While we do not yet know exactly what the fall will look like, current guidelines indicate that it will be possible to significantly increase in-person learning and co-curricular opportunities on our campuses this fall. We are therefore preparing a more optimistic scenario with closer to 50 percent of courses being offered in-person, focusing on offerings for first- and second-year students, whose transition to university has been greatly impacted by this pandemic.

At the same time, we will continue to provide access to a high-quality remote learning experience for those who are not able to attend classes in person this fall. As always, the health and safety of our York community comes first, and we will continue to closely monitor the public health situation over the coming months to determine the best course of action for our community. We understand that everyone is eager for certainty. This updated plan is based on the most recent projections, and courses will shortly be uploaded for course registration this fall. We will also be able to plan for more staff, faculty, and instructors on our campuses as the situation improves, and we will regularly update you as plans evolve.

Based on the latest projections, we are preparing for a full return to our campuses for the Winter Term. In the coming weeks and months, we strongly encourage all members of the York community to get their COVID-19 vaccine at their earliest opportunity, to protect themselves and their families, loved ones, and colleagues as we look forward to coming together again.

We encourage you to join us at the Town Hall this Wednesday, May 12, from 3 to 4:30 p.m., where we will be able to answer your questions and discuss this outlook for the Fall and Winter Terms. I look forward to seeing you there, and will continue to keep you updated in the coming months as our planning continues.

Sincerely,

Rhonda Lenton 
President & Vice-Chancellor  

Perspectives révisées pour les trimestres d’automne et d’hiver

Chers membres de la communauté de York,  

Dans ma communication de la fin mars, je vous ai fait part des détails de nos plans pour un retour sécuritaire sur les campus de York cet automne, conformément aux directives de la santé publique et du gouvernement. Les facultés avaient commencé à établir les priorités en matière d’enseignement en personne, en partant de l’hypothèse que nous pourrions utiliser environ 25 à 30 % de notre espace.

Compte tenu de l’impact majeur sur la population étudiante, notre objectif principal a été de veiller à ce que tout le monde ait accès à des cours en personne, tout en gardant en tête les besoins des étudiants et étudiantes qui pouvaient encore avoir besoin d’un accès à distance. À l’époque, nous avions également précisé que nous continuerions à surveiller de près les annonces concernant le secteur de l’enseignement supérieur. Au cours des dernières semaines, plusieurs développements nous ont encouragés à avoir une vision plus optimiste des trimestres d’automne et d’hiver.   

Bien que le nombre de cas de COVID-19 reste élevé dans la région du Grand Toronto, certaines indications laissent entrevoir une amélioration importante de la situation d’ici le mois de septembre. Le gouvernement provincial a annoncé l’accélération du déploiement des vaccins, ce qui accroît l’admissibilité des membres de la communauté de York ce mois-ci.   

Tout laisse penser que la stabilité récente de l’approvisionnement en vaccins pourrait permettre aux gens d’obtenir leur deuxième dose plus rapidement. Par ailleurs, Santé Canada a approuvé le vaccin de Pfizer pour les enfants âgés de 12 ans et plus. Il semble que, sous réserve d’examen et d’approbation, le vaccin pourrait être étendu aux enfants âgés de 5 à 11 ans d’ici la fin de l’été. Nous nous attendons donc à ce qu’un plus grand nombre de personnes que prévu soient complètement vaccinées au cours des mois d’été.   

Bien que nous ne sachions pas encore exactement à quoi le trimestre d’automne ressemblera, les directives actuelles indiquent qu’il sera possible d’augmenter considérablement l’apprentissage en personne et les activités parallèles sur nos campus cet automne. Nous préparons donc un scénario plus optimiste, dans le cadre duquel environ 50 % des cours seront offerts en personne, en donnant la priorité aux cours destinés aux étudiants et étudiantes de première et deuxième années, dont la transition universitaire a été fortement touchée par la pandémie.  

Parallèlement, nous continuerons à fournir une expérience d’apprentissage à distance de grande qualité à ceux et celles qui ne pourront pas assister aux cours en personne cet automne. Comme toujours, la protection de la santé et de la sécurité de la communauté de York est primordiale. Nous continuerons à suivre de près la situation sanitaire au cours des prochains mois afin de déterminer la meilleure ligne de conduite à adopter pour notre communauté. Nous savons que tout le monde préférerait des certitudes. Ce plan actualisé est basé sur les projections les plus récentes et les cours seront bientôt mis en ligne en vue de l’inscription aux cours d’automne. Nous prévoyons aussi avoir davantage de membres du personnel, du corps professoral et du corps enseignant présents sur nos campus au fur et à mesure que la situation s’améliore. Nous vous tiendrons régulièrement informés de l’évolution de nos plans.  

En fonction des dernières projections, nous préparons un retour complet sur nos campus pour le trimestre d’hiver. Dans les semaines et les mois à venir, nous encourageons vivement tous les membres de la communauté de York à se faire vacciner contre la COVID-19 dès que possible, afin de se protéger et de protéger leurs familles, leurs proches et leurs collègues, et nous nous réjouissons de nous rassembler à nouveau sur le campus.    

Nous vous invitons à assister à notre conversation communautaire ce mercredi 12 mai de 15 h à 16 h 30, durant laquelle nous pourrons répondre à vos questions et discuter des perspectives pour les trimestres d’automne et d’hiver. J’ai hâte de vous y voir et je continuerai à vous tenir au courant dans les mois à venir, au fur et à mesure de la poursuite de notre planification.  

Sincères salutations, 

Rhonda Lenton
Présidente et vice-chancelière

Retiring faculty share vision for future of health care on International Nurses Day

FEATURED Global Health

Celebrated annually on May 12, International Nurses Day recognizes the work of nurses across the globe and the role they play in fulfilling health care needs.

This year’s theme, chosen by the International Council of Nurses (ICN), is “Nurses: A Voice to Lead – A vision for future health care.” This theme looks ahead at how the nursing profession will transform the future of health care.

At York University, in the Faculty of Health’s School of Nursing, faculty members have engaged in discussions about the toll of COVID-19 and how nurses can lead efforts across the globe to “build forward better.”

Three faculty members retiring from the School of Nursing, all pioneers in their respective fields, offer their insights on the future of health care.

Patricia Bradley, RN, PhD, CCNE

Pat Bradley
Pat Bradley

Professor Patricia Bradley’s career spans the important shift in nursing education from hospital schools to university settings. “As a student nurse,” Bradley explains, “I remember hearing and seeing things and thinking, ‘This just doesn’t seem right.’ And that’s when I thought, ‘I want to go further.’ I didn’t have a name for what I was seeing yet, but I wanted to do something about what was wrong with education and practice.”

Her own search for higher education involved travelling from Montreal to Winooski, Vt. to obtain a master of education, and then to Albany, N.Y. to obtain a master of science in nursing. She completed her master’s practicum alongside Dr. Anthony Fauci in the early days of the HIV-AIDS epidemic in the U.S. It was a lack of access to quality care observed early in her learning journey and stories she was privy to on the bus ride to and from clinical trials that informed her career. She began her doctorate in Detroit, where she had the privilege of taking courses with renowned nurse anthropologist Madeleine Leininger. She completed her PhD in nursing at the University of San Diego in California.

Bradley has since become an expert in curriculum design, a champion of narrative pedagogy and digital storytelling in education and research, and a recognized leader in practices that support internationally educated nurses (IENs). She first became attuned to the numerous hurdles faced by newcomers with professional degrees and the value of nursing knowledge to help address them when she was teaching internationally educated physicians to become nurses in San Diego.

“Teaching in a number of schools, and working across Canada and the U.S., you see various ways of doing things, each with different strengths and challenges. What I learned is that difference is not a deficit.”

Bradley’s strength is her ability to connect a love of curriculum with a passion for arts-based methods in an innovative “teaching-learning-being heard” approach that has been particularly effective for helping understand and address the diversity of needs of IEN students. She is now the Chair of the Canadian Association of Schools of Nursing Accreditation Board for IEN bridging programs.

Bradley became a IEN undergraduate program co-ordinator and well-respected colleague at York University through her collective efforts to address IEN concerns with feeling “voiceless and vulnerable.” Since the time of her arrival at York University in 2007, she has been the recipient of eight teaching awards and accrued over $10 million in research funding. She is also notably the current co-Chair of the Partners in Education and Integration of IENs conference.

“I will continue doing this supportive work, including working with the consortium, until there are more IENs represented in leadership positions across universities Canada.”

Bradley and her team recently submitted a new grant to further develop a four-university supported competency and concept-based curriculum that will enable IENs to receive learning opportunities while they transition into the workforce. From Bradley’s perspective, we have much to learn from IENs and more efforts are needed to build on their unique qualifications. “It would be too bad if we do not learn from their stories and if the knowledge they bring is lost.”

Beryl F. Pilkington, PhD

Beryl F. Pilkington
Beryl F. Pilkington

Professor Beryl F. Pilkington is a renowned nursing leader, scholar and advocate. Prior to entering academia in 1999, she had practised as a registered nurse for over 20 years. The three role models that led her to choose nursing were her mother, older sister and a cousin. “My family and community considered nursing to be a noble profession. Nurses were valued because they looked after people in need of care, and that’s what I wanted to do,” she says.

During her two decades at York University, Pilkington led research projects addressing the health and well-being of marginalized communities (such as perinatal loss, reproductive health and diabetes) and global health (such as refugee health in Dadaab, Kenya). Pilkington actively contributed to the development of nursing courses, and led the creation of the MScN program (launched in 2005) and proposal development of the PhD in Nursing program (launched in 2019). She has also collaborated in international nursing education development in both Kenya and Ghana.

Pilkington is an utmost esteemed colleague at all levels of the University. In addition to her significant scholarly and teaching contributions, her exemplary leadership qualities and generosity of spirit in service to the academia are evident in her numerous service contributions to York University. Humble by nature in recognizing her exemplary achievements, when asked which contributions she is most proud of, Pilkington refers to her students, as well as the development of the collaboration between York University and the School of Nursing & Midwifery at the University of Health & Allied Sciences in Ghana: the Advancing Scholarship & Capacity for Emerging Nursing Doctorates (ASCEND) program.

Pilkington has advanced the reputation of nursing and York University both locally and internationally. “As humanity grapples with the climate crisis and attendant global health challenges (e.g. pandemics and mass displacement), nursing can contribute to the attainment of the UN’s Sustainable Development Goals,” she says.

Pilkington will continue with her passion to advance nursing in retirement through the ASCEND program.

Shelley Walkerley, NP-PHC, PhD

Shelley Walkerley
Shelley Walkerley

Professor Shelley Walkerley has an outstanding history of practice, research and engagement in the profession of nursing. Walkerley has extensive clinical and academic expertise in acute and primary health care. This September will mark 50 years of active nursing for her.

Walkerley has deep roots in health care. Her mother was a highly regarded nurse and her family owned a nursing home, providing her with an early taste of the importance of caring for people. While nursing was not her original dream, she came to see how well it fit with her life and passions. She has not looked back on her decision to enter nursing and continues her clinical practice to this day.

She recalls how experiences as a team leader during the 1970s helped her recognize the appeal of further education. While pursuing her degree, she also became a primary health-care nurse practitioner, graduating in the late 1990s from York University. She has excelled as a nurse practitioner (NP), working in a variety of settings and combining her clinical expertise with research engagement. Walkerley completed her master’s degree and PhD so she could teach NP students and direct her expertise in supporting and developing the NP role in Ontario. There were challenges in the early days, including resistance to nurses taking on extended roles. Early advocates like Walkerley were key to the success of this provider. As she recounts, “We have taken NPs a lot further than we thought we could” and “the quality of care our graduates perform is a great accomplishment.”

Asked to reflect on the ICN’s theme, she replies, “Are we ready? This pandemic has created key opportunities that we don’t want to miss, and we must make sure nursing has a place at the table, meeting opportunities and challenges cohesively and collaboratively.”

Walkerley respects nurses’ knowledge and care and takes on those who view nurses as mere “technicians.” For her, the real leaders in nursing are “people on the ground, getting things done.” Asked to share her wisdom, she encourages nurses to broaden their lens. “Reject a narrow view of nursing and don’t be held back by others’ perceptions.”

Walkerley will continue clinical work into her retirement, including a practice with essential workers during the pandemic and collaborating to develop online resources for chronic pain management.