Budding scientists compete for best STEM project at Keele Campus
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Using neural networks to detect disease, creating alternative energy sources, and improving quality of life for seniors and people with disabilities are some of the STEM projects young scientists will show off at York University during the York Region Science and Technology Fair (YRSTF) this Saturday, April 1.
Top projects will receive gold, silver and bronze medals.
While this is the eighth year York will host the event, this year is the first since the COVID-19 pandemic started that the students will be back on the Keele campus.
More than 100 York Region science students in grades 7 through 12 have prepared 63 projects – either an innovation or discovery. This year sees more senior projects than usual, and many returning silver and bronze medalists, with many students showing off new apps this year.
The projects fit into eight categories: agriculture, food and fisheries, curiosity and ingenuity, digital technology, disease and illness, energy, environment and climate change, health and wellness and natural resources.
During the fair, students will display their work in Vari Hall, with a public viewing from 1 to 5 p.m. The awards ceremony will take place immediately following the display.
The science fair will also include an activity – Science Adventures with York University scientists.
York University Professor Rebecca Pillai Riddell, of the Faculty of Health, is co-director of the YRSTF@York partnership, and was instrumental in bringing the event to York’s Keele Campus in 2016. Fellow co-directors are Professor Robert Tsushima, Faculty of Science, and Professor Regina S.K. Lee, from the Lassonde School of Engineering.
Dozens of judges, including York professors and PhD candidates, will review the submissions and the gold-medal winners will move on to represent the region and compete at the national level at the Canada-Wide Science Fair. The winners will be among 500 students from across the country vying for the title of Canada’s best science fair project.
Participation in the fair is open to all students currently attending a York Region public, Catholic, or private school; who are homeschooled; or who reside in York Region.
York Region District School Board and the York Catholic District School Board are among the major sponsors of the fair, which is a partnership effort between York University and the York Region Science and Technology Fair Organizing Committee.
Passings: Michelle Hughes
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The Schulich School of Business has announced that dedicated recruitment coordinator and proud York alumna Michelle Hughes passed away on Tuesday, March 21 after a long battle with cancer, with her family by her side.
A loving and beloved mother, wife and daughter, Hughes leaves behind her husband, John; her children, Christopher, Johan and Samantha (Sage); and her mother, Violet.
Michelle Hughes
In his recent statement honouring Hughes’ memory, Schulich Dean Detlev Zwick wrote, “Michelle was the recruitment and communications coordinator for the Master of Management Program and the Master of Accounting Program. She joined Schulich in 2009 after having worked for nearly a decade as a career advisor at Humber College and DeVry Institute of Technology. She graduated from York University in 1994 with a BA in psychology, and during her time as a student, was elected president of the York Federation of Students (YFS) – a testament to the high esteem in which she was held by her peers.”
Hughes’ steadfast commitment to bettering her community and creating opportunities for others was not only demonstrated in her election as the first Black YFS president, but also through the work she carried out with myriad charities and fundraising initiatives, including: Bring Back our Girls; The Black Link; and Ebony Toastmasters, which she co-founded.
“Michelle was the consummate people person – engaging and caring,” Zwick continued. “She was known for her infectious enthusiasm and energy; her sense of humour; and her positive, can-do disposition. Her motto – proudly displayed as an icon next to her Schulich email – was ‘Work hard and be nice to people.’ When Michelle was hospitalized due to her illness, her colleagues described her as an inspiration to others, and remarked on her strength, grace and sense of compassion.”
Among the many co-workers and alumni whose lives were touched by Hughes, a common refrain has been that her welcoming presence greatly influenced the decisions of many to join the Schulich community.
Zwick noted that, “In her spare time, Michelle worked as a motivational speaker and developed a public speaking program to assist young people in finding their voice and gaining confidence. She was also deeply committed to advocacy on behalf of Black youth and devoted a lot of time and energy to inspiring and mentoring Black students at Schulich. She took great satisfaction in sharing stories about some of the students whose life path and career prospects changed, and she would often say, ‘Changing lives – one or 101 at a time.’”
Hughes’ visitation ceremony will take place on Thursday, March 30 from 4 to 8 p.m. at Turner & Porter’s Butler Chapel in Etobicoke. Her funeral service will follow on Friday, March 31 at 1 p.m. at St. Andrew’s Presbyterian Church Humber Heights in Etobicoke.
In memory of Hughes, and in observance of her funeral service, the University flag will be lowered to half-mast on Friday.
“Our School will also host a memorial service at a later date to bring together family, friends and colleagues to share our memories and celebrate Michelle’s life,” Zwick said. “Donations received in support of the Michelle Hughes Memorial Fund will allow us to create a new student award in Michelle’s honour.
“The award will be given annually to an incoming Black student in our Master of Management Program with demonstrated community leadership. It is a fitting legacy for Michelle, who was committed to making business education more inclusive and accessible for individuals from Black communities,” he added.
Those wishing to make a donation can do so here; messages of condolences and memories of Michelle, can be shared here.
Dance students highlight human resilience in ‘Convergence’
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York Dances 2023: Convergence features new choreographic works of 27 third-year BFA majors performed by students engaged in all levels of York’s programs in dance.
In addition to steering their own creative processes, students led every facet of the production of Convergence, including costumes, lighting design, poster design and front of house. Supported by faculty and students – including guest artist and student Maxine Heppner, and current work-studies technicians – the show celebrates togetherness, individuality and the positive power of community.
“TBD” by Ella Booth-Doris
Ella Booth-Doris’s “TBD,” focuses on the strength needed to overcome life’s obstacles. Performed by Kian Hern, Maddy Moneypenny, Morgan Janes, Jessika Tafolla and Charlize Greaves, this work highlights ways in which people can work together to face challenges. “Relying on one another for support in these times of hesitation, lack of self-confidence, fear and vulnerability is crucial,” Booth-Doris says. Her choreography features a blend of movement genres, showcasing each dancer’s unique style and further proving that, despite their differences, they can help each other to reach a common goal.
“Ingress” by Ria Kerekes
Ria Kerekes’s “Ingress” also addresses themes of personal resilience. In their work, dancers Isabella Castro, Danika Geen, Sarah Goncalves, Annie Spence and Katie Waters portray various types of mental illness and neurodivergence. By shedding light on this aspect of the human experience, Kerekes brings awareness to the effects they have on day-to-day life. “I want to display how much of a struggle it is to deal with [mental illnesses and neurodivergence] every single day, and to hopefully teach those who do not understand how uncontrollable and difficult it is,” he says.
“Emergence” by Danika Geen
Another work that accentuates personal challenges and how to manage them is Leah Rodgers’ “Remember Who You Are.” Her work explores the complexity of finding one’s true identity within a society full of expectations. “I would like not only the audience, but the dancers themselves, in their own interpretation, to feel empowered to take on life with a new outlook and to do what makes them happy,” she says. Dancers Irene Leung, Amelia Mazza, Morgan McCarthy, Drake McKever, Elizabeth South, Katie Waters and Alex Woodley skillfully perform Rodgers’ choreography to show how a positive mindset can inspire them to find and celebrate what makes them unique.
“Emergence” by Geen, also addresses the difficulties inherent to being one’s authentic self. Their piece brings attention to transgender and nonbinary people, highlighting their ability to stay true to themselves, regardless of the negativity that may surround them. On the topic of transgender visibility, Geen says, “I wish I had this sort of representation growing up, especially in dance, which is an extremely gendered art form.” Through the emotionally charged choreography, performers Clara Chemtov and Jules Vance paint a stunning tribute to the transgender community by expressing feelings of gender dysphoria, confusion and, ultimately, radical self-acceptance.
“Collapse” by Travis Keith
Travis Keith’s work, “Collapse,” deals with the physical and mental manifestations of overwork and stress. Performed by Maya Erwin, Taylor Hooey, Tehillah Riley and Victoria Sharp, this piece addresses the experience of burnout. Through the dancers’ vulnerable performance, Keith questions the elements in our environment that push us toward collapse, and how we can draw strength to overcome them.
Isabella Sgambelluri’s “9-5 pm” examines the monotony of daily life, and tells the story of three dancers, Julianna Greco, Kiara Sinclair and Melissa Harve, who break out of their daily cycle to pursue a more fulfilling life. As the dancers take the courageous leap toward freeing themselves of their routine, they explore their true needs and desires. Through her powerful choreography, Sgambelluri asks the audience, “Are you tired of living a life that does not fulfill your innermost dreams?”
“9-5 pm” by Isabella Sgambelluri
“Obscured” by Sahara Shwed explores visual disabilities and how they can affect individuals. Inspired by her grandmother, Shwed uses her choreography to bring awareness to blindness, and how people with visual impairments can use their other senses to live fulfilling lives. Dancers Sherry Boamah, Jaelyn Jones and Tehillah Riley beautifully depict the struggles and victories of a blind person.
“Obscured” by Sahara Shwed
Convergence, presented across two series, features 27 short works staged in the McLean Performance Studio, (second floor Accolade Centre East), March 30 and 31, at 7 and 8:30 p.m.
Tickets can be purchased online and in person at the AMPD box office. To reserve, call 416-736-5888 or click here.
Lassonde’s STEM programs reflect changing world
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By Elaine Smith
The Lassonde School of Engineering is changing the face of STEM education to ensure it aligns with the world of the future by breaking down systemic barriers and offering opportunities for inclusion, while building excitement about STEM throughout.
The journey begins with Lassonde’s k2i academy, an initiative that launched in 2020 and brings together an ecosystem of diverse partners to create more equitable outcomes for underrepresented youth (kindergarten to high school) in STEM.
“The k2i academy works intentionally with partners, including the K12 sector, to address systemic barriers that hinder students and staff in engaging with STEM,” said Lisa Cole, director of programming for k2i. “We bring people together to create an ecosystem for equity-focused innovation.”
Students at a previous UNHack event
k2i has received more than $5 million in funding from a variety of partners in government and the private sector. It works alongside publicly funded school boards and community organizations to leverage collective resources to create and implement programs that strategically remove roadblocks for students and families, inspire future innovators and creators, and build capacity for others to engage in this work.
“For example, the Bringing STEM to Life: Work-Integrated Learning program works with school board leaders to employ high school students while also working towards a high school physics credit,” said Michelle Tsui-Woods, k2i’s associate director of operations and development. “We know that students are not always taking the prerequisite courses they need to pursue STEM post-secondary studies and, at times, have to choose between work and learning. This program removes that barrier.”
Cole notes, “We are always working alongside educators, exploring how to push boundaries with cost-effective, flexible tools so schools can update their programs and invest to get beyond the status quo.”
As students consider their university options, the Lassonde Academy is on hand with a pre-university program that assists students in meeting the admissions requirements for STEM programs.
“The program began in 2015 and has evolved over time,” said Sean Billingsley, director of recruitment and admissions, who leads the Lassonde Academy. “Initially, it expanded the number of students to whom we could make offers and has pivoted to become a tool to help increase access for underrepresented students, especially those who identify as female.”
The Academy offers free, fully virtual, self-paced summer courses in chemistry, math and physics that students can pursue to boost their skills, build confidence in their capability and earn an offer from Lassonde. Although women were the initial target audience, the Academy is expanding to support other groups underrepresented in STEM fields.
“The courses are tools designed to help students be successful going forward,” Billingsley said. “We are not replicating high school courses; the content was designed to strengthen transitions to first year while also engaging diverse learners.”
The program courses are intentionally self-paced so prospective students can work around their other commitments. To date, more than 250 students have successfully completed the courses and proceeded to join Lassonde programs.
Once students enter Lassonde, administrators, faculty and staff are committed to keeping them engaged and inspired. Jeffrey Harris, an associate professor, is leading a project redesign of the common core of engineering courses, including the first year.
“These courses – about 30 credits – form a substantial part of the curriculum,” Harris said. “We’ve found that it’s not just about the curriculum; we need to think about the student experience and about education as an experiential journey for the learner.”
With the support of the Lassonde Educational Innovation Studio, he and a working group have spent two years researching and redesigning the common core using design principles, interviewing students, doing a global environmental scan, incorporating innovations and adjusting procedures. They’re looking toward a more project-based experience for their students and will run a pilot program in Fall 2023 for 70 first-year students.
The pilot will feature one course that runs throughout the semester with all the other courses offered sequentially in a more intensive fashion.
“We’ll pilot this with existing courses and it will inform larger change,” said Harris. “We’re evolving the way we think about higher education and setting a new standard.”
Lassonde students have other opportunities for enrichment, including the Bergeron Entrepreneurs in Science and Technology (BEST) program, administered by program manager Maedeh Sedaghat.
The BEST Program offers students the environment, culture and resources to learn how they can use technology to solve societal challenges, become creators and grow as entrepreneurs. One of its main pillars is experiential education, such as UNHack and BEST Startup Experience (BSE); both are designed to empower students to develop essential skills like teamwork, critical thinking, creative problem solving, communications and decision-making.
UNHack revolves around the United Nations Sustainable Development Goals (UN SDGs), challenges that underpin the University Academic Plan. During UNHack and BSE, students go through a structured learning journey using design sprint methodology and work in multi-disciplinary teams over a weekend to create innovative solutions to sustainability challenges proposed by community partners from across York University and beyond. All student teams get supports from their dedicated mentors throughout the experience and present their solution ideas to a panel of judges. Winning projects will have access to additional supports like coaching, resources for prototyping, and lab space to take their project to the next level and turn it into a startup.
Other opportunities offered by the BEST Program include the BEST Certificate, BEST entrepreneurial co-op, and the BEST entrepreneurial Work Integrated Learning where students get to develop entrepreneurial mindset and learn how to play a greater role in the management of technological innovation in larger organizations or start their own ventures.
“This is a safe space for students to experiment, explore their passions and strengths and achieve their full potential,” said Sedaghat. “Our programs provide students with multi-disciplinary education and experiences so they have the foundation, skills, knowledge and tools to feel confident in making big impacts in their communities and beyond.”
Jane Goodyer, dean of the Lassonde School of Engineering, is justifiably proud of this suite of programs.
“The work we do to increase engagement and interest in STEM is incredibly rewarding – whether it’s sparking initial interest among youngsters who never dreamed they could be engineers; providing a helping hand to prospective students; or facilitating the richest possible educational experiences for our current students,” Goodyer said.
“To improve the world for everyone – our ultimate goal – we need different perspectives and approaches to global engineering and science problems. That only begins by making STEM education accessible to all and cultivating interdisciplinary connections through which our diverse creators can collaborate in making positive change.”
Professor Emeritus Tim Whiten earns prestigious Gershon Iskowitz Prize
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The Art Gallery of Ontario (AGO) named Tim Whiten, professor emeritus at York’s School of the Arts, Media, Performance & Design (AMPD) and founding member of the visual arts program, winner of this year’s Gershon Iskowitz Prize.
Tim Whiten, photo courtesy of Mehraban Mehrabani
As the most recent Gershon Iskowitz artist at the AGO, Whiten will receive a $75,000 cash prize and have his works featured in a solo exhibit hosted at the gallery throughout 2025.
The prize, created and funded by the Gershon Iskowitz Foundation, has been awarded via the AGO every year since 1986 to “a professional Canadian visual artist who has achieved maturity… and who is on the verge of using their creative energy to produce a significant body of work, or to continue their research.”
During deliberations, the Gershon Iskowitz Prize jury commended Whiten for the innate quality of his work to go beyond mere physical presentation and offer an ethereal experience to his audience.
Throughout his five-decade career, self-described image-maker Whiten has used everyday objects as foundational materials, the bases of his poignant multimedia projects. Through Whiten’s installations, simple household items such as clothing, furniture, food, tools or dishes are recontextualized and given meaning, often for the purpose of spiritual or metaphysical commentary.
Himself a student of accomplished philosopher Oscar Oppenheimer, Whiten’s style is inspired and informed by his own quandaries, as well as those that so enraptured his mentor and colleague.
Born, raised and educated in Michigan, Whiten eventually attended the University of Oregon, where he received his MFA, before his path towards a teaching practice was interrupted by military service. Whiten then moved to Canada in 1968, becoming a highly respected fine arts pedagogue and instructing at York until his retirement in 2009. During his tenure at the University, Whiten was the recipient of the 1999-2000 Dean’s Teaching Award in what was then the Faculty of Fine Arts.
From North America to Asia and beyond, Whiten’s work has been featured in collections – both public and private – at galleries around the world. In addition to the AGO in Toronto, Whiten is also featured at Canada’s National Gallery in Ottawa.
To learn more about Whiten and the Gershon Iskowitz Prize, click here.
York mourns loss of visionary philanthropist Helen Vari
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The York University community is mourning the loss of Helen Vari whose many contributions to the University had transformational impact. A visionary philanthropist dedicated to supporting students, Helen and her husband George William Vari, PC CM (Aug. 14, 1923 – Dec. 9, 2010) created an outstanding record of philanthropic activity.
Among countless charitable contributions spanning decades, their passion for education and research led them to become patrons of some of Toronto’s greatest institutions.
Helen Vari and York University President and Vice-Chancellor Rhonda Lenton
“It is with great sadness that I share the news of the loss of philanthropist Helen Vari,” says York University President and Vice-Chancellor Rhonda Lenton. “On behalf of York University, I offer my heartfelt condolences to the many friends, family and supporters of Helen. She was a dear friend and will be greatly missed.
“Helen and her late husband George were passionate supporters of York and of higher education institutions across Canada. Their contributions have made a profound and lasting impact at York University and have played a significant role in enhancing the learning environment for York’s diverse body of students. They have been pivotal in York’s success as a leading international teaching and research university.”
Helen helped bring to fruition several building projects – among them Vari Hall, the nucleus of the Keele Campus – to the University. Often referred to as the “front door” of the University, Vari Hall is an iconic building at the heart of Keele Campus. Home to several lecture halls and other spaces, its three-storey rotunda has become the main gathering place on campus, a busy hub bringing community members together.
Helen received an honorary doctorate from York in 2003 where she gave her perspective as the longest-serving York board member. “I always emphasized, and it is the philosophy of the board, that…in essence, all the intellectual and material riches of York University should serve only one purpose: the interest and well-being of our students, to make their life richer intellectually, and to provide the best possible learning, recreational and living conditions for our students.”
She was appointed to York’s Board of Governors in 1990 and served until 2002, at which point she was made an honorary governor. She also served on the boards of the Ontario Heritage Foundation, Canada Council, Canadian Scene, The Council for Canadian Unity, Canada House at the Université de Paris, and the World Monuments Fund. A member of the Order of Canada, she received the Queen Elizabeth II Golden Jubilee Medal in 2003.
Dedicated to supporting students, the Varis also established numerous student awards at York, including: the Helen Vari Award in the School of the Arts, Media, Performance & Design, given in recognition of outstanding creative or scholarly achievement and overall academic excellence to a third- or fourth-year film and video student; the Helen Vari Award for Excellence and Good Citizenship, recognizing a graduating student in the Faculty of Liberal Arts & Professional Studies for their outstanding academic achievement and community service; and the George and Helen Vari Foundation Entrance Award (Environmental Studies), supporting graduate students entering their first year of the Master in Environmental Studies program at York.
The York community will be forever grateful to the legacy that Helen and George Vari have left at York.
York marks International Day for the Elimination of Racial Discrimination
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La version française suit la version anglaise.
Dear York community members,
Tuesday, March 21 marks the International Day for the Elimination of Racial Discrimination, which commemorates the day in 1960 that police in Sharpeville, South Africa, opened fire and killed 69 people at a peaceful demonstration against apartheid “pass laws.” Racism, xenophobia and intolerance continue to be pervasive in societies worldwide, including in Canada. York stands against all forms of injustice and prejudice fueled by racial discrimination.
Research conducted by the (In)Justice Project shows that Black and Indigenous people are disproportionately affected by excessive force from the police and incidents have risen over the past three years. Black and Indigenous people account for 27 per cent of fatal police shootings where the race of the victim was known, despite representing a combined 8.7 per cent of the Canadian population. “A Disparate Impact,” an interim report by the Ontario Human Rights Commission, found that between 2013 and 2017 Black people in Toronto were nearly 20 times more likely to be fatally shot by police than white people. The Race and Identity-Based Data Collection (RBDC) Strategy from the Toronto Police has also found that officers were more likely to use force against Black residents.
Recognizing the role that universities play in dismantling systemic barriers, York University committed to undertake a review of campus security and explore alternative models for community safety in response to a recommendation in the University’s Action Plan on Black Inclusion. The Action Plan accompanies the Framework on Black Inclusion, which lays the foundation and blueprint for addressing systemic racism, specifically anti-Black racism. The year-long review concluded in late 2022 and the final report with recommendations will be released to the York community soon.
York has recently posted an overview of its first pan-University Decolonizing, Equity, Diversity and Inclusion (DEDI) Strategy which will lay the foundation for the work ahead. The DEDI Strategy is organized around five strategic directions: Teaching and Learning, Research and Innovation, Representation and Success, Leadership and Capacity Building and Campus Climate and Environment. It augments existing frameworks, including the Framework and Action Plan on Black Inclusion and the Indigenous Framework for York University: A Guide for Action, which affirms York’s commitment to decolonization and creating access for Indigenous peoples. To combat racism and white supremacy, meaningful consultation and movement on the actions within these initiatives must be ongoing. As such, York continues to action its commitment to the University Academic Plan priority of Living Well Together, which includes systematic efforts to embed human rights, decolonization, equity, diversity and inclusion training across the University.
Today, we call on the community to engage in those efforts contributing to a more equitable world.
Thank you. Merci. Miigwech.
Sincerely,
Rhonda Lenton President and Vice-Chancellor
Sheila Cote-Meek Vice-President, Equity, People & Culture
Déclaration à l’occasion de la Journée internationale pour l’élimination de la discrimination raciale
Chère communauté de York,
Le 21 mars marque la Journée internationale pour l’élimination de la discrimination raciale qui commémore le jour de 1960 où, à Sharpeville, en Afrique du Sud, la police a ouvert le feu et tué 69 personnes lors d’une manifestation pacifique contre les lois relatives aux laissez-passer imposées par l’apartheid. Le racisme, la xénophobie et l’intolérance restent omniprésents dans les sociétés du monde entier, y compris au Canada. York s’oppose à toutes les formes d’injustice et de préjugés entretenus par la discrimination raciale.
Une recherche menée par le Projet (In)Justice montre que les personnes noires et autochtones sont touchées de manière disproportionnée par la force excessive de la police et que les incidents ont augmenté au cours des trois dernières années. Bien qu’elles ne représentent que 8,7 % de la population canadienne, les personnes noires et autochtones représentent 27 % des cas de fusillades mortelles où la race de la victime était connue. « Un impact disparate », un rapport provisoire de la Commission ontarienne des droits de la personne, a révélé qu’entre 2013 et 2017, une personne noire à Toronto était 20 fois plus susceptible qu’une personne blanche d’être abattue par le service de police. La stratégie de collecte de données fondées sur la race et l’identité (Race and Identity-Based Data Collection-RBDC) de la police de Toronto a également révélé que les agents étaient plus susceptibles de faire usage de la force contre les résidents noirs.
Reconnaissant le rôle que jouent les universités dans le démantèlement des barrières systémiques, l’Université York s’est engagée à entreprendre une évaluation de la sécurité des campus et à explorer des modèles alternatifs pour la sécurité communautaire en réponse à une recommandation du Plan d’action sur l’inclusion des personnes noires de l’Université. Le Plan d’action accompagne le Cadre d’inclusion des personnes noires, qui jette les bases et les fondements de la lutte contre le racisme systémique, et plus particulièrement contre le racisme anti-Noirs. L’évaluation, qui a duré un an, s’est achevée fin 2022 et le rapport final, assorti de recommandations, sera bientôt transmis à la communauté de York.
York a récemment publié un aperçu de sa première stratégie de décolonisation, d’équité, de diversité et d’inclusion (DEDI) panuniversitaire qui pose les jalons du travail à accomplir. La stratégie DEDI s’articule autour de cinq orientations stratégiques : Enseignement et apprentissage; recherche et innovation; représentation et succès; leadership et renforcement des capacités; climat et environnement des campus. Elle complète les cadres existants, notamment le Cadre et le Plan d’action sur l’inclusion des personnes noires et le Cadre stratégique autochtone pour l’Université York :un guide d’action (en anglais), qui affirme l’engagement de York en faveur de la décolonisation et de l’accès pour les peuples autochtones. Pour lutter contre le racisme et la suprématie blanche, la consultation et la mise en œuvre des actions définies dans le cadre de ces initiatives doivent être continues. À ce titre, York poursuit son engagement en faveur de la priorité Bien vivre ensemble du Plan académique de l’Université, qui comprend des efforts systématiques pour intégrer la formation aux droits de la personne, à la décolonisation, à l’équité, à la diversité et à l’inclusion dans l’ensemble de l’Université. Aujourd’hui, nous invitons la communauté à s’impliquer dans ces efforts pour contribuer à un monde plus équitable.
Merci. Thank you. Miigwech.
Sincères salutations,
Rhonda Lenton Présidente et vice-chancelière
Sheila Cote-Meek Vice-présidente de l’équité, des personnes et de la culture
York dancers star in Toronto premiere of acclaimed show ‘Colossus’
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Twenty graduating BFA students from the Department of Dance in York’s School of the Arts, Media, Performance & Design (AMPD) will perform in Colossus at the Meridian Arts Centre, alongside dancers from Toronto Metropolitan University (TMU), from March 22 to 26.
Created by renowned Australian contemporary choreographer Stephanie Lake, Colossus has been touring to pre-professional training institutions around the world since its global premiere in Brisbane in 2018.
Talia Cooper
Described as a tribute to collective humanity and the range of emotions inspired by existing alongside others, Colossus explores the delicate balance between intimacy and explosive expressivity and asks important questions about who individuals are within a collective.
For the show’s Toronto premiere, the Stephanie Lake Company will rehearse with York and TMU dancers throughout March, up until the opening night. Remounting the choreography for the local dancers is led by two of Lake’s company members, acting as rehearsal directors, with Lake herself joining rehearsals throughout the week leading up to the premiere.
“Colossus is unlike anything I’ve ever been a part of before,” says fourth-year AMPD student Talia Cooper. “It is fast and the movements have to be precise. We are also working in collaboration with TMU students who I’ve never worked with before.”
The show’s initial run in Australia garnered resounding praise, with Time Out Melbourne crowning it the number one show of the year. Following its triumphant premiere, the company took Colossus on tour. Instead of travelling with a static cast of dancers, however, Lake uses her platform to promote local emerging artists. In each city, Lake sets the iconic choreography on groups of pre-professional dancers, sharing with them an opportunity to work in an internationally esteemed company. Throughout the pandemic and its resulting travel disruptions, Lake seized the chance to innovate further, turning to web conference calls to teach choreography across borders and eventually directing performances in France, Taiwan and Hong Kong from Australia. To date, Colossus has toured in Oceania, Asia, Europe and North America, with upcoming performances in Africa and South America.
For many York dancers, this performance marks their first foray into the world of professional dance. Cooper says, “the whole process requires us to work in such close proximity to practical strangers, and because of the condensed rehearsal period, we are spending a lot of time together. I love expanding my dance vocabulary by watching my peers move across the space.
Blythe Russell
Nicole Faithfull
“Even though it’s not close to being finished, I feel so accomplished,” she adds. “Colossus has been performed so many times worldwide, so we are now a part of the international Colossus community and I cannot wait for people to see it.”
Cooper’s peers agree: “It’s a thrilling, exciting process,” York dancer Blythe Russell says. “It’s so special to be part of a community of dancers from all around the world who have performed Colossus.”
Nicole Faithfull describes similar feelings, “I’m very excited to be a part of such a beautiful piece and big cast.”
I am pleased to invite you to join me for the York University Community Conversation: Keele Campus on Tuesday, April 4.
The event is the second in a two-part series of conversations taking place at Glendon and Keele campuses. Students, staff and faculty are welcome to join me in a conversation about how we can work together to drive positive change in areas such as:
contributing to high-quality, accessible education;
creating a more sustainable and equitable future for our local and global communities; and
Registration for the in-person event is limited to facilitate a meaningful dialogue. Please register early to avoid disappointment, indicating any questions, accessibility needs, notes or comments using this form. Light refreshments will be provided. Masks are not mandatory but are strongly recommended.
The York University Community Conversation: Keele Campus will also be livestreamed via YouTube.
Access the Glendon Community Conversation recording here.
Additional information: Access the Community Conversations YouTube livestream link on the Community Conversations website or by clicking the link above.
I look forward to meeting with members of our community and learning more about how we can work together to drive positive change.
Sincerely,
Rhonda L. Lenton President & Vice-Chancellor
Rejoignez la conversation de la communauté Keele, le 4 avril
Chère communauté de York,
J’ai le plaisir de vous inviter à vous joindre à moi pour la Conversation communautaire de l’Université York : Campus Keele le mardi 4 avril.
Cet événement est le deuxième volet d’une série de conversations organisées sur les campus Glendon et Keele. J’invite les membres de la communauté étudiante, du personnel et du corps professoral à se joindre à moi pour discuter de la manière dont nous pouvons travailler ensemble pour apporter des changements positifs dans des domaines comme :
contribuer à un enseignement accessible et de qualité
créer un avenir plus durable et plus équitable pour nos communautés locales et mondiales
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York students win top prizes at Ontario Japanese Speech Contest
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The 41st annual Ontario Japanese Speech Contest (OJSC), where six York undergraduates secured podium positions, was held at the University of Toronto on March 4 and marked the first time that the event returned in person since 2020.
In total, eight students from the Japanese Studies Program, in the Department of Languages, Literatures & Linguistics (DLLL) at the Faculty of Liberal Arts & Professional Studies (LA&PS), competed in front of a large crowd that was undeterred by the inclement weather earlier that day. Three York students will advance to the national contest.
Those eight students collectively qualified for three competition categories: beginner, intermediate, and advanced level speech. Of the eight students, the six who were awarded for their speeches were:
Grand prize (Advanced first): Risha Pelchat (AP/JP2010) for “Me? ‘Mademoiselle’? ‘Xiao Jie’?”
Intermediate first: Ava-karie Hislop (AP/JP2000) for “Current Artists and Social Media”
Shinkikai-Sagamihara City Award (Beginners first): Arman Ahmed (AP/JP1000) for “Break Out of Your Shell!”
Intermediate second: Chengsi Ma (AP/JP2000) for “The Unknown Master of Ghibli”
Beginners second: Maximos Yao (AP/JP1000) for “Summer Harvest”
Intermediate third: for Afia Fobi (AP/JP2000) for “Are you a night owl or a morning person?”
Pelchat delivered a speech on her personal struggle as a transgender woman, detailing how people’s unseemly, small gestures – such as addressing others with their preferred salutations or names – could evoke feelings of “gender euphoria.” Pelchat was awarded a return ticket to Japan as the grand prize, which she plans to use to visit the country in the near future. Ahmed received the Shinkikai-Sagamihara City Award which also provides him with a trip to Japan and opportunity to visit the City of Sagamihara and its people. Pelchat, Ahmed and Hislop will be participating in the Canadian National Japanese Speech Contest in their respective categories at the Japan Foundation in Toronto on March 26.
“The Japanese Studies program is extremely delighted by the outstanding achievements made by the York students. All of them worked so hard, and their Japanese language proficiency has improved tremendously through this experience,” says Noriko Yabuki-Soh, associate professor in the DLLL and Chair of the OJSC Organizing Committee this year.
Yabuki-Soh and department colleagues Associate Professor Norio Ota and faculty members Kumiko Inutsuka, Akiko Mitsui and Eri Takahashi coached the students leading up to the contest. Inutsuka and Takahashi also served on OJSC’s organizing committee.
