Tag: Equity Diversity Inclusion (EDI)

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Prof exemplifies York excellence in global health research through worldwide partnerships

Africa map on a globe

By Corey Allen, senior manager, research communications

As a world leader in global health research, York University is fully committed to international collaborations across multiple sectors with academic, government, industry and community partners. Among those highlighting the impact of these partnerships is Professor Godfred Boateng. 

Forging strong relationships beyond geographical boundaries enables the York community to conduct meaningful work that defines the University’s approach to research and innovation: interdisciplinary, collaborative and equitable.  

Among those leading the way in this is Boateng, a quantitative sociologist and epidemiologist who was recently appointed Canada Research Chair (CRC) in Global Health and Humanitarianism. 

Godfred Boateng

One of Boateng’s latest research projects is related to his CRC appointment, which aims to measure and quantify different forms of resource insecurity, including food, water, energy and housing, as well as to advance our understanding of the overall health effects of environmental contaminants, both in the Global South and in Canada. This work exemplifies, he said, the importance of having international partners and collaboration.  

“Partnerships are key and without them, global health research isn’t possible,” he said. “York University’s partnerships in the Global South greatly expand the scope of my research and allow me to reach populations and communities that would not be accessible otherwise.”  

Boateng’s project looks to collect physiological, ecological, and demographic data from informal settlements in sub-Saharan Africa and Latin America.  

Using high-cost field equipment, the researchers will assess the quality of the air and water samples (stored, drinking and groundwater) found in and around the settlements.  

The data will be used to validate scales, like the Household Water Insecurity Experiences Scale, co-developed by Boateng for use by public health practitioners, non-governmental organizations, government officials, and development agencies to monitor and assess progress on targets set out in the United Nations Sustainable Development Goals around achieving equitable access to safe and affordable drinking water, as well as adequate and equitable sanitation and hygiene. 

This is particularly important in sub-Saharan Africa, where flooding due to climate change is a considerable health risk and bacterial infections like dysentery and waterborne illnesses like cholera are widespread.  

The scales would help researchers and health-care professionals to assign a score to the environmental contaminants found in settlement households, which enables them to determine if water, for example, is safe for consumption without the need for further testing.  

For local governments, this would streamline water, air, and housing quality assessments and provide valuable information to inform health-care policy and decision-making.  

“Our project will also produce the necessary data for comparative studies, so that this evidence can be used in other contexts, including in some Indigenous communities in Canada that face similar resource insecurity challenges,” said Boateng.  

Boateng and his former professor, Dr. Fidelia Ohemeng, during the York delegation’s visit to Ghana. Ohemeng taught Boateng during his undergraduate studies at the University of Ghana
Boateng and his former professor, Fidelia Ohemeng, during the York delegation’s visit to Ghana.

The project is slated to start this summer with 300 households in Accra, Ghana, alongside Boateng’s partners from his alma mater, the University of Ghana, and the University of Cape Coast, before moving onto research sites in Nigeria, Kenya and Malawi, and subsequently to Colombia and Mexico.  

Last month, Boateng was also part of a York delegation that visited Ghana, Nigeria and Kenya. The Africa trip helped the University engage with prospective students and explore partnership opportunities with local universities and research institutions.  

For Boateng, studying global health helps bridge the inequality divide.   

“It’s important to identify the sources of health disparities and the structural determinants of health, so that proper interventions can be put in place,” he said.  

“Global health research, when applied, can not only enhance the quality of life for the world’s most vulnerable populations – women, children and seniors – but it also has life-saving potential for people worldwide. It’s teamwork at its best.”  

Learn more about York University’s Global Engagement Strategy.

York recognized as one of Canada’s Best Diversity, Greenest Employers

York University top 100 employer banner

Continued sustainability and decolonizing, equity, diversity and inclusion (DEDI) progress has earned York University a spot on Canada’s Greenest Employers list for the 12th year in a row, and its first ever inclusion in the Best Diversity Employers list.

Organized by the Canada’s Top 100 Employers project, both lists are annual editorial competitions that spotlight institutional excellence across the nation. The Greenest Employers list recognizes those that “lead the nation in creating a culture of environmental awareness in their organizations,” and the Canada’s Best Diversity Employers list recognizes those with exceptional workplace diversity and inclusiveness programs.

“This is the first time York University has achieved two top employer designations. This impressive milestone is a testament to our community’s commitment to our values as a progressive university dedicated to excellence, social justice, diversity, inclusion and sustainability”, said President and Vice-Chancellor Rhonda Lenton. “I am grateful for the significant contributions community members continue to make toward driving positive change locally and globally.”

“Being recognized as Canada’s Best Diversity and Canada’s Greenest Employers is possible because of the values and dedication of York employees, staff and faculty alike. I hope York and all our colleagues can take pride in how hard we work to be a place where so many different people, all taking so many different paths in their careers and lives, can thrive and feel like they belong,” said Laina Bay-Cheng, interim Vice-president of Equity, People and Culture.

Laina Ya-Hui Bay-Cheng
Laina Bay-Cheng

One of the reasons York was selected for Canada’s Best Diversity Employers for the first time was the launch of the Decolonizing, Equity, Diversity and Inclusion Strategy, which formalizes and co-ordinates DEDI efforts across the institution. Importantly, the strategy appreciates that there are many forms of discrimination and oppression that exist in society that must be addressed to create an equitable and inclusive world. At York, DEDI values are also infused into other key planning documents, and existing frameworks, including the Framework and Action Plan on Black Inclusion and the Indigenous Framework.

The DEDI Strategy also includes the “rights of the planet,” reflecting York’s determined leadership and ambitious goals in advocating for environmental justice and sustainability. Over the years, the University has made considerable investments and proactive efforts to safeguard the environment in response to the burgeoning climate crisis, placing York’s campuses ahead of other post-secondary institutions, organizations and entire municipalities.

For over a decade, those efforts have consistently led to York being named on the Greenest Employers list due to its sustainability initiatives aimed at reducing the overall environmental impact of the University through conservation and measurement, decarbonization and innovation. Among recent examples is the release of York’s own detailed emissions data and ecological footprint assessment, compiled by the Ecological Footprint Initiative at York. With its release, York became the first Canadian institution to compile and publicize its own comprehensive data of this nature.

The University also recently announced it would be accelerating its timeline and aiming to achieve net-zero emissions by 2040 – a decade sooner than its previous commitment.

This year’s Greenest Employers list recognized employee and senior-level involvement in new and ongoing sustainability projects across the University, such as annual Earth Month tree planting and campus clean-up events, community partnerships with organizations like the Global Footprint Network and the Canadian Black Chamber of Commerce, and York’s leadership in hosting the 2023 Congress of the Humanities and Social Sciences, the largest fair-trade event in Canadian history.

Other notable sustainable features highlighted through the editorial competition were long-standing York waste management initiatives such as Zero Waste, York’s comprehensive, multifaceted waste management program that was first established in 1990 and has been expanding for over three decades. The program has continually surpassed its targets, growing from an initial goal of 50 per cent waste reduction to a recent achievement of 70 per cent of waste diverted from landfills in 2019.

In areas of teaching and research, York’s over 500 sustainability-focused courses supported its application in being named as a Greenest Employer, in addition to its Eco-Campus in Costa Rica that operates as a local, national and international school dedicated to education and research on neotropical conservation, eco-health, community well-being and sustainable livelihoods for neighbouring communities.

“York’s collaborative and holistic approach to sustainability has played a large part in why we continue to excel in sustainability leadership,” said Mike Layton, York’s first chief sustainability officer. “This work wouldn’t be possible without the support of students, faculty, instructors and staff. Community adoption of green initiatives and a continued desire to support the University in expanding its impact to create a more sustainable future is integral. This recognition is a reflection of community efforts.”

For more information about the Top 100 Awards that York has been recognized for, visit the Diversity Employers site or the Greenest Employers site.

York scholars collaborate on Indigenous-led climate report

York University plays a pivotal role in a groundbreaking report entitled “For Our Future: Indigenous Resilience Report,” which underscores the vital contribution of Indigenous communities in tackling climate change.

The report, a cornerstone of Canada’s National Knowledge Assessment, is co-authored by an almost entirely Indigenous team comprised of Indigenous authors, Elders, wisdom keepers and youth from across the country.

Key figures from York include Professor Deborah McGregor, who is Anishinaabe from Whitefish River First Nation, Birch Island, Ont., and holds the Canada Research Chair in Indigenous Environmental Justice, and former postdoctoral fellow Graeme Reed, now a strategic adviser with the Assembly of First Nations.

Deborah McGregor
Deborah McGregor

“Dr. Reed was lead author, along with Dr. Shari Fox, and coordinated a primarily Indigenous author team for the report,” says McGregor, who has prior experience with climate assessments, notably the “Health of Canadians in a Changing Climate Report,” released in 2022. 

“Natural Resources Canada has coordinated Canada’s climate assessment reports for over a decade. Yet the climate change reports, although important, did not reflect the climate realities and experiences of Indigenous Peoples in Canada,” McGregor continues. 

“To advance the experience, perspectives and realities of Indigenous Peoples in Canada about climate change, it was important to ensure Indigenous Peoples have their voice and conduct their assessment.”

Graeme Reed
Graeme Reed

Organized according to five key themes, the report highlights Indigenous Peoples’ unique strengths in responding to environmental and climate challenges, positioning them as active agents of resilience and leadership.

Within the research framework, the report underscores the essential role of Indigenous knowledge systems and lived experiences in shaping effective climate action, particularly within the context of food, water and ecosystem interrelationships, and emphasizes the significance of self-determination in Indigenous-led climate initiatives.

At the core of York involvement in the report is the recognition of colonialism’s historical impact, including its role in shaping societal attitudes toward the environment. While acknowledging the multi-faceted nature of climate change and the need to address systemic injustices and historical legacies contributing to environmental degradation, the report also reframes Indigenous Peoples as active agents of resilience and leadership, challenging perceptions of them as passive victims of climate change.

“Drs. McGregor and Reed showcase through this collaborative report their continued national leadership in the discussions of why Indigenous Peoples and our knowledge must be at the forefront of the response to climate change. This continues to demonstrate how Centre for Indigenous Knowledges and Languages (CIKL) researchers are making positive impacts not only at the policy level but also through community-led and driven environmental and climate-based research,” says Sean Hillier, director of the CIKL at York University. 

By amplifying Indigenous voices and perspectives, the report seeks to influence broader climate governance, policy development and decision-making processes, paving the way for meaningful Indigenous climate leadership.

“Climate assessments are intended to influence climate governance, policy development and decisions. We hope that this report influences the broader climate policy landscape to truly reflect the potential of Indigenous climate leadership,” says McGregor.

“Ideally, this report can form the foundation for Indigenous governments, organizations and communities to formulate their own climate policies, strategies and plans.”

Urban Studies students advance learning with Montreal field trip

Montreal skyline

Living in the Greater Toronto Area, it’s not complicated for students in the Cities, Regions, Planning program at the Faculty of Environmental & Urban Change (EUC) to assess Toronto’s strengths and weakness, but an annual field trip to Montreal allows them to apply their analytical skills elsewhere.

For five years, Teresa Abbruzzese, an assistant professor and urban geographer, organized a field school – a short-term academic program consisting of mentored field research – in the fall for third-year Urban Studies students in her research methods course in the Department of Social Science in the Faculty of Liberal Arts & Professional Studies.  

She was excited to bring this experiential learning opportunity to her new home in the Cities, Regions, Planning program for her third-year course, Doing Urban Research: Theory & Practice, for the Fall 2024 term. 

The initiative gives students a chance to experience another city, using participant observation while taking notes and photos and having conversations with local citizens. The trip is mandatory and the costs are low, but there is a day trip to Hamilton, Ont., for a cheaper alternative. 

“The trip enables our students see the historical and contemporary issues facing Montreal and to develop a comparative understanding of cities,” said Abbruzzese. “It’s also important to give them the opportunity to do preliminary fieldwork.” 

“The point of the trip is to prepare them to work on their own individualized research project,” she said. “It trains them to be social scientists and allows them to hone their academic skills, such as critical analysis, research and writing.” 

Members of the Montreal field trip
At City Hall, (Front Row, L to R): Prof. Doug Young,  Prof. Teresa Abbruzzese, Councillor Sterling Downey, Prof. Silvano de la Llata (Concordia University), and Prof. Mike Cado right (Music, York); other rows: third-year students in Urban Studies/Cities, Regions, Planning 

The Montreal field school emerged from a political moment in history when Donald Trump assumed the American presidency in 2017. Abbruzzese and her colleagues in Urban Studies at the time decided to halt the field school to Buffalo – the original international location of the field school for many years – and instead they chose Montreal as the setting.  

Once the Canadian city was decided, Abbruzzese thoroughly enjoyed the creative process of putting together a new field school.  

“Logistically, it’s never easy to execute, but I strive to enhance the field school experience each year,” she said. “All the guest speakers make this field school special and welcome our urban group from York University back each year.” 

She, her students, and other professors boarded a Megabus for the ride east and followed a packed itinerary that included historian/expert-led walking tours of neighbourhoods such as Saint-Henri, Montreal North, Little Burgundy and Mile End; a visit with City Councillor Sterling Hall – who has experienced homelessness – and a tour of City Hall; and talks by professors from Concordia University.  

The students packed a lot into the trip, getting a sense of the richness and diversity of Montreal. They saw poverty and affluence, arts and industry. They gained an understanding of some of the city’s challenges with issues such as housing, transportation, socioeconomic disparities, public spaces and heritage as well as the French-English divide, said Abbruzzese. 

“All of this sparks comparative analysis in their heads and they begin to ask a lot of questions,” she said. “They’ll use all of this to create a manuscript – a fieldwork diary organized around themes. They’ll organize, reflect, and analyze their empirical notes and contextualize their observations with broader scholarly conversations in Urban Studies.” 

Just as important, noted Abbruzzese, is that the trip serves to transform the class from individual students into a community.  

“It is a tradition for professors from the program to join this field school, so that students have an opportunity to get to know the other professors in the program, and professors get to know the students,” she said. “Professor Doug Young from the Urban Studies program has joined me on this field school from Buffalo to Montreal for the last eight years. Students have always appreciated sharing this experience with other professors from the program, which made the experience more memorable.” 

“In addition, students become a support network for each other and become more connected after this field school,” she said. “They’re all friends afterward.” 

Vanessa Reynolds
Vanessa Reynolds

Vanessa Reynolds, a third-year geography and urban studies major, confirms that. “This was a group that hadn’t talked to each other in class, but we all bonded and, now, we’re really friends,” she said. “It was such a great experience; I’d recommend that anyone do it.” 

She found the trip eye-opening in many ways, and changed her perspectives. 

“I’m so Toronto-centric, but seeing Montreal gave me deeper insights into how a city runs, and seeing different parts of the city that people often don’t was amazing,” Reynolds said. Furthermore, she added, “I want to travel more. It makes you want to see the world. It was an experience that made university different.” 

Shazde Mir, a fourth-year urban studies major who plans to pursue a career in policy development or community planning, said Abbruzzese’s passion for Montreal made her glad she took the trip, as she got to know the city and gain insights into city planning. 

“I saw a different perspective of what it means to be an equitable city,” Mir said. “You can’t treat people as less than.” 

After visiting a working-class neighbourhood with prominent community initiatives that reminded her of Toronto’s Jane and Finch area, Mir wondered why cities have areas where a lack of investment from the government is visible. 

“I’ve started looking into tours here in Toronto to get to know the history of the city’s development,” she said. “I want to go back to Montreal and I’d like to visit other cities to see how different governments went about developing them, what the priorities were. 

“The trip solidified my love for Toronto. I want to see more progressive policies so we can create a more equitable city.” 

Ultimately, said Abbruzzese, “our objective is to produce graduates who are informed, critically engaged, and sensitive to issues of sustainability, social justice, equity and diversity.” 

Given the feedback, it is apparent she is meeting that goal. 

Initiative provides community space for EUC Black students

Two Black students walking inside on York's Keele Campus

Black students in York University’s Faculty of Environmental & Urban Change (EUC) now have a dedicated community space in the Health, Nursing & Environmental Studies Building (HNES) to use for meetings, workshops and informal gatherings. 

EUC's Black Community Space
EUC’s Black Community Space

The EUC Black Student Caucus spearheaded the initiative to obtain a dedicated community space, says Melissa Theodore, a decolonization, equity, diversity and inclusion (DEDI) advisor for EUC. It is one of the objectives stated in EUC’s Black Action Inclusion Plan 2020-25. The space was created to support a community of students, staff and faculty, providing them with a location where they can engage with one another on themed discussions and promote Black excellence, while furthering a sense of community and connection, as well as student academic and personal success.

The equity committee at EUC first held a space equity dialogue to determine what students’ needs were before approaching Dean Alice Hovorka. The dean allocated HNES 248 to them, and the caucus held a launch event there on Oct. 5, 2023. The space has been open from 9 a.m. to 4 p.m. on weekdays ever since. 

“The space is important because Black students felt it was necessary to have a place where they could speak freely, be themselves, meet other Black students and form bonds,” Theodore said.  

“It also adds to our recruitment and retention opportunities, because it should encourage more Black students to enrol in our programs. There is a low number of Black students in some of our programs, but the numbers are increasing and we want to keep the momentum going. What better way than for them to have their own space?” 

The space will also serve as the central hub for Black Mentorship Program initiatives, providing students with support in fostering self-discovery to establish personal and academic goals that align with their individual identities and aspirations. 

Theodore hopes to form a sub-committee of the equity committee to guide the space and ensure that its care and programming are sustainable. Currently, programming is led in partnership between EUC’s Alumni Engagement and Experiential Education teams, and work-study students Shaniah Hutchinson and Tomisona Oludairo. Both are EUC undergraduate students who have taken responsibility for programming under Theodore’s guidance. 

Tomisona Oludairo
Tomisona Oludairo
Shaniah Hutchinson
Shaniah Hutchinson

“It is supposed to be a space for students run by students,” Hutchinson said. “It allows students, faculty and staff to celebrate their culture and heritage and it fosters solidarity and social justice.” 

Oludairo noted, “We want to promote cultural resilience, organize events and manage programs. We are looking for feedback from students about events and programs and are reaching out to the Black community.” 

The space has hosted a number of events to date.  

In November, a panel of EUC’s Black graduate students from various programs assembled there to share information about their pathways into their graduate program and their experiences of coursework, funding, research and the graduate community. EUC graduate assistants were also on hand to answer questions about graduate programs. 

In January, Black Voices, a film screening and storytelling event, was a collaboration between EUC and Black Excellence at York. It showcased Black filmmakers, including York students and graduates. The films screened focused on social and racial justice issues, and the films were followed by a discussion. 

For Black History Month in February, the Faculty sponsored a panel called Navigating Blackness Within the Workplace. The panellists, alumnus Masani Montague (managing director, Masani Productions); Muna-Udbi Abdulkadir Ali, an assistant professor at EUC; and Miquela Jones, a second-year interdisciplinary social science student, offered their insights into the working world and shared strategies for navigating the workplace. 

When the Faculty’s Eco Arts Festival takes place, the space is slated to be home to a collaborative art workshop, jointly sponsored by the Black Caucus, Black Excellence at York and Eco Arts. 

When the space isn’t hosting events, it is open to students as a gathering place. They can sprawl on the bean bag chairs and sip a cup of coffee made in the nearby kitchen, chat with each other or read. 

“We want people to enjoy the space,” said Hutchinson. “It’s a comfortable, relaxing area and a place they can unwind.” 

To use the space after hours, HNES 248 can be booked free of charge by reaching out to the Office of Student and Academic Services team at osasinfo@yorku.ca. 

Professor Christina Sharpe named 2024 Guggenheim Fellow

3d golden star golden with lighting effect on black background. Template luxury premium award design. Vector illustration

The John Simon Guggenheim Memorial Foundation has awarded its prestigious fellowship to Christina Sharpe, a professor in York University’s Faculty of Liberal Arts & Professional Studies (LA&PS) and Tier 1 Canada Research Chair in the Department of Humanities.

Christina Sharpe close-up portrait
Christina Sharpe

The Guggenheim Foundation is a beacon of excellence in supporting scholars, artists, and researchers in their endeavours to push the boundaries of knowledge and creativity. This year, 188 culture creators working across 52 disciplines were named Guggenheim Fellows, selected on the basis of prior career achievement and exceptional promise, and rewarded with both recognition and monetary prizes.

This honour is a testament to Sharpe’s contributions to the field of Black studies and her innovative approach to research and writing. Her trailblazing work has resonated with scholars and readers alike, shedding light on important issues related to what she calls the “ordinary extraordinary matter of Black life.”

“As a member of our faculty, we are truly delighted and honoured to witness her exceptional achievements,” says J.J. McMurtry, dean of LA&PS. “She is not simply being acknowledged for her outstanding contributions but is being rightly celebrated on a global scale. Her outstanding success serves as a source of inspiration and pride for our entire academic community, highlighting the calibre of talent and dedication that thrives within our Faculty.”

Sharpe’s recent works have garnered significant acclaim, with her book Ordinary Notes (Penguin Random House Canada, 2023) earning her the Hilary Weston Writer’s Trust Prize for Nonfiction and being selected as a finalist for the National Book Award for Nonfiction. Ordinary Notes was further recognized as a best book of the year by esteemed publications such as the New York Times, The Atlantic, The New Yorker, the Globe and Mail, the Toronto Star, NPR, New York Magazine and literary magazine Granta. This month, Sharpe was also awarded a Windham-Campbell Prize for nonfiction.

Beyond the many recent accolades, Sharpe remains immersed in her upcoming projects – What Could a Vessel Be? and Black. Still. Life. – showcasing her ongoing commitment to exploring and engaging with important themes through her writing.

“I am very glad for the support of the Guggenheim Foundation toward completing What Could a Vessel Be? and to be among so many writers, artists and thinkers whose work I respect,” says Sharpe.

Schulich ExecEd partnership strengthens Nunavut’s project management capacity

Brown rock formation near sea during daytime, Unsplash

Recognizing the pivotal role of adept project management in propelling strategic initiatives forward, in Fall 2021 the government of Nunavut set out to empower its workforce by partnering with York University’s Schulich Executive Education (Schulich ExecEd) to offer specialized professional development through the Masters Certificate in Project Management program.

To help meet the territory’s demand for skilled project managers within the public sector, the Schulich ExecEd program – which recently saw its third cohort of students graduate – allows participants to delve into various facets of project management, gaining the insights, tools and techniques essential for navigating complex projects successfully. From project planning and risk management to stakeholder engagement and resource allocation, participants emerge from the program equipped with a comprehensive skill set tailored to the unique challenges faced within the public sector.

“Our students in the third cohort of the program came from far and wide across this massive territory to learn how to manage projects of all types, spanning government policy, health care, technology, construction, engineering and more,” says David Barrett, national program director of the Masters Certificate in Project Management program. “It is a delight to work with our graduates at the end of our program, as they embrace a new set of tools, a new language and a new method of approaching all of their projects – regardless of size.”

The third cohort of the Schulich ExecEd Masters Certificate in Project Management program in partnership with the government of Nunavut.

With over 100 employees from the government of Nunavut and affiliated organizations participating in the program since its inception, the initiative has had a profound impact on the territory’s workforce. From urban centres to remote communities, public servants have seized the opportunity to enhance their project management acumen, driven by a collective dedication to professional growth and service excellence.

“We are immensely proud of our enduring partnership with the government of Nunavut,” says Rami Mayer, executive director of Schulich ExecEd. “This collaboration stands as a testament to our shared commitment to empowering public servants with the essential tools and knowledge needed to navigate the complexities of project management within the public sector.”

Beyond mere skill development, Mayer says this partnership is about fostering a culture of innovation in the territory and planting the seeds for a new generation of professionals.

“We recognize the profound impact of efficient project management on the lives of the Indigenous peoples of Nunavut,” says Mayer. “Enhanced project management skills enable the government of Nunavut to execute initiatives that directly benefit the Indigenous community – from infrastructure projects to health-care initiatives and cultural preservation efforts.”

In providing these professional development opportunities, Schulich ExecEd and the government of Nunavut are not only building a more efficient public sector but also fostering a stronger, more resilient Indigenous community. And they are committed to continuing to do so – together.

Prof’s work advancing nursing makes impact

Photo by Patty Brito on Unsplash

A review advancing knowledge of nursing care for persons with developmental disabilities (DDs) was published in the impactful journal Nursing Open by York University School of Nursing Professor Nazilla Khanlou and went on to be among the top 10 per cent most downloaded papers during its first 12 months of publication.

An image of Nazilla Khanlou
Nazilla Khanlou

The paper, titled “Nursing care for persons with developmental disabilities: Review of literature on barriers and facilitators faced by nurses to provide care,” explores better understanding of notable gaps in knowledge and practice in order to have an impact on caregivers and receivers.

According to the review, individuals with developmental disabilities often contend with health-care systems and services that lack accessibility or better support. As a result, nurses have often reported notable gaps in receiving proper training to better care for people with DDs. There are few opportunities to discover best practice guidelines for those looking to provide care for this demographic.

With the intention of advancing the enhancement and standardization of nursing care for persons with developmental disabilities, the research team looked to identify research evidence, nursing strategies, knowledge gaps, and barriers and facilitators. In doing so, the paper moves towards providing “recommendations addressing access, education, collaboration, communication, use of standardized tools and creating a safe environment” to better help nurses care for people with DDs.

The findings of the review have clearly resonated, given the degree to which it has been accessed and downloaded, which speaks to its efforts to fill a notable knowledge gap in care for an underserved population. Khanlou believes that nursing education in Canada must address that gap.

“We must provide introductory level education and training for all nursing students at the undergraduate level in addressing the complex needs of persons and families with developmental disabilities,” she says. “At the graduate level, more advanced knowledge and specialization should be available for nurses interested in pursuing practice of health promotion and care in the developmental disabilities field.  We can learn from the experiences of nursing in the United Kingdom, where the designation of Learning Disability Nurse exists, and specialized education is provided at the university level.”

The accomplishment of being among the top 10 per cent most downloaded articles in Nursing Open – which is published by influential research publisher Wiley Online Library – builds upon the impact that Khanlou’s extensive career and body of work has already had.

Appointed the inaugural holder of the Ontario Women’s Health Council Chair in Women’s Mental Health Research at York in 2008, Khanlou has used her clinical background in psychiatric nursing to advance research and understanding of many under-represented groups.

Her published articles, book, reports and research – some of which has been funded by organizations like the Canadian Institutes of Health Research and the Social Sciences & Humanities Research Council – have explored the well-being and mental health needs of specific populations. Youth and women in multicultural and immigrant-receiving settings have been a particular focus, as she has written about gender-based violence, patient-centred care for women, identity-related factors affecting the mental health of immigrants and refugees, and more.

TTC mural honours Professor Carl James

Carl James BANNER

The Toronto Transit Commission’s (TTC’s) subway system recently became the canvas for a new mural honouring York University Distinguished Research Professor Carl James and his impact on community and racial equity.

The mural – which features an evocative portrait of James – can be viewed at the York University TTC subway station, as well as a bus wrap that’s emblazoned on a TTC vehicle deployed from the Queensway Garage, and at various subway stops across the city. It pays tribute to Professor James’ impactful contributions to education, community and racial equity.

Mya Salau, a third-year student at the University of Toronto Scarborough, was commissioned for the project by AstroSankofa Arts Initiatives, a Canadian organization that describes itself as committed to supporting Black and Indigenous emerging artists in public art and Web3 activities.

Salau’s inspiration for the mural stemmed from her desire to capture the essence of James’ teachings and accomplishments. To create the image, she used acrylic paint on canvas, then had the painting digitized to be displayed on TTC buses and murals. She also incorporated various visual elements to reflect his dedication to educational equality, youth studies, and race and ethnic relations.

“I wanted the artwork to not only celebrate Professor James, but also to serve as a reminder of his profound impact on our community,” Salau explained. “Through this mural, I hope to convey the essence of his teachings and inspire others to continue his legacy of advocacy and social change.”

The mural features a captivating portrait of Professor James adorned with textbook pages, symbolizing knowledge, literature and the power of education. “I also added a futuristic eye lens,” Salau said, “as a lot of his work advocates for future change and improving systems in Canadian society.”

James worked closely with Salau as she shaped the mural over various iterations. “I very much appreciate that Mya was able to share an early version of the painting, and use my comments to develop the final version,” he says. “Her efforts to represent me and my scholarship in the painting reflects her reading of my work.”

Carl James mural
The Carl James mural at York University subway station. (Photo credit: York University’s Faculty of Education.)

That work, in a nutshell, is about addressing systemic inequalities in Canadian education and society.

From his early days as a community organizer to his current role as the Jean Augustine Chair in Education, Community and Diaspora at York University, James has provided research on race, education and immigration that sheds light on the challenges faced by Black students in the Greater Toronto Area. His investigations have catalyzed significant policy changes, including the end of academic and applied streaming for Grade 9 students in Ontario.

“It is not about research for research’s sake, but to inform action,” James said in a recently published interview.

“Community is often a central feature for those who have been marginalized, and it is through collaboration and advocacy that we can bring about meaningful change.”

The unveiling of the mural on Feb. 24 coincided with Black History Month, a time to celebrate the rich contributions of Black Canadians to society. Alongside other honourees, James was recognized during a TTC subway tour honouring Black Torontonians, showcasing their enduring legacies and contributions to the city.

k2i academy and TDSB engage girls in STEM

young girls doing science

With the goal of encouraging girls to explore science, technology, engineering and mathematics (STEM) pathways and United Nations Sustainable Development Goals ( UN SDGs), the k2i academy – an initiative by York University’s Lassonde School of Engineering – engaged with students at the Young Women on the Move: Possibilities Conference at Runnymede Elementary School, hosted by the Toronto District School Board (TDSB).

Since June 2020, the k2i academy and the TDSB have worked in partnership to foster a variety of programs aimed at breaking down barriers in STEM education. For example, the Bringing STEM to Life: In Schools initiative has brought experiential education to schools across the Greater Toronto Area, and the recently 407 ETR-funded Work Integrated Learning Equity, Diversity and Inclusion (EDI) Fund will expand STEM offerings to under-represented students throughout the area, too.

The most recent example of the partnership, the Young Women on the Move event, engaged 200 girls from eight different elementary schools through an engineering design challenge – with a focus on the SDG priority on sustainable cities and communities ­– organized by the k2i team.

Mentors and k2i academy staff guided the students through building prototypes of earthquake-resilient structures, underlining the importance of creating inclusive, safe, resilient and sustainable urban environments. In the process, they learned about earthquakes, the principles of stable structures, and the iterative process of designing, building and testing their prototypes using shaker testing tables.

This practical, hands-on experience introduced the girls to the engineering design process, emphasizing problem-solving and creativity in addressing real-world issues.

“Through our Possibilities Conference, we wanted to empower young women to see the endless possibilities available to them by building their confidence, breaking down barriers and stereotypes, and encouraging them to explore non-traditional courses of study,” says Lauren Rovas, vice-principal and Possibilities Conference lead organizer, TDSB. 

As a result, the k2i academy and the TDSB continue their shared purpose, and partnership, in encouraging the future of STEM careers being more inclusive.

“As a woman who studied physics, it is important for me to encourage and inspire the next generation of girls to consider STEM career pathways,” says Lisa Cole, director of programming, k2i academy. “k2i is thrilled to partner with TDSB to design and deliver programs that encourage youth to discover their curiosities, develop skills in coding and engineering design, and reach students and families who may not have considered STEM pathways.”