Glendon’s partnership with Toronto French School is an EE success

Glendon Campus in the winter
Glendon Campus

By Elaine Smith 

The partnership offers a win-win for students at Glendon and the Toronto French School. The collaboration between the two institutions has led to a full-year experiential education (EE) opportunity in the form of a professional work placement course.

When Mallory Nettleton heard about the opportunity to engage students at Toronto French School (TFS) with the outdoors, “It sounded exactly like what I want to do.”  

Julie Marguet
Julie Marguet

Nettleton, a 2022 Glendon graduate who is now earning her teaching credentials in French immersion and biology, is a strong believer in outdoor education and conservation and immediately contacted Julie Marguet, manager of partnerships and program development for Glendon’s professional development centre, about the Fall 2022 pilot program. 

As an attempt to broaden EE opportunities for Glendon students, Glendon approached TFS early in 2022 to see if there were possibilities of working together. TFS was looking at ways to get their students away from their devices and screens and out into nature, and Glendon had students preparing for education careers who were eager for some hands-on experience. The collaboration between the two has led to a full-year professional work placement course that matches Glendon students with TFS faculty to lead activities in what Marguet calls “the outdoor classroom.” 

“In the University Academic Plan, York University has highlighted its commitment to ‘attain the goal of providing every student with an experiential learning opportunity, regardless of program,’” Marguet said. “The strong Glendon-TFS alliance answers that call by providing meaningful, work-focused experiential education to all Glendon students through an equitable and accessible multidisciplinary approach.” 

It is also part of a larger experiential effort, Projet FranCOnnexion, to support and highlight local francophone EE along Toronto’s Bayview corridor, an initiative supported by Canadian Heritage in collaboration with the Ontario Ministry of Education for Official Language Minority Communities, as well as partners such as Oxford Learning and the Canadian Film Centre. 

For their professional work placement, upper-year Glendon students spend eight paid hours each week working with TFS students on outdoor activities that are appropriate for their grade levels. There are scavenger hunts conducted in French that require young students to find items such as one petal and two leaves as a way of teaching numeracy, games based on nature and walks through the nearby ravine system to discuss the local ecosystem. They also required to meet with their professor bi-weekly to hone skills such as leadership and communications that they can use at TFS and throughout their careers and to participate in career modules in collaboration with Glendon’s career centre. 

“Through skill awareness, skill acquisition and skill articulation, we want to set our students up for success,” said Marguet.  

The outdoor specialists’ pilot began in September 2022 with six students and its success has led to a second, three-credit version that began in January 2023 and is focused on STEM (science, technology, engineering and math) leadership.  

“TFS was thrilled to have potential teaching candidates filling these placements,” Marguet said. “We will continue to look for ways to expand and diversify this cherished partnership.” 

The project now involves 18 Glendon students although many more applied. Marguet required all applicants to work with the career centre to craft a resume, which she reviewed. She met with each of the applicants and chose a set of resumes to forward to TFS. Their staff selected students to interview, which required an additional student foray to the career centre for guidance about job interviews. 

“We want our students, even those who aren’t chosen for the program, to build their career toolbox,” Marguet said. 

When asked about the program, Nettleton said, “Honestly, it’s dream job stuff. I’m so inspired to get to work with students outdoors in a natural setting on an ongoing basis. I can’t tell you how much I enjoy being there and how much I’m taking in. 

“I’m interested in watching how the teachers I work with manage their classrooms and keep students engaged and it’s great to see the students connect what they’re learning to the bigger picture. It’s exciting to see these processes happen and to discover the different strategies that teachers use for different age groups. To watch the students get passionate about the subjects we’re talking about is absolutely incredible.” 

York occupational health and safety students build, curate multimedia research repository

Workers clad in hardhats and safety gear inspecting documents

Assistant Professor Duygu Biricik Gulseren’s Fall 2022 Occupational Health & Safety (HRM 3400) class created The OHS Project, which comprises case studies, news and academic articles, and podcast episodes, as a part of a semester-long experiential education effort dedicated to advancing workplace safety.

Professor Duygu Biricik Gulseren close-up photo
Duygu Biricik Gulseren

The newly launched project aims to become an informational touchstone not just for future occupational health and safety (OHS) students at York’s School of Human Resources Management (HRM), but for OHS researchers and educators around the world as well.

In accordance with prevailing open education principles, all research materials offered by The OHS Project are provided without redaction or subscription. Currently the website is home to 23 case studies, 21 articles and six podcast episodes, all published by students. As Gulseren welcomes new cohorts into her courses, and into the project, the breadth of the research materials on display will continue to grow and continue to be shared with students in other OHS courses, as well as with professionals in the field.

“[The project has] great resources for OHS professionals. I liked the cases and podcasts, they are very informative and make you think about company specific OHS procedures,” said Yasemin Mensah, general manager of safety and quality at Wartsila Energy Storage.

“I really appreciate the effort to create a website and share it with us,” said Yisheng Peng, assistant professor of organizational science and communication at George Washington University. “To continue building our future portfolio for occupational health and safety education, I will also encourage my students to engage in these similar activities, i.e. case interviews and analyses.”

Experiential education advantages

Naturally, the benefits of Gulseren’s diverse grading methods, and novel approach to promoting research opportunities, were felt first and foremost by the students who founded the project under her direction.

First-year human resources student Ugur Erdal hosted his own podcast episode which focused on occupational health psychology and the concerns of researchers within that burgeoning field of study.

“The podcast [provides] perspectives related to different academic backgrounds [adjacent to] occupational health and safety,” Erdal said. “The podcast provided me with [access] to international information transfer systems and [readily available] academic information. Even though international meetings and interactions seem hard [to coordinate,] podcasts present excellent opportunities for both students and professors [to engage experts abroad.]”

“The OHS Project offers a wealth of learning opportunities. It allows students to obtain certification in research ethics (CORE-2022), hone interviewing and transcription skills, apply foundational occupational health and safety principles, and offers the opportunity to network… with practitioners in the field,” wrote Jason Molnar, who authored a case study for the project. “Plus, writing the case study narrative was fun. I highly recommend this project for anyone interested in experiential learning.”

In the future, Gulseren plans for the program to not only increase in the quantity of research materials it contains, but to also evolve in how it prepares students for the workplace. There are also plans to expand the podcasting opportunities to graduate and PhD students.

“In the current term, we are also adding a training component to the project,” Gulseren said. “Students from this course, along with Ayesha Tabassum, a PhD candidate in HRM, and I are designing a brief, evidence-based ‘techno-stress’ training [module] for employees working from home. We will evaluate the effectiveness of the training using data from employees working from home.”

Team Schulich takes first place in Academics at 2023 MBA Games

Image shows a group of students working with a professor

Graduate students from across the nation competed Jan. 13 to 15 at the 35th annual MBA Games, the largest MBA competition in Canada, with York University’s Team Schulich taking first place in the Academic category.

This event, hosted in-person by York’s Schulich School of Business, was a three-day competition featuring 14 teams representing leading business schools from across the country competing in Academic, Athletic and Spirit challenges for the coveted Queen’s Cup.

Team Schulich poses together after the 2023 MBA Games
Team Schulich poses after the 2023 MBA Games

Under the strong leadership of Meenakshi Kukreja (MBA ’23), Team Schulich performed consistently across all categories. The theme for this year’s event was “Reimagine: It Starts with Us.”

Team Schulich finished in third place overall, with a first-place award in Academics and third-place in Spirit.

“Meenakshi and the whole team did an outstanding job,” said Team coach and Adjunct Marketing Professor Joe Fayt. “They are ideal Schulich ambassadors. They worked together with a strong sense of collaboration and mutual respect, and extended the same generosity of spirit to all competitors and organizers.”

The team had a very strong performance in the Academics case competition, where it dominated the category with Schulich finishing in first place in both cases. The first case, which was sponsored by Bruce Power, challenged students to envision the future of electric cars in Ontario and make recommendations on how to build out the infrastructure for power generation and distribution, and for electric vehicle charging. The other case was sponsored by Simplii Financial, a division of CIBC, and asked students to develop a strategy to increase market penetration among international students and newcomers to Canada.

The team also delivered an exciting performance during the opening ceremonies. The students demonstrated their unstoppable drive and enthusiasm in a beautifully choreographed and high-energy dance performance.

“Team Schulich represented a reimagined world by showing unity and putting their best foot forward. I am so proud of what we achieved together,” said Kukreja.

With this third-place standing, Schulich has placed in the top three in 20 of the past 21 games. The team is already preparing for next year’s competition.

York book publishing professor introduces First Novel Prize, book deal for aspiring authors

Two people exchanging a stack of books

Matt Bucemi, an assistant professor in book publishing at York University, created the First Novel Prize in conjunction with Toronto-based Invisible Publishing to advance first-time novelists and provide hands-on experience for publishing students.

Matt Bucemi

Recognizing Invisible Publishing’s status as a fan-favourite publishing house, Bucemi partnered with their local team to push a call for manuscripts to fledgling writers. Based on those manuscripts, one author will be a selected to win a $3,000 cash prize from Bucemi, in addition to a $1,000 advance against royalties and book deal from Invisible Publishing. The winner will also get to deliver a keynote address and Q-and-A at York.

The First Novel Prize launched officially on Jan. 10 and will remain open to submissions until Feb. 28. The prize winner will be announced in April 2023, their manuscript will be published in 2024 or 2025.

The prize will not only give one promising, new writer the chance to have their book appear on retailers’ shelves, it also provides an experiential education opportunity to students of the book publishing program. They’ll get to make a meaningful impact on the winning book, offering editorial notes, story suggestions, advice for the author and marketing input.

“Publishing houses want to hire interns and junior staff who have previous experience in the publishing industry, but it can be difficult for busy students to gain that experience,” says Bucemi. “This collaboration will give York’s publishing students the meaningful experience and real industry knowledge that they need to distinguish themselves in a competitive job market.”

York’s students will get to experience the entire professional publishing process, from sorting through a slush pile of submissions to making suggestions about printing and production.

“I’m really interested in what [the students] have to say,” says Norm Nehmetallah of Invisible Publishing. “Because none of them have worked in publishing before, it’s a completely fresh perspective.”

Visit the Invisible Publishing website for contest details, or click here to submit a manuscript.

Year in Review 2022: Top headlines at York University, January to April

image of blocks that spell 2022

As a new year emerges, YFile takes a look back on 2022 to share with readers a snapshot of the year’s highlights. “Year in Review” will run as a three-part series and will feature a selection of top news stories published in YFile. Here are the stories and highlights for January to April, as chosen by YFile editors.

January

SEEC helps develop Business Recovery Project for York Region, Aurora Chamber
York Region entrepreneurs were offered free access to the Schulich Executive Education Centre’s (SEEC) Certificate in Business Essentials course thanks to the leadership of the Aurora Chamber of Commerce and the support of the provincial government, York Region, Town of Aurora, and the York Region Chambers of Commerce.

THE Banner for Sustainable YU

York University launches report on progress toward the UN Sustainable Development Goals
The UN Sustainable Development Goal Report is York University’s first annual progress report on the SDGs. Both the report and its accompanying website share stories of progress and facts about York University’s leadership, commitment and progress toward the 17 goals through inspirational stories, facts and figures, and forward-looking action.

York researchers publish novel findings on role of tumor suppressor protein in muscle health
In a study published in the Journal of Biological Chemistry, Jonathan Memme, lead author, PhD student in Kinesiology and Health Science (KAHS), Ashley Oliveira, contributing author, PhD student in KAHS, and David A. Hood, senior author, professor and Tier I Canada Research Chair, and director of the Muscle Health Research Centre (MHRC), show that the importance of p53 is most evident under stress conditions where the maintenance of mitochondrial function is essential.

Melissa Grelo and Emmanuella Owusu
Melissa Grelo and Emmanuella Owusu

Emmanuella Owusu is the inaugural recipient of Melissa Grelo Entrance Award for Black and Indigenous Excellence
First-year Bachelor of Commerce in Information Technology student Emmanuella Owusu was awarded the Melissa Grelo Entrance Award for Black and Indigenous Excellence. The award is granted to a woman entering the first year at the School of Information Technology or the Department of Economics, in York University’s Faculty of Liberal Arts & Professional Studies (LA&PS).

February

York Capstone Network partnership with BHER expands opportunities for students
The partnership with the Business + Higher Education Roundtable (BHER) provides more experiential learning (EE) opportunities that give students hands-on experience and help develop skills that enable them to create impact and drive positive change.

The project, titled “Teaching Against Anti-Black Racism and Toward Black Inclusion,” was conducted as part of the Dean’s Award for Research Excellence (DARE) program for undergraduate students enrolled in the Faculty of Liberal Arts & Professional Studies (LA&PS)

DARE project leads to first-of-its-kind Black Canadian readings and film database
A research project aimed to redress ideologies and systems of anti-Black racism in the University has culminated in a first-of-its-kind database for Black Canadian readings and films.

York University establishes research fund to support Black scholars
The York Black Research Seed Fund provides $150,000 in funding and mentorship to support the research activities of Black academics. The fund aims to promote equitable and inclusive funding to set roots for research projects and support future growth.

All aboard! Next stop is the autonomous train
Autonomous cars conjure images of beetle-like vehicles zipping around the streets, but what about the potential of autonomous rail transport? One researcher at the Lassonde School of Engineering is bringing this vision to life and it has the potential to significantly improve a nation’s ability to transport both passengers and freight.

March

Provostial Fellows deliver on academic priorities and SDGs
York University’s Provostial Fellows made steady progress on the University Academic Plan priorities and fulfilling the United Nations Sustainable Development Goals (SDGs).

York University releases inaugural Annual Report on Black Inclusion
The annual report comes one year after York released the guiding documents Addressing Anti-Black Racism: A Framework on Black Inclusion and the accompanying Action Plan on Black Inclusion: A Living Document for Action (2021) to the University community for consultation and review.

Octopus

Do octopuses, squid and crabs have emotions?
Octopuses can solve complex puzzles and show a preference for different individuals, but whether they, and other animals and invertebrates, have emotions is being hotly debated and could shake up humans’ moral decision-making, says York philosophy Professor Kristin Andrews, an expert in animal minds.

York leads team to establish $5.45M national mental health research and training platform
Faculty of Health Professor Rebecca Pillai Riddell will lead a revolutionary, multi-million dollar research training initiative that will support a more diverse, inclusive, accessible and transdisciplinary approach to mental health research and training.

April

photo of camera
The new MCL offers equitable access to space, equipment and resources for students and faculty who are creating multimedia as part of learning, research and teaching

York University’s Scott Library opens Media Creation Lab for research and teaching 
A new Media Creation Lab in the Scott Library provides students and faculty with access to new teaching and hands-on learning opportunities that span across disciplines.

Federal budget earmarks $1.5M for Jean Augustine Chair in Education, Community and Diaspora
Funds laid out in the federal government’s spring budget guaranteed long-term support for research and other initiatives at York University that create pathways to education for Black youth and future Black scholars.

Global Digital
The coalition is open to students, alumni, staff, faculty members and community partners, who will work together to advance the school’s efforts to promote an academic environment that is equitable, diverse and inclusive and is shaped by decolonizing principles

School of Global Health launches coalition to support equity, diversity, inclusion and decolonization
A new Coalition of Support launched by York University’s School of Global Health (YSGH) will take steps to ensure that principles and practices of equity, diversity, inclusion and decolonization (EDID) are built into the core of the school’s vision and living culture.

York professors receive awards from Government of Canada’s New Frontiers in Research Fund
Two York University researchers have received research awards from the Government of Canada’s New Frontiers in Research Fund (NFRF) special call for innovative approaches to research in the pandemic context.

Check back in the next edition of YFile for Year in Review 2022: Top headlines at York University, May to August.

York students join South Korean students to study public policy

Student working at home having a video conference with colleagues

York University undergraduate students studying Canadian social policy paired up with students in South Korea to examine key areas of social policy, including heath care and income security.

Professor Lee (right) and Professor Klassen
Professor Thomas Klassen and Professor Sophia Seung-yoon Lee

Professor Thomas Klassen (Public Policy and Administration, Faculty of Liberal Arts & Professional Studies) and Professor Sophia Seung-yoon Lee at Chung-Ang University in Korea, both taught public policy courses in the fall term at their respective universities. The two professors arranged for their students to collaborate on studying aspects of the welfare state.

Klassen gave a guest lecture to the Korean students, and Lee did so for the York students. Teams of students from the two universities joined together to create multi-media projects that highlighted current social policy debates.

York student Radiah Khan said, “I consider myself very lucky to have worked with students in Korea to learn about health care. With the 14-hour time difference, I was worried about how well the collaboration would work, but everything went smoothly. I loved being able to be a part of this collaboration.”

Cameron Riel, also from York, said despite difficulties such as time zones and communiciations, “I ultimately gained an exceptional experience unlike anything else so far during my time at York University” and that the partners they worked with from Canada and South Korea were “incredibly intelligent.”

Cameron Riel
Min-ji Shim at Chung-Ang University
Min-ji Shim

Khan and Riel’s counterpart at Chung-Ang University, Min-ji Shim, said the project offered an opportunity to learn from York students and jointly consider policy solutions in both Canada and Korea. “There are not many opportunities to work with Canadian students, so this was a precious endeavour,” said Shim.

Students of different backgrounds living in different time zones had a chance to enhance their skills and knowledge with teamwork, said Lee, “which I believe is essential in this global, digital era. The collaboration of classes from Korea and Canada was an excellent experience for my students and myself.”

The students that prepared the best multi-media projects were awarded with gift cards courtesy of the Korean Office of Research and Education at York University, which is funded by the Academy of Korean Studies and which provided support for the collaboration. Students were also presented with certificates of participation to confirm their successful completion of an international collaborative team project.

“Working across cultures is demanding but wonderful preparation for a world, and a job market, that in increasingly interconnected,” said Klassen. “I’m so impressed with how much the students from both universities learned.”

York University introduces experiential learning opportunities for Italian studies students

Italy Rome Roma bridge stock image banner from pexels

Samia Tawwab, a professor of Italian studies, brought hands-on learning opportunities to students thanks to the Faculty of Liberal Arts & Professional Studies’ Experiential Education (EE) Fund.

This autumn, students enrolled in Media and the Idea of Italy (AP/IT3775 6.0) and The Italian Short Story (AP/IT 3371 3.0) embarked on a series of field trips that saw them studying traditional calligraphy techniques, printing by way of a replica Gutenberg press and undergoing operatic vocal training.

Italian studies student Madeline learning calligraphy
Italian studies student at calligraphy workshop

Media and the Idea of Italy examines the role of media in the development of the Italian language by investigating the impact of media on the standardization and dissemination of the language across time. A major turning point on this path is the evolution from manuscript to printed text culture heralded by the invention of Gutenberg printing press.

On Oct. 20, students of this course – together with Tawwab – attended “Be Bold, Be Italic: Hands on ‘La Operina,’ exploring Italian Calligraphy,” a workshop where participants were provided with quills, ink and paper and taught a centuries-old technique by Italian amanuenses, calligraphers from the Scriptorium Foroiuliense in San Daniele, Italy.

The students experienced the painstaking work of cancelleresca handwriting, the Papal Chancery’s calligraphy, now referred to as italic. This experience was integral in informing the students’ awareness of the arduous and costly process of manuscript copying, which limited the production of texts and access to reading, and to knowledge in general, to a small percentage of elites in Medieval Italian society. Within the course theme, considerable attention is dedicated to the continuous use of Latin in manuscript writing for centuries, a process that fostered a separation of two linguistic codes, written Latin and various spoken vernaculars within the region known as Italy today.

On Nov. 3, in collaboration with Tawwab and St. Michael’s College at the University of Toronto, Associate Professor Paolo Granata, Media and the Idea of Italy course coordinator, facilitated an in-person presentation which showed students models of movable characters of wood, metal, and modern 3D reproductions. He illustrated the process of creating a page with movable characters using a modern replica of the Gutenberg printing press. Granata then demonstrated how the constructed page would pass through an inking procedure before being hard-pressed between the press’ plates. Students noted how the laborious process required not only mastery of technique but also physical strength to operate the equipment.

York U Professor Granata with handset typeface for printing press
Professor Paolo Granata with hand-set typeface for printing press

“Along with the immense amount of manual labour you would have to use to press ink into the page, it took tremendous amounts of skill to put the moveable type together, as it would have to be put in backwards,” said Marcus Evangelista, an undergraduate student in Italian studies. “This is where the phrase ‘get your p’s and q’s together comes from’.”

The invention of the printing press played a central role in the development of the Italian language, underscoring the imperative to determine which of the many pre-existing vernaculars would have to undergo standardization to become the language of the printed text, as well as the language that would facilitate a political unification so aspired to by the intellectuals of the time. The Italian language has undertaken a uniquely slow process of development before it reached its national form. Even if the political unification of Italy was achieved in 1861, it was not until media, such as the newspaper, cinema, radio and television spread the standardized Italian language that Italian reached its current form.

The EE fund will also enable students to view a live performance of an Italian opera this winter. This essential Italian art form acted as a vehicle to spread the Italian language beyond its home country, as the de-facto language of opera.

Additional experiential learning initiatives benefitted students of The Italian Short Story thanks to the Istituto Italiano di Cultura and The Columbus Center, which fully funded the work of acclaimed Italian international theatre director Gianluca Barbadori. Students were able to participate in Barbadori’s professional voice training and performance storytelling workshops on Oct. 22. Barbadori later delivered a workshop, on Oct. 24, to the students of The Italian Short Story as well as those of intermediate and advanced Italian language courses, on Italian pronunciation, enunciation, intonation and voice projection in storytelling.

The Italian Studies program has plans to offer a course on Italian for professional purposes, a combination of training in different registers of Italian in the classroom and a community-based learning experience to enable students to master Italian in the workplace.

York University students speak about international study and work opportunities

Earth at night was holding in human hands. Earth day. Energy saving concept, Elements of this image furnished by NASA

Students reflect on the meaning and depth of their experiences studying and working abroad during an in-person Global Learning Fair. The application deadline for the next cycle of international opportunities for students is Jan. 23, 2023.

By Elaine Smith

 “‘Explore, Engage and Experience’ is the message our Global Learning Fairs aim to convey to students,” said Ashley Laracy, associate director of global learning for York International (YI). “Since we recently held our first in-person fair since the pandemic lockdown, we want to make students aware of the opportunities that abound. We hope that this will spur them to begin their applications, submit them by the Jan. 23 deadline and prepare to study or work abroad in the 2023-24 academic year.”

Above, from left: Exchange Student Tazamin Cleary, Northumbria University, New Castle, UK, Claudio Klaus - International Visiting Research Trainee from Brazil, and Chenyang Yue - York International work/study student and Global Leaders of York Science Volunteer
Above, from left: Exchange Student Tazamin Cleary, Northumbria University, New Castle, UK, Claudio Klaus – International Visiting Research Trainee from Brazil, and Chenyang Yue – York International work/study student and Global Leaders of York Science Volunteer

The in-person Global Learning Fair featured a number of York student exchange programs, some of York’s exchange partners, summer abroad programs and internship opportunities, and current and former exchange students eager to share their excitement about the experience. Representatives from the Faculties of Environmental and Urban Change, Liberal Arts & Professional Studies, and Science also took part.

The event held at Vari Hall was followed by two virtual sessions to link students with program and university representatives based around the globe. Laracy noted that YI has funding available for students who are interested in traveling abroad to off set the cost of participation.

Studying abroad is beneficial to students in a number of ways, Laracy added.

“Our world has become increasingly global, and students who take advantage of study abroad opportunities experience this first hand,” she said. “Spending time in another culture allows them to experience and understand different perspectives on the world, gain skills for the global workplace and increase their employability, since global experience is always desirable. In addition, they may experience a different education system, make friends from different cultures and learn to navigate their way through a new locale. It is an enriching experience, both personally and professionally.”

Farzana Rohit calls her 2022 summer study abroad course in Greece “the best experience in my life so far.”

The fourth-year student went abroad for Greece: A Modern History and can’t say enough good things about the course and the trip, enthusiasm both she and fellow student Simon Younan shared this month with interested students the in-person Global Learning Fair. “I wanted to do something different and it was the best decision I ever made,” said Rohit, a philosophy major.

The students had classes at York University for two weeks, then embarked on the trip, which had a packed agenda.

“It was experiential learning, visiting historical sites and museums and immersing ourselves in Greek culture,” she said. “Every day, it was as if we were in an alternate universe. It was a once-in-a-lifetime experience.”

In Summer 2023, there are more than 20 YorkU courses and programs that students can explore and choose from. Faculties, in collaboration and with the support of York International, offer immersive education experiences in Colombia, Czechia, Ecuador, Greece, Ireland, Israel, Italy, Mexico, the United Kingdom, the United States and in the Las Nubes EcoCampus Costa Rica, among others. Led by faculty members from across York University, these programs allow students to study in a different country for several weeks with a group of their known peers and no credit transfer is required.

Ritwika Gupta - International Partnerships Manager (Study Abroad) - Brunel University London
Ritwika Gupta – International Partnerships Manager (Study Abroad) – Brunel University London

Ritwika Gupta represented Brunel University, located in London, England, at the fair. She said the university is best known for its medical school for international students and for its sport science program.

“We are a new partnership with York,” she said. “We have three York exchange students this year and the interest will only grow. We want to hear accents from all over the world on our campus.”

Ontario Universities International is a provincial program that provides students with the opportunity for exchanges with universities in the German state of Baden-Württemberg (OBW) and the French Rhône-Alpes (ORA) region.

“Our program is supported by provincial funding and there are scholarships up to $3,500 available for all York University students,” said Agnes Poleszczuk, the program’s York-based co-ordinator and an alumna of the program herself. Students can study for a semester, undertake a research project, or learn a language during the summer at one of the programs’ partner institutions.

Exchange student Mathilde El Ogb is spending a year at York University as part of her bilingual bachelor’s degree program in history at the University of Toulouse in France and was eager to share her enthusiasm for student exchange programs.

“I’m very glad to be here because it is an opportunity to take courses that they don’t have at my university,” said El Ogb, who has classes in 20th century Canada and Latin American history this semester. “I’ve made a lot of great friends and it’s cool to be surrounded by such a big landscape.”

Kaitlyn Celentano, a second-year York media arts student, is exploring opportunities for studying abroad.

“I always wanted to do this; it’s super cool to be able to travel through school,” Celentano said. “Film is a very global business and there’s history about the way film is being made in different places, so you can see what goes on. I’m looking at places where English is the main language; there is a huge film business in the United Kingdom, for example.”

During the online sessions, students had the opportunity to dig deeper into the opportunities at many individual schools worldwide.

Malmö University in Sweden is a new York University partner institution, said Maria Pihel, the university’s international co-ordinator.

“We’re here to recruit more interest,” Pihel said. “Our main educational programs are professional, so it’s harder to find matches, so we are also looking at internships and placements to give students international experience in different ways.”

Laracy of York International noted, “With more than 300 global partners worldwide, I am confident that we have a program for all York University students.”

She encourages students to explore stepping outside of their comfort zone, engage in one of York’s global learning programs and gain skills through the experience that will set them apart from their peers on the job market.

Schulich partners in the new University Pathways Program for Black students

Black male looking at laptop screen

The Schulich School of Business at York University is participating in the launch of a new program as part of a Tri-Business School Collective to create university pathways for Black high school students.

The program, which is a collaboration between Schulich, the Ivey Business School at Western University and the Smith School of Business at Queen’s University, gives students a greater understanding of academic options and opportunities for careers in business and other areas following graduation, while supporting them financially to pursue an undergraduate business education.

Currently, the University Pathways Program is only open to Grade 11 high school students in the Greater Toronto Area. Participants are selected through an application process and the program is free of charge.

The program starts in January and runs throughout the year with a break in July and August. The core of the program consists of online workshops every two weeks, with an in-person gathering in February.

The program includes pairing students with university mentors, university campus visits during the summer, academic planning, leadership skills development and experiential learning through “day in the life” placements with corporate partners.

The University Pathways Program will provide financial support ranging from tuition assistance to full scholarships to students who complete the program and go on to post-secondary education at one of the three business schools.

The deadline to apply is Dec. 11.

To learn more, visit https://smith.queensu.ca/university-pathways/.

Students study Netherlands and European Union first-hand

By Elaine Smith

When you’re learning about the political, social and economic transformations in the European Union (EU), where better to do it than in the heart of the EU itself? A group of York University students had that chance as part of a study abroad experience.

Professor Willem Maas story image for Innovatus story on his EU course
Willem Maas

For the first time since the start of the pandemic, students in Glendon Professor Willem Maas’ course, The Netherlands and Europeanization, were able to learn about the Netherlands and the EU first-hand with the return of study abroad at York University.

“Having taught this course twice in virtual format, it was a welcome challenge to make it come together in person, and I’m very grateful to the many guest speakers who spoke with the class, and the many institutions we were able to visit,” said Maas. “Real, on-the-ground international experience is invaluable for students and is a completely different experience from classroom-based learning.”

The summer course, a three-week class that took students around the Netherlands and into Belgium and Luxembourg with a brief foray across the border into Germany, offered them an in-depth look into the workings of what Maas calls a “middle power” in the EU as a case study of this regional government that came into being after the Second World War.

“This intensive summer abroad course helps students understand political, social and economic transformations in the European Union through site visits, interviews and meetings,” Maas said.

The class was constantly on the move, starting off the course in the Dutch administrative capital, the Hague, and ending it in Amsterdam, with visits to Brussels, Luxembourg, Nijmegen and Rotterdam in between. The group visited a variety of institutions including the Dutch parliament, the International Court of Justice and other courts in the Hague and Luxembourg, several universities, the European Parliament and the European Commission. They met politicians, academics and diplomats who gave them personal insights into the workings of the EU and the roles they played.

In addition, there were opportunities to absorb history, business and culture: for example, Roman ruins, a Canadian war cemetery, the port of Rotterdam, and the Rijksmuseum, home to many renowned Dutch paintings by Rembrandt, Vermeer and others.

Ed Leurebourg, an international studies student, also found the course very meaningful and was appreciative of the experiential education opportunity.

“The insights and experiences gained through this time will last me a lifetime,” Leurebourg said. “We saw everything from national to interstate parliaments. We met with diplomats of all levels and career public servants doing an earnest job serving their country or the EU. We visited museums and institutions that showed us the importance of a union such as this one, and got to see what a world without it could resemble.

“In just a month, this course managed to give me the real-life perspective I have been missing.”

Maria D’Aguanno, who recently graduated with a BA in children, childhood and youth studies, said, “It was eye-opening for me.”

D’Aguanno registered for the course simply as a way to fill a necessary social science requirement, but came away with both new knowledge and a rich experience.

“I enjoyed every moment, even though I had no background in political science. It sounded interesting and it was hands-on. I learned about what the EU does, not only for Europe, but for Canada and the rest of the world; things I wouldn’t have known.”

One of the highlights for her was a virtual conversation with Dutch teachers where she had the opportunity to compare the Canadian and Dutch education systems and learn about how the Netherlands handled education during the pandemic.

“It made me think about how we could all come together to make learning more equitable and how I, as an educator, can assist parents and children who have limited resources.”

Of course, the class didn’t land in the Netherlands without any knowledge of the country. The course required them to do a number of readings and analyses prior to their travels and reflections both during and after the trip.

“I’d like my students to gain an empirical understanding and theoretical grounding to analyze developments and ideas related to the EU and European integration,” said Maas.

In addition to the body of subject knowledge the students gained, they also reaped other benefits.

“There were small things that meant a lot,” D’Aguanno said. “When you immerse yourself in a culture, it changes the way you see things. Interacting with the locals, I felt like part of the community, and I learned a lot through social interactions. You grow as an individual.

“You also need to start being more independent; you have to do things for yourself; there’s no one to do it for you. I recommend that everyone take advantage of at least one study abroad opportunity. You learn more than you will ever imagine and it stays with you.”

The Netherlands Summer Course will be offered again in 2024. For information on abroad courses offered this coming summer 2023, visit https://yorkinternational.yorku.ca/go-global/summer-abroad/.