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York research looks to improve air quality prediction

York Jack Pine tower in Boreal forest banner

Mark Gordon, a professor in the Earth & Space Science & Engineering Department at York University’s Lassonde School of Engineering, has dedicated the past five years to forest fieldwork to help create better air quality models that detect the detrimental impact pollutants may have on the environment.

Mark Gordon
Mark Gordon

In the summer of 2023, Toronto was briefly covered in a thick blanket of smoke due to pollution from wildfires in Quebec – causing the bustling city to have some of the worst air quality in the world. During that time, air quality models served as a crucial tool, helping people understand potentially harmful atmospheric conditions and adopt safety measures in the face of potential risks.

The experience served as a demonstration of how important air quality models – which some may have been unaware of until now – can be.

“Air quality models work in the same way weather models do,” says Gordon. “Just like a weather model can tell you when it is going to rain, these models allow us to understand air quality and inform necessary action.” Beyond this, air quality models are used to help control air pollution and monitor the impact of pollutants on natural ecosystems like grasslands and forests.

Gordon’s work looks to further the significance of air quality models by improving their accuracy to reflect real atmospheric conditions as closely as possible. “Getting air quality models right is crucial,” says Gordon. “Accurate models can help predict many things, like how pollutants from a newly implemented industrial site might impact nearby communities.”

To achieve this, physical and chemical properties and processes of various pollutants in the atmosphere need to be first measured and analyzed. Then, mathematical and numerical techniques are used to simulate the collected data and create or improve air quality models.

In a recently concluded project funded by Environment and Climate Change Canada, Gordon has looked to do just that.

He and his graduate students Kaiti (Timothy) Jiang, Xuanyi Zhang and Dane Blanchard measured pollutant emissions – emphasizing those with greatest impact on climate, vegetation and natural ecosystems – from the Athabasca oil sands region in northern Alberta to examine how pollutants interact with the nearby boreal forest. Measurements were also compared with values used in existing air quality models to validate their accuracy.

From left to right: Kaiti (Timothy) Jiang (MSc 2018), Xuanyi Zhang (MSc 2020) and Gordon standing in front of the York Athabasca Jack Pine tower.
From left to right: Kaiti (Timothy) Jiang, Xuanyi Zhang and Gordon standing in front of the York Athabasca Jack Pine tower.

A 100-foot retractable tower, the York Athabasca Jack Pine tower, was erected in the boreal forest, equipped with tools to measure the concentration of the pollutants and used to examine their activity as well as their physical and chemical properties. In particular, the team looked to investigate how fast the surrounding forest takes the pollutants out of the air.

After five years of fieldwork in a remote forest, countless hours of research and a few encounters with bears, Gordon and his research team published three unique papers, each focused on one of the three distinct and harmful pollutants: aerosols, sulfur dioxide and ozone.

The trilogy of investigations resulted in insights that can help improve the accuracy of existing air quality models and support further studies. The goal is that in others drawing on Gordon and his team’s information and air quality model algorithms, inaccuracies of current air quality models can be corrected to reflect real-world conditions and establish more precise models.

Call for nominations: Robert J. Tiffin Student Leadership Award

Students walking on Keele Campus in winter

The heart and soul of a university is made up of so much more than academics alone – it is the passionate teachers, the dedicated staff, and the students who go above and beyond to help make their community a more welcoming, inspiring place. The Robert J. Tiffin Student Leadership Award recognizes those students, whose leadership has contributed to the growth, development and vitality of York University. All York students, faculty, staff and alumni are encouraged to submit nominations for this award. 

Established in 2012, the award is named after Robert J. Tiffin, who served as York’s vice-president of students, for nine years. Through his strong leadership, dedication and integrity, Tiffin transformed his team into one of the leading student service organizations in the country, serving one of Canada’s largest student populations. 

Award nominees must be current undergraduate or graduate students who exhibit leadership, dedication, integrity, enthusiasm and the pursuit of excellence through their endeavours. Winners will be selected based on leadership and/or involvement in the York community and outstanding academic achievement. Recipients will be honoured at an awards reception, have their name permanently added to the awards display in the Vari Hall Rotunda, receive a certificate and have the award noted on their transcript. 

Winners – as was the case last year – span a range of faculties, degree programs, disciplines and fields.

Nomination packages are submitted online, using templated questions, and must include the following: 

  • a primary nominator submission (maximum of 500 words); 
  • a secondary nominator representing one nominating constituency (York University students, staff, faculty or alumni) not represented by the primary nominator (maximum of 350 words); 
  • a candidate submission that describes how co-curricular involvement at York University has affected their post-secondary experience and helped to enhance the quality of life on campus (maximum of 500 words); and 
  • a current resumé/CV, including detailed descriptions of involvement at the University, submitted by the student. 

The nomination package deadline is Friday, March 15. Submissions must be completed through the online submission form. 

Visit the Robert J. Tiffin Student Leadership Award website for more information. For any other questions, email the Office of the Vice-Provost, Students at vpstudents@yorku.ca.

York community invited to take dining survey

bowl of colorful food surrounded

As part of its ongoing commitment to enhance the dining experience on campus, York University Food & Vending Services invites all York community members to participate in a York University Dining Survey.

This survey aims to gather insights into community members’ experiences with the campus dining services – including the quality of food, variety of options, services, and overall satisfaction at residence and retail locations operated by YU Eats. Feedback is invaluable in helping understand preferences and areas for improvement.

The survey should take approximately 10 minutes to complete, and thoughtful responses will contribute to positive changes in campus dining experiences.

Upon completion of the survey, participants can enter to win one of five $200 Flex Dollars prizes (students) or one of five $100 Flex Dollars prizes (staff & faculty) to be put on their YU Card.

Those interested in taking the survey can do so by following this link or using the QR code above.

The survey deadline is 11:59 p.m. on Feb. 26.

CHREI workshops to spotlight anti-racism and Black inclusion

group of diverse York students

Engaging in the work of equity and inclusion requires reflection and capacity building, which is why in celebration of Black History Month, the Centre for Human Rights, Equity & Inclusion (CHREI) is offering a series of four workshops (three in English, one in French) throughout the month.

Titled “A Spotlight on Intersectional Anti-Racism Work and Black Inclusion,” the series is tied to CHREI’s ongoing Rights, Equity, Decolonizing, Diversity & Inclusion (REDDI) Mini-Series of workshops. Those who attend three sessions can receive a special course certificate.

The ongoing workshop series focuses on various themes and topics covering human rights, equity, diversity, and inclusion and is open to all faculty, staff and students at York University. Sessions are interactive and instructor-led by members of the CHREI education team.

Acknowledging and Addressing Racism
Feb. 5, 1 to 2:30 p.m.

This workshop will help participants gain an understanding of how to recognize racism, how it can manifest and its impacts. Participants will learn strategies to address barriers to inclusive spaces and become familiar with relevant tools, policies and legislation.

Register for the Acknowledging and Addressing Racism workshop.

Black Inclusion: Historic and Current Efforts to Dismantle Anti-Black Racism
Feb. 14, 1 to 2:30 p.m.

This session will follow the birth and development of anti-Black racism globally and locally, and the efforts to dismantle it. Through case studies and scenarios, participants will gain tools to respond to anti-Black racism in effective and sustainable ways.

Register for the Black Inclusion workshop.

Do the Work: Intervening on Racism
Feb. 26, 10 to 11:30 a.m.

This workshop will be highly participation-based and will ask attendees to design strategies and tools to intervene in moments of racial discrimination, harassment and microaggressions. Prior familiarity with these concepts is recommended.

Note: Participants are strongly encouraged to participate in at least one of the workshops above before attending this session.

Register for the Do the Work workshop.

[En Français/In French] Reconnaître et aborder le racisme
29 février, 10h00 à 11h30

Cet atelier aidera les participants à comprendre comment se manifeste le racisme, et quels sont ses impacts. Les participants découvriront des stratégies visant à éliminer les obstacles aux espaces inclusifs et s’exerceront à interrompre les commentaires racistes.

Register for the Reconnaître et aborder le racisme workshop.

Visit the REDDI Workshop Series website for more details.

GNL project inspires future French-language teachers

Students working together in a workspace rom

By Elaine Smith

A French immersion high-school teacher who joined York University’s Glendon College pursued a Globally Networked Learning (GNL) project to help his students build connections and advance their academic journeys.

A frequent participant in a global scholars program with his students from elementary and middle schools, teacher Jafar Hussain has long understood the value of students building cross-cultural connections. So, when he was seconded to York’s Glendon Campus as a course director, he decided the global approach was equally important in the university classroom.

He dove right into a GNL project with students in his Teaching & Learning French in a Core French Context class. GNL is an approach to research, learning, and teaching that enables students, faculty, and non-academic researchers from different locations around the world to participate in, and collaborate on, knowledge-making processes and concrete research projects.

“I wanted to bring my students a new perspective on what learning could look like,” Hussain said of his plans for his students. “My own experience with K-12 students and such programs demonstrated that these experiences are fruitful and enriching.”

His class, taught in French, comprised bachelor of education (BEd) students in their final year of the concurrent teacher education program who will be teaching French as a second language. With assistance from York International, Hussain connected with Professor Caroline Andrade at the Universidad Desarollo in Chile and her Spanish-speaking education students who are planning to teach English as a second language.

Since all of the students were future language teachers, the professors broke them into groups with students from both universities and gave them an assignment: introduce yourselves, discuss an issue that affects language learning and create a joint podcast to explain it. They also asked each group to use artificial intelligence (AI) to create an image for their podcast as a way of teaching responsible use of AI.

“Part of developing global competency is navigating communications barriers, and we knew that here, everyone spoke some English,” Hussain said. “The real goal of the assignment was to bring them together. What was important was the experience of working together to try to accomplish the goal.”

“None of us had done an internationally focused project so far and some people were skeptical, but Jafar told us from the beginning to focus on the experience and not worry about the outcome,” said Ana Kraljevic, a student in the class, who is hoping to pursue a career in education policy and leadership.

Kraljevic’s group explored language insecurity, its root causes and solutions.

“Language [or linguistic] insecurity refers to any sort of apprehension a new learner has about speaking the language, whether that is a fear of being judged or not being competent,” said Kraljevic. “We’re learning French and our Chilean counterparts are learning English, so we have similar experiences. Language insecurity is a huge, complex phenomenon and we want to reduce it for future students.”

Rosamaria Conenna, a BEd student who majored in French studies and has a minor in Spanish, also enjoyed the project. Her group chose to discuss accentism: the way accents are perceived in society and how they affect language learners.

“It can be discouraging if you have an accent because when someone hears it, they often default to your primary language and deny you the opportunity to practise,” she said. “It can be disappointing if you have an accent, especially when you know what you’re saying is correct.

“We want our future students to know that having an accent is perfectly OK, and that it should not discourage them from practising the languages they learn.”

Conenna’s group, like the others, connected via WhatsApp to pair and discuss personal experiences to convey their own stories authentically. Each pair recorded a segment of the podcast, which was hosted by a team member who introduced the topic, the group and provided information about research on the subject.

The students presented their group work to the entire class and Hussain was “blown away. It all came together beautifully and the students all became more globally aware,” he said. He praised students for their work and shared some words of wisdom. “Remember all the obstacles you imagined beforehand and look at what you produced. When something seems insurmountable, it’s so much sweeter when you get to the end point,” he told them.

Kraljevic is already thinking about how she could do something similar with classes she will be teaching in the future, and the experience has fuelled Conenna’s dreams of teaching abroad.

For Hussain, “Now I have a solid model of what GNL could look like at a university level. There were challenges on both sides, but the learning experience is extremely rich.”

Learn more about York’s Globally Networked Learning initiative and individual faculty projects.

Professors receive CIHR grants to advance dementia research

caregiver supporting elderly person banner

Two York University professors from the Faculty of Health – Lora Appel and Matthias Hoben – have received Canadian Institutes of Health Research (CIHR) grants to further their contributions to the study of individuals with dementia and their caregivers.

There’s still much about dementia – and dementia care – that remains unexplored, but Appel and Hoben are looking to change that thanks to projects that have received CIHR funding.

Lora Appel
Lora Appel

Appel’s $308,952 grant will be put toward the first study to explore how virtual reality (VR) experiences can be used to benefit both people living with dementia (PWD) and their caregivers.

With an increased interest in the therapeutic use of VR with older adults, some studies have suggested there is potential for the technology to manage behavioural and psychological symptoms of dementia and promote quality of life.

For PWDs, VR can potentially reduce apathy, depression and agitation; for caregivers, as those they care for are occupied, it can be used to provide more breaks from the high levels of burden they often navigate.

Appel’s project, titled “VR&R: Providing Respite to Caregivers by Managing Behavioural and Psychological Symptoms in People with Dementia Using Immersive VR-Therapy,” is one of 13 that received a collective $8.7 million from the CIHR Operating Grant: Mechanisms in Brain Aging and Dementia – Factors and Mechanisms that Impact Cognitive Health in Aging.

The project will now pursue a six-week trial, where PWDs will be given the chance to experience immersive VR stimulations as frequently as they choose. Caregivers will then be able to engage in a desired activity at this time, remaining close by to assist only if needed. In the process, Appel’s project seeks to understand how caregivers benefit from the breaks VR gives them, especially as caregivers often describe respite as an internal experience where they can recuperate without removing themselves from a situation.

Matthias Hoben
Matthias Hoben

Hoben, the other grant recipient, received $100,000 in funding for a study of existing literature on adult day programs – part-day supervised activities for dependent adults. Adult day programs aim to maintain or improve older adults’ health, well-being, social, physical and cognitive functioning, and independence, while also providing caregivers a break or opportunity to continue working a paid job.

Because, to date, studies on the outcomes of day programs are inconclusive, Hoben’s project will look at developing program theories that explain how and why these settings lead to positive, negative, or no effects on individuals with dementia and their caregivers.

Titled “Adult Day Programs and Their effects on individuals with Dementia and their Caregivers (ADAPT-DemCare): Developing program theories on the how and why,” the project – one among 16 that received a collective $1.5 million – has been funded by the CIHR Operating Grant called Brain Health and Cognitive Impairment in Aging (BHCIA): Knowledge Synthesis and Mobilization Grants.

Its goal is to provide greater insights and theories into adult day programs with the hope that any resulting theories will be tested and further refined in future studies, and become essential in guiding future research and improvement of day programs.

Both Appel and Hoben are members of the York University Centre for Aging Research & Education (YU-CARE), which looks to support and promote the work of researchers and graduate trainees who study changes, challenges and policies to support aging at individual, organizational and societal levels.

Virtual sessions highlight staff and faculty support services

The challenges people are met with in their home lives undoubtedly impact their work lives, and York University is working to help with its Employee & Family Assistance Program (EFAP). The confidential and voluntary support service, run by Telus Health, helps York staff, faculty and their dependents deal with issues related to their off-the-job lives.

This winter, Telus Health is offering virtual EFAP information and orientation sessions to York University employees and managers. Whether help is needed with child or elder care, dealing with a personal medical condition or achieving work-life balance, these sessions will explain how EFAP can help address these challenges and more with its full range of support services.

All staff, faculty and their dependents can access EFAP toll-free, 24 hours a day, seven days a week for immediate, confidential help. There is also an online portal with 24-7 access and resources on many topics, including personal well-being and health, relationship issues, healthy living, financial counselling, caregiver resources and Indigenous support.

Below are the virtual session dates and YU Learn registration links for employee and manager sessions. The same information is being offered on multiple dates, so register for the session that best fits your schedule. If you are planning to attend, sign up as soon as possible, as space is limited.

Sessions for employees:

Sessions for managers:

Contact Health, Safety & Employee Well-Being at hslearn@yorku.ca with any questions related to registration.

Call for nominations: 2024 Honorific Professorships

Award stock image banner from pexels

The Senate Committee on Awards is now accepting nominations for University Professorships and Distinguished Research Professorships.

University Professorships are conferred upon long-serving, tenured faculty members who have demonstrated a commitment to participation in University life and/or contribution to the University as a community, as well as appropriate levels of scholarship and teaching success. 

The Distinguished Research Professorship is awarded to a member of the faculty who has made outstanding contributions to the University through research. The Distinguished Research Professor will have demonstrated scholarly achievement by sustained publication or other recognized and accepted demonstrations of sustained authoritative contributions to scholarship.

Nominations may be made by all tenured faculty members, who shall provide a complete nomination file, including the nominee’s CV and a detailed letter of nomination explaining how the candidate’s achievements conform to the general criteria, along with three letters of support from those in a position to comment on the nominee’s achievements and contributions.

Additional details about the criteria and nomination procedures are set out in the Senate Policy on Honorific Professorships.  Nominations for Honorific Professorships should be submitted by Friday, March 1 at 4:30 p.m. Nominations may be submitted via the Distinguished Research Professor Mach Form or the University Professor Mach Form available on the Awards web page, or by sending the PDF Form to Michelle Roseman at rosemanm@yorku.ca.

A message from the president

aerial-Keele-Campus-winter-banner

Dear York community,

Many of our students, faculty, instructors and staff continue to be heavily impacted by the ongoing war in the Middle East, the resulting displacement and the humanitarian crises that are unfolding. The loss of life and uncertainty about friends, family and respected colleagues is particularly painful for many of us.

Given the challenging times we are living in, it is increasingly important that we are attentive to our shared priority: Living Well Together, as outlined in the University Academic Plan (UAP) 2020-2025. Approved by University Senate, the UAP affirms that: “Making positive change requires that all members of our diverse community feel welcomed into a sense of belonging, common purpose, and shared responsibility to support and enrich each other’s work.”

York’s commitment to support and uphold academic freedom, and freedom of expression within the limits of the law, stands. While there will be some courses and seminars where dialogue on world events could be relevant, this should occur in a respectful manner that allows for the expression of diverse perspectives in an inclusive learning environment.

We must advise the community that York’s senior administration does not find the recent email communication from CUPE 3903, which provided teaching assistants (TAs) across the University with “A Toolkit on Teaching Palestine” calling for diversion of their teaching from the planned curriculum, to be in accordance with the rightful expectations of the University as an employer, the needs of the students and the legitimate claims of the community. The University’s senior administration has written directly to CUPE 3903 leadership to discuss this important matter especially in light of the rights of students to have access to their course curriculum.

Students who have concerns about their seminars should contact the course director, or the dean of the relevant Faculty. As a reminder, the University continues to provide support for TAs, faculty, instructors, students and staff – information can be found by visiting the following links:

As the CUPE 3903 communication specifically named Hillel, the University is also reaching out to them as one of our recognized student organizations supporting our diverse community.

Sincerely,

Rhonda Lenton
President and Vice-Chancellor

Un message de la présidente

Chère communauté de York,

De nombreux membres de la population étudiante, des corps professoral et enseignant et du personnel continuent d’être profondément affectés par la guerre en cours au Moyen-Orient, ainsi que par les déplacements de population et les crises humanitaires qui en résultent. La perte de vies humaines et l’incertitude planant sur nos amis, nos proches et nos collègues estimés sont particulièrement douloureuses.

Durant cette période difficile, il est primordial de veiller à notre bien-être commun, autrement dit l’objectif Bien vivre ensemble exposé dans le Plan académique de l’Université (PAU) 2020-2025. Le PAU, qui a été approuvé par le Sénat de l’Université, énonce : « Pour apporter des changements positifs, il faut que tous les membres de notre communauté diversifiée éprouvent un sentiment d’appartenance, de but commun et de responsabilité partagée afin de soutenir et d’enrichir le travail de chaque personne ».

York maintient son engagement à soutenir et à défendre la liberté universitaire et d’expression dans les limites de la loi. Un dialogue sur les événements mondiaux peut s’avérer pertinent dans le cadre de certains cours et travaux pratiques; il doit toutefois se dérouler de manière respectueuse et permettre l’expression de diverses perspectives dans un environnement d’apprentissage inclusif.

Récemment, le SCFP 3903 a fourni par courriel aux auxiliaires d’enseignement de l’Université une boîte à outils nommée « Teaching Palestine » appelant à détourner leur enseignement du programme prévu. La haute direction de York ne considère pas cette communication conforme aux attentes fondées de l’Université en tant qu’employeur, aux besoins de la population étudiante et aux revendications légitimes de la communauté. Elle a écrit directement aux dirigeants du SCFP 3903 pour aborder avec eux cette question capitale, notamment du point de vue des droits des membres de la population étudiante à accéder à leur programme d’études.

Nous invitons les étudiants et étudiantes qui éprouvent des inquiétudes concernant leurs travaux pratiques à contacter leur directeur/directrice de cours ou le doyen/la doyenne de leur faculté. Nous vous rappelons que l’Université met des ressources de soutien à la disposition des auxiliaires d’enseignement, des membres des corps professoral et enseignant, de la population étudiante et du personnel. Pour obtenir plus d’information, veuillez visiter les liens suivants :

Comme la communication du SCFP 3903 mentionne spécifiquement l’organisation Hillel, l’Université se tourne vers elle en tant qu’organisation étudiante reconnue appuyant notre communauté diversifiée.

Veuillez agréer mes sincères salutations, 

Rhonda Lenton
Présidente et vice-chancelière

Prof’s new book reveals communicative capacities of textile

Peruvian Andes weaving patterns

Long before the invention of the typewriter or the telephone, and even before humankind had a functioning alphabet, communication was taking place through textile craft. Ganaele Langlois, a professor in York University’s Department of Communication & Media Studies, has published a new book exploring just that – the often-ignored transformative communicative capacities of traditional textiles.

A Shipibo-Conibo (Peruvian Amazon) design being drawn on textile using natural pigments. Photo by Ganaele Langlois.
Ganaele Langlois
Ganaele Langlois

How Textile Communicates: from Codes to Cosmotechnics (Bloomsbury, 2024) is a thought-provoking contribution to the fields of both fashion and communication studies, challenging readers’ preconceptions and shining new light on the profound impact of textiles on human communication.

Textile, Langlois explains, has been used as a medium of communication since the prehistoric period. Up until the 19th century, civilizations throughout the world manipulated thread and fabric to communicate in a way that she believes would astound many of us now.

“We often think of the digital as something that is brand new and contemporary, but the fact is that digital modes of communication such as textile weaving, knitting, lace-making, and so on have existed and been used as means of communication and information storage long before the invention of the alphabet,” says Langlois.

In the book, she dissects textile’s unique capacity for communication through a range of global case studies, before examining the profound impact of colonialism on textile practice and the appropriation of the medium by capitalist systems.

“I was intrigued as to why in my own field, communication and media studies, textile has never received the same in-depth treatment as other media,” she says. “I explain the reasons for this in this book – mostly related to colonialism and capitalist appropriation – and explore how traditional textile practices continue their important and unique work of communication today.”