Year in Review 2020: Top headlines at York University, September to December
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As a new year emerges, YFile takes a look back on 2020 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 September to December, as chosen by YFile editors.
September
The Faculty of Environmental and Urban Change (EUC) is ready to take up the challenges of the climate crisis, biodiversity loss and increased urbanization, and their impact on people and the planet
New Faculty at York University to create climate crisis changemakers
As of Aug. 31, York University has had a new and dynamic Faculty – the Faculty of Environmental and Urban Change (EUC) – ready to take up the challenges of the climate crisis, biodiversity loss and increased urbanization, and their impact on people and the planet.
Six York University faculty members appointed to the Royal Society of Canada
Recognition by The Royal Society of Canada is the highest honour an individual can achieve in the Arts, Social Sciences and Sciences. Elected to The Royal Society for 2020 were York Professors Molly Ladd-Taylor, William Wicken, John Greyson, Rui Wang, Benjamin Berger and Mark Terry.
Investigating connections between COVID-19 and long-term care facilities
York University sociology Professor Pat Armstrong has done extensive research on the shortcomings of long-term care in Canada, with many recent articles revealing details which help to paint the picture of the unique relationship between this facet of healthcare and COVID-19.
October
The power of education: York University celebrates Bratty Family’s $10M gift to Markham Centre Campus
On Oct. 16, York University announced the latest and most significant gift from the R. P. Bratty Family Foundation, a $10-million donation towards the construction of the Markham Centre Campus. To honour the contributions of the Bratty Family, York University is naming the new atrium in the Markham Centre Campus “The Bratty Family Atrium.”
York’s Glendon Campus
York University’s Glendon Campus stepping up to help address shortage of FSL teachers
The Glendon Accelerator for Innovation and Best Practices in French Teaching is leading several new initiatives to help recruit and retain French language teachers for extended, core and immersion teaching and address the shortage of FSL teachers in Ontario and Canada.
PhD student develops tool for improved symptom management in oncology patients
Collaborating with a team from Sunnybrook and U of T, KhadijehSaednia, a grad student in the Lassonde School of Engineering, leverages artificial intelligence to develop a new tool for symptom management in the breast radiation oncology clinic. It could have wide application in cancer treatment.
York-led research related to COVID-19 was a highlight in November
Artwork by Métis (Otipemisiwak) artist Christi Belcourt
Championing Indigenous voices and inclusion
‘Lighting the Fire: Experiences of Indigenous Faculty in Ontario Universities’ is a new report on a survey conducted by the Council of Ontario Universities. It is an important document and includes input from Indigenous faculty at York University.
This concludes YFile‘sYear in Review 2020: Top headlines at York University. For part one, covering January to April, go here; for part two, covering May to August, go here.
Remote Teaching Support Fund strengthens York’s approach to virtual learning
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When the pandemic first hit, the move to remote learning was a challenge, but one that could be tackled with the tremendous efforts of faculty and staff, and the help of programs and infrastructure in place at York. When it became clear that the shift to online learning would extend to additional terms, more investment was needed to enhance virtual offerings. To help the York University community meet this unprecedented demand, the Office of the Provost and Vice-President Academic launched the Remote Teaching Support Fund.
Provost and Vice-President Academic Lisa Philipps
“In the first wave, Faculties did an incredible job of delivering the winter term virtually,” said Provost and Vice-President Academic Lisa Philipps. “As we began to look ahead at upcoming terms however, we wanted to make sure that they were able to apply for funds to help instructors and students respond to any pressures they faced and have what they needed to be successful.”
With this investment, the School of the Arts, Media, Performance and Design (AMPD) was able to bolster support for instructors through AMPD Computing services. The help was needed as faculty expanded their online course complement from 80 to 800 virtual courses in the fall and winter 2020/21 terms. Staff were also able to work closely with an instructional technology coordinator to support course delivery with Moodle, create online course structures and engage more directly with students.
Similarly, the Faculty of Liberal Arts & Professionals Studies was tasked with the virtual delivery of over 2,400 undergraduate and 420 graduate courses in the summer, fall and winter terms. Hiring an online educator to work with the associate dean of teaching and learning allowed them to have the technical training needed to deliver virtual seminars, large format lectures, tutorials and graduate teaching. Extra eLearning support team members were also hired to help staff understand how to better engage in online platforms like Moodle and Zoom.
The Faculty of Science created virtual labs for biology, chemistry and physics courses. They were able to hire a student from the School of Arts, Media, Performance and Design specializing in film production and editing, as they recorded procedures and lab activities for online courses.
To help the York University community meet demand for virtual learning tools, the Office of the Provost and Vice-President Academic launched the Remote Teaching Support Fund
In the Faculty of Environmental & Urban Change, over 30 instructors and teaching assistants accessed one-on-one supports for remote teaching and learning. Help centred around creating online assignments, recording lectures and tips to keep students engaged in remote learning.
The Schulich School of Business planned to take 130 courses online in the summer and over 300 courses virtual in the fall of this year. With a significant number of international students accessing programming from different time zones, live sessions were balanced with asynchronous elements. The fund supported them in hiring champions to work over the summer to help convert courses to these new formats.
Osgoode Hall Law School used funds to host many one-on-one Zoom and Moodle training sessions for instructors and students. This support allowed Osgoode to ensure that their Information Technology Service remained highly responsive to students’ needs as they navigated the Virtual Private Network (VPN) and other platforms.
At Glendon Campus, two bilingual faculty members offered personalized support to 40 instructors and helped them both navigate Teaching Commons resources and create eClass pages in Moodle. These services have benefitted close to 1,500 students who have accessed over 80 online courses.
The Lassonde School of Engineering launched an Educational Innovation Studio and they have been bringing together experts with backgrounds in instructional, assessment and experience design, as well as skillsets ranging from academic integrity, educational technology, videography, animation, digital media and gamification. Their initial focus was on creating safe spaces for innovation and trying out new techniques in teaching and learning to improve student experiences at the course level. The next phase of this work will involve hiring educational innovation champions and shifting to greater refinements at the program and departmental level.
York University Libraries also has plans to create new online government and policy learning eLearning modules for political science and policy students that will include video resources and interactive features. A new position is being created to focus on leveraging content from existing research resources, such as the Government Information Research Guide and finding ways to enhance critical thinking and engagement with these materials.
As more projects like these are happening across campus, supporting the York community with the shift to virtual remains a top priority. As much awaits for 2021, some important groundwork has been laid to ensure that instructors and students can adjust and stay closely connected.
Twelve York grads earn spot in Canada’s Most Powerful Women Top 100
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Twelve York University alumnae have been recognized as female leaders in Canada who work to build positive change and empower others. The women are recipients of the WXN Canada’s Most Powerful Women: Top 100 Awards for 2020.
WXN is a Canadian national organization that celebrates the advancement of women. Launched in 2003, the Canada’s Most Powerful Women: Top 100 Awards celebrate the incredible accomplishments of Canada’s top female executive talent as well as their organizations and networks.
The awards are organized into 13 categories. Below are this year’s winners and the categories for which they were recognized.
Cynthia Loyst
Cynthia Loyst, co-host, creator and CEO of The Social, is a York University alumna with a BFA (’98) and selected in the Arts, Sports & Entertainment category. A passionate advocate for healthy sexual information, Loyst is best known for giving advice and opinions on the joys and complications of love. A writer, public speaker and co-host on CTV’s The Social, she has shared her expertise on The Marilyn Denis Show, etalk, CTV News Channel, The Loop and various radio stations. Her website, FindYourPleasure.com, is dedicated to pleasure, sensuality and unadulterated joy. Last year, she published her national bestseller book, Find Your Pleasure.
Stachen Frederick
Stachen Frederick, executive director at Weston Frontlines Centre, is a York University alumna with a BSW (’13) and selected in the category Mercedes-Benz Emerging Leaders. Weston Frontlines Centre (WFC) is a youth charity in Toronto that offers children and youth a safe, welcoming place away from the streets. Frederick is also founder of the international organization BrAIDS for AIDS, which promotes HIV/AIDS awareness and provides access to resources for Black communities through culturally appropriate practices. As well, Frederick is a professor at Sheridan College in the School of Social Work and a consultant/grant writing coach.
Lorraine Gray
LorraineGray, superintendent at Stations Services, Hydro One, is an alumna with an MBA (’09) and selected in the Mercedes-Benz Emerging Leaders category. Gray is a professional engineer with 15 years of experience at Hydro One, 12 of which have been in leadership positions. In her current role, she is responsible for one of six zones covering the Province of Ontario. Today she leads more than 100 employees that in-service and maintain crucial electricity equipment. She is one of only three women to ever hold this position and is a fierce advocate for women pursuing non-traditional roles.
Fatema Pirone
Fatema Pirone, senior director of Enterprise Innovation at CIBC, is a York University alumna with a BA (’07) and an EMBA (’16) and selected in the Mercedes-Benz Emerging Leaders category. Pirone is a bold leader who constantly strives to create impactful change; qualities that have driven her dynamic career at CIBC. She is a trailblazer who redefined innovation across the bank, evolving CIBC’s Innovation mandate from a simple vision to an established unit. Her leadership provokes thoughtful conversations, results in impactful execution and creates purposeful client experiences.
Reetu Gupta
ReetuGupta, president and CEO of Easton’s Group Hotel, The Gupta Group, The Gupta Family Foundation; and chief strategy officer, Rogue Insight Capital, is a York University alumna with an MBA (’08) and selected in the category BMO Entrepreneurs. Gupta is a force to be reckoned with, sitting as the CEO of three companies, and co-founder of Rogue Insight Capital. She was honoured with the distinction of WXN’s Top 100 Most Powerful Women in 2019 as well as Canada’s Top 40 Under 40 in June 2017. She is wildly passionate and with this energy she continues to exceed excellence and is an inspiration not only in her industry, but for women everywhere.
Caroline Cole Power
Caroline Cole Power, founder and chief executive officer at Canadian HR Solutions, Inc., is a York University alumna with a BAS (’95) and selected in the BMO Entrepreneurs category. Cole Power launched Canadian HR Solutions, Inc. in 2010. She has since expanded the company’s footprint to 10 Canadian cities and established a national facilitator network to serve clients from coast to coast to coast. Operating divisions include Canadian HR Academy; Sensitivity Training Canada, a provider of Respectful Workplace Training; and Worldwide Workplace Learning, a provider of workplace-related online courses in English, French and Spanish.
Jane A. Langford
Jane A. Langford, senior vice-president, Legal at TD Bank, is a York University alumna with an LLB (’95) and selected in the CIBC Executive Leaders category. Langford is a proven leader and a sought-after critical and innovative thinker. After 15 years as a litigator, including partner at McCarthy Tétrault LLP, she moved to the corporate world. At the helm of TD’s Canadian legal department, she provides strategic counsel on all aspects of the bank’s operations. She is a champion for women’s economic and professional advancement and a tireless advocate for diversity, in boardrooms throughout the workplace and community.
Effie Simanikas
Effie Simanikas, vice-president, Operations, Finance and Information Technology, IAMGOLD, is a York University alumna with an MBA (’01) and selected in the CIBC Executive Leaders category. After holding executive roles in multiple sectors, Simanikas joined IAMGOLD in 2011. She has also played a key role in evaluating several growth options that led to IAMGOLD’s current transformational growth strategy. She serves on several Cote Gold joint venture committees, is a board member of Euro Ressources, and is actively involved in several organizations committed to women’s career advancement, including the WXN’s Diversity Council.
Susan Uthayakumar
Susan Uthayakumar, country president at Schneider Electric Canada, is a York University alumna with an EMBA (’12) and selected in the CIBC Executive Leaders category. Uthayakumar has been with Schneider Electric for 15 years, progressing through increasingly senior roles until being appointed country president in January 2018. Throughout her 23-year career, her demonstrated ability to break down barriers and turn challenges into opportunities has empowered her to chart a path of success. She is an influential voice in the industry, and is passionate about building the next generation of leaders.
Catherine Yuile
Catherine Yuile, executive vice-president, Data Intelligence, Canada and Latin America, Edelman, is a York University alumna with a BA (’01) and selected in the CIBC Executive Leaders category. A marketing and communications research veteran, Yuile is an active, inclusive leader on Edelman’s Global Women’s Equality Network (GWEN) steering committee, driving initiatives and events that support women’s success in the workplace. She volunteers on multiple boards to drive the research and analytics industry forward and supports diversity and inclusion in business, including the Insights Association and the Canadian Chamber of Commerce’s Council Working Group for Women’s Advocacy.
Rusul Alrubail
Rusul Alrubail, executive director at Parkdale Centre for Innovation, is a York University alumna with a BA (’07) from Glendon, and is a former York University staff member, selected in the Manulife Science and Technology category. Alrubail is the executive director of Parkdale Centre for Innovation, a non-profit incubator that seeks to fill the accessibility and inclusivity gap to innovation, technology and entrepreneurship, especially for underrepresented groups: women of colour, newcomers, and those from low-income backgrounds. She is also a published author, keynote speaker and mother of two.
Lucia Iacovelli
Lucia Iacovelli, Canadian managing partner, Tax & Legal, KPMG in Canada, is a York University alumna with a BAS (’90) and selected in the Intact Professionals category. Iacovelli is KPMG’s Canadian managing partner for Tax and Legal and a member of the firm’s Management Committee. She is focused on setting strategic direction for clients and markets, people and knowledge, operational excellence, and public trust and quality. As a member of the firm’s Global Tax Steering Committee, she is also involved in helping define the firm’s strategic priorities globally. Iacovelli uses her influence and her voice to ensure various leadership tables are balanced with female leaders.
These women join a prestigious community of past award winners, including Canada’s most iconic women trailblazers: former Osgoode Interim Dean Mary Condon; Provost and Vice-President Academic Lisa Philipps; York President and Vice-Chancellor Rhonda L. Lenton; Julia Foster, former Chair of the Board of Governors of York University; bestselling author Margaret Atwood; astronaut Roberta Bondar; Arlene Dickinson, chief executive officer, Venture Communications; Christine Magee, president, Sleep Country Canada; Michaëlle Jean, former governor general of Canada; Heather Reisman, founder and CEO of Indigo Books & Music; and York University alumna Kathleen Taylor, Chair of the board, Royal Bank of Canada.
For a complete list of winners, visit the WXN website.
About the Women’s Executive Network (WXN)
WXN inspires smart women to lead. WXN creates and delivers innovative networking, mentoring, professional and personal development to inform, inspire, connect and recognize its community of more than 19,500 smart women and their organizations in the pursuit of excellence. WXN enables its partners and corporate members to become and to be recognized as employers of choice and leaders in the advancement of women.
Founded in 1997, WXN is Canada’s leading organization dedicated to the advancement and recognition of women in management, executive, professional and board roles. WXN is a founding member of the Canadian Board Diversity Council, dedicated to increasing the diversity of Canada’s corporate boards. In 2008, WXN launched in Ireland, followed by London, U.K., in 2015, creating an international community of female leaders.
Glendon instructor livestreams field trips to provide experiential education throughout pandemic
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A photo of the GoPro set up Charles-Antoine Rouyer used in his second livestreamed field trip
A course director at York University’s Glendon Campus is not letting COVID-19 restrictions disrupt experiential learning opportunities for his students. For Charles-Antoine Rouyer, who teaches Communication, Health & Environment to 125 students this fall in a remote format, cancelling the course’s field trips was not an option.
Charles-Antoine Rouyer
“We usually do two field trips in the fall in this course, as experiential education is a great addition to achieve some of the learning objectives,” said Rouyer, who has been teaching the fall/winter six-credit course since 2004. “It’s also an opportunity to see and experience what we talk about in the class.”
The field trips, focused on watershed dynamics and urban ecology education, allow students to see science in action and engage with what they are learning, he said.
When the course shifted to a remote format in September, Rouyer considered what alternatives might provide a similar experience to his students. His idea? To do the field trips anyway, and livestream it to his students. But first, he’d have to test it out.
It wasn’t as easy as expected; in fact, Rouyer admits it was “quite a bit of work” to figure out what technology would work best to deliver the experience. He spent a few hours of experimenting, first at home and then on site, and decided to stream via his smart phone with a 1080p camera and feed the video into Zoom. He used his earbuds’ microphone to transmit audio.
The first livestream event took place on Oct. 3 at the City of Toronto Brickworks Park to showcase manufactured nature with ponds to understand how wetlands construction provides natural water filtration and flood protection.
Rouyer surveyed the class to measure interest in participating on site – while ensuring COVID-19 protocols for distancing and social gatherings would be followed – and one student attended in person. Of the other 124 students, 76 logged on to participate.
“It was nice to have one student present for added interactivity and his questions and input benefitted the whole class watching online,” he said.
During the livestream Rouyer ensured students could ask questions and interact in real-time via Zoom. The event was also recorded to allow for viewing by students unable to attend online.
After reviewing the recording, he sought to improve the livestream quality for the next field trip, scheduled for Oct. 24. This time, he would broadcast live from the Glendon Forest along the Don River, to educate students on watersheds and ecological restoration.
A photo of the GoPro setup Charles-Antoine Rouyer used in his second livestreamed field trip (Image: John Marbella)
For this event, Rouyer upgraded to a GoPro camera and connected it to the internet through his phone’s hotspot to provide a livestream. However, due to bandwidth limitations, the phone could not support both the GoPro livestream and Zoom session. To improve the experience, he asked a student participating online to host the Zoom session, and launched the livestream through a GoPro URL. One of the four students attending this field trip in person stayed on Zoom through her cell phone, and relayed information between the class and Rouyer.
Although there were some glitches in both methods – such as some interruptions to video and audio consistency – Rouyer feels both experiments were successful. And, according to a survey distributed to his class, so do his students.
Asma Zahra, a student who attended the Glendon Forest field trip in person, said she appreciated the time Rouyer took to be creative with experiential learning. Acting as Rouyer’s “ears” for the Zoom session while he was livestreaming on GoPro added depth to the content she had learned in class. She also commended him for being creative and innovative in his delivery of experiential learning.
“He is very passionate about the environment and it shows through his lectures and presentations,” she said. “Professors who take the time to be creative, engage their students and try to get the most out of experiential learning are much appreciated through this time.”
She notes that since taking classes in the summer semester, when learning went remote, she’s enjoyed this class the most.
“This is by far the best class I have taken through the online format since the pandemic,” she said. “It is very important to not only ‘adjust’ to our current situation, but to be more creative and innovative with delivery of education. Professor Rouyer … went out of his way to engage students and implement the experiential learning. Though there will always be issues with technology, he still fought through it to make sure students get the most out of this course through these times. I think that’s commendable.”
Rouyer said he tried to offer students a variety of options to experience the sites, including instructions for a self-guided tour, and site maps provided via eClass, so students could follow along during the livestream events. He surveyed all students who participated in one or both sessions and found that most students preferred the technology used in the second field trip. The feedback overall has been very positive, however.
Aameet Ekram, a first-year student studying political science from abroad, said the livestream field trip idea was “interesting,” and although he had reservations, the experience was better than expected.
“It was a format I could learn off of, and I genuinely did,” said Ekram. “I’d advocate for this type of programming being implemented into different programs. I’m sure it would be real useful for courses which would’ve had field trips in non-COVID conditions.”
Despite studying from overseas in a different time zone, Ekram was able to log on and participate, and gain valuable insights from the experience. “It showed a preview of the environments themselves – which is, really, the aim of the course – and allowed me to see the place in a way I would’ve never gotten to any other way (learning in an online environment).”
Though Ekram says it isn’t comparable to in-person field trips, it’s the next best thing. “I’d call the entire idea genius,” he said. “If anything, the livestreamed field trips actually made me want to go to these places in real life. I think I’ll do that once the entire situation is normalized and I can actually come to Toronto.”
Rouyer has presented his livestream field trip experimentations with faculty members who meet weekly to share e-learning strategies, and hopes his experiences will contribute to a University-wide community of practice about remote on-site livestreaming.
York faculty member Linda Carozza, a course instructor in the Department of Philosophy and an e-learning peer mentor in the Teaching Commons, leads the faculty group that shares experiences in e-learning. She said Rouyer’s account of his livestream teaching method offered a glimpse into the intersection of experiential education, digital pedagogy and educational technology.
“The pandemic may have thrown a wrench in a typically face-to-face course with field trips, but it also pushed colleagues like Charles-Antoine to lead the pack with innovative e-learning methodology,” said Carozza.
She says she hopes he documents his experiences and research in livestreaming in the domain of the scholarship of teaching and learning.
By Ashley Goodfellow Craig, deputy editor, YFile
Un enseignant de Glendon diffuse en direct des sorties sur le terrain à des fins d’éducation expérientielle pendant la pandémie
Charles-Antoine Rouyer ne voulait pas que les restrictions dues à la COVID-19 privent ses étudiants et étudiantes de possibilités d’éducation expérientielle cet automne. Ce chargé de cours du campus Glendon de l’Université York donne à distance le cours Communication, santé et environnement à 125 étudiants. Pour lui, il était hors de question d’annuler ses sorties sur le terrain.
Charles-Antoine Rouyer
« Nous faisons habituellement deux sorties sur le terrain dans le cadre de mon cours d’automne-hiver. L’éducation expérientielle est un excellent moyen d’atteindre certains objectifs d’apprentissage, dit Charles-Antoine Rouyer, qui assure ce cours de six crédits depuis 2004. C’est aussi une bonne occasion de découvrir ce dont nous avons parlé en classe. Les sorties sur le terrain, axées sur la dynamique du bassin hydrographique et l’écologie urbaine, permettent aux étudiants de voir la science à l’œuvre et de s’investir dans leur apprentissage. »
Quand son cours est passé à un format à distance en septembre dernier, Charles-Antoine Rouyer s’est demandé quelles options pouvaient offrir une expérience similaire aux sorties sur le terrain à ses étudiants. Sa solution? Les faire quand même, mais les diffuser en direct. Tout d’abord, il devait faire des essais.
Charles-Antoine admet que ce n’était pas aussi facile que prévu et que cela lui a demandé « pas mal d’efforts » pour trouver la technologie la mieux adaptée à l’expérience. Il a consacré quelques heures à faire des essais, d’abord chez lui, puis sur le terrain, avant de décider d’opter pour une diffusion en continu avec à la caméra 1080p de son téléphone intelligent. Pour l’audio, il a utilisé le micro de ses écouteurs-boutons et Zoom pour la diffusion en continu et en direct.
Le premier événement a été diffusé en direct le 3 octobre 2020 au parc Brickworks de la ville de Toronto. Cette sortie sur le terrain visait à présenter un environnement artificiel avec des étangs et comprendre comment la construction de zones humides permet la filtration naturelle de l’eau et protège contre les inondations.
Charles-Antoine Rouyer a sondé sa classe pour mesurer l’intérêt d’une participation en personne, tout en respectant les protocoles de la COVID-19 pour la distanciation et les rencontres sociales. Un seul étudiant s’est présenté à la sortie et 76 y ont participé au moyen de Zoom.
« C’était bien d’avoir un étudiant présent, précise-t-il. Cela ajoutait un côté interactif à la sortie; ses questions et ses commentaires ont profité à ceux qui étaient en ligne. »
Durant la diffusion en direct, Charles-Antoine s’est assuré de donner la chance aux participants de poser des questions et d’interagir en temps réel grâce à Zoom. L’événement a également été enregistré pour ceux qui ne pouvaient pas y assister en direct.
Après avoir visionné l’enregistrement, Charles-Antoine a peaufiné la qualité de la diffusion en continu avant la deuxième sortie sur le terrain qui était prévue le 24 octobre dans la forêt de Glendon, le long de la rivière Don. L’objectif pédagogique était de sensibiliser les élèves aux bassins hydrographiques et à la restauration écologique.
Pour cette sortie, Charles-Antoine s’est équipé d’une caméra GoPro et l’a connectée à Internet en utilisant le point d’accès de son téléphone pour la diffusion en continu. Malheureusement, en raison des limites de bande passante, son téléphone ne pouvait pas appuyer à la fois la diffusion en continu de la caméra GoPro et la session Zoom. L’enseignant a donc confié à un étudiant en ligne la gestion de la session Zoom et a lancé la diffusion en continu avec une adresse URL GoPro. Cette fois, quatre étudiants s’étaient présentés. Parmi eux, une étudiante est restée sur Zoom avec son téléphone pendant toute la sortie et a assuré la liaison entre la classe et l’enseignant.
Malgré quelques problèmes techniques avec les deux méthodes — notamment des interruptions du flux de l’audio et de la vidéo —, Charles-Antoine considère que les deux approches étaient fructueuses. Selon les résultats d’un sondage distribué par la suite, tous les étudiants de la classe étaient du même avis.
Asma Zahra, l’étudiante qui était présente lors de la sortie dans la forêt de Glendon, se dit reconnaissante du temps investi dans cette expérience d’éducation expérientielle. Le fait d’avoir été les « oreilles » de la rencontre Zoom — pendant que l’enseignant était en direct sur GoPro — a ajouté de la substance au contenu de ses cours théoriques. Elle loue également la créativité et le sens de l’innovation déployés dans cette possibilité d’éducation expérientielle.
« M. Rouyer se passionne pour l’environnement et on ressent cela dans ses cours et ses présentations, déclare-t-elle. En ce moment, les professeurs qui font des efforts pour être créatifs, faire participer leurs étudiants et tirer le meilleur parti possible de l’éducation expérientielle sont très appréciés. »
Ce cours est d’ailleurs son préféré depuis le passage à l’apprentissage à distance durant le trimestre d’été. « C’est de loin le meilleur cours que j’ai suivi en ligne depuis le début de la pandémie, ajoute-t-elle. Il est très important non seulement de s’adapter à la situation actuelle, mais aussi d’adopter des approches pédagogiques plus créatives et innovantes. M. Rouyer s’est donné beaucoup de mal pour maintenir l’intérêt chez ses étudiants et leur offrir des possibilités d’éducation expérientielle. Malgré quelques problèmes techniques inévitables, il a fait tout son possible pour que les étudiants et étudiantes tirent le meilleur parti de ce cours durant cette période. Ce sont des efforts vraiment louables. »
Photo de l’installation GoPro utilisée par Charles-Antoine Rouyer lors de la deuxième sortie sur le terrain diffusée en direct en continu (Image : John Marbella)
Charles-Antoine Rouyer dit qu’il a essayé d’offrir à ses étudiants diverses options pour découvrir les sites, notamment des instructions pour une visite autoguidée et des plans de sites sur eClass, afin que les étudiants puissent mieux suivre les événements en direct. Les résultats d’un sondage auprès des étudiants ayant participé aux deux sorties ont indiqué que la majorité d’entre eux préférait la technologie utilisée lors de la deuxième sortie sur le terrain. Dans l’ensemble, la rétroaction a été très positive.
Selon Aameet Ekram, un étudiant de première année qui suit des cours de science politique à distance, la sortie sur le terrain diffusée en continu et en direct était très « intéressante », et malgré ses réserves initiales, l’expérience s’est beaucoup mieux passée que prévu. « Ce format permettait d’apprendre, et franchement, j’ai beaucoup appris, déclare-t-il. Je préconiserais de mettre en place ce type d’expérience dans d’autres programmes. Je suis sûr que ce serait vraiment utile dans des cours qui auraient offert des sorties sur le terrain si la pandémie n’avait pas frappé. »
Bien qu’il étudie à l’étranger avec plusieurs heures de décalage horaire, Ekram a pu se connecter, participer et tirer des enseignements précieux de cette expérience. « Cela m’a permis de découvrir réellement les environnements en question — ce qui est l’objectif du cours — et d’explorer des lieux que je n’aurais jamais eu l’occasion de visiter (dans le cadre d’un apprentissage en ligne). À défaut de visites en personne sur le terrain, c’est ce qu’il y a de mieux. C’est vraiment une idée de génie, ajoute-t-il. En fait, la diffusion des sorties sur le terrain m’a donné envie de visiter ces endroits. Je pense que je le ferai quand tout sera revenu à la normale et que je pourrai venir à Toronto. »
Charles-Antoine Rouyer a présenté ses expériences de diffusion en continu et en direct aux membres du corps enseignant qui se réunissent chaque semaine pour partager des stratégies d’apprentissage en ligne. Il espère que ses expériences contribueront à une communauté de pratique à l’échelle de l’université sur la diffusion en direct à distance.
Linda Carozza, membre du corps professoral de York, chargée de cours du Département de philosophie et mentore partenaire de l’apprentissage en ligne au sein de Teaching Commons, dirige le groupe de professeurs qui partagent leurs expériences sur l’apprentissage en ligne. Selon Mme Carozza, le récit de Charles-Antoine Rouyer sur sa méthode d’enseignement en direct offre un aperçu de l’intersection entre l’éducation expérientielle, la pédagogie numérique et la technologie pédagogique : « La pandémie a certes mis des bâtons dans les roues d’un cours généralement donné en face à face avec des visites sur le terrain, mais elle a également incité des collègues comme Charles-Antoine à être des pionniers de cette méthodologie innovante d’apprentissage en ligne ».
Elle espère vraiment qu’il documente ses expériences et ses recherches sur la diffusion en continu en matière d’enseignement et d’apprentissage.
Announcement of the appointment of the Principal, Glendon Campus
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Glendon Campus
The following is a message to the community from York University President and Vice-Chancellor Rhonda L. Lenton. The message was issued on Dec. 1:
I am delighted to announce that the search for Principal of Glendon Campus has reached a successful conclusion.
As you may recall, earlier this year I reconstituted a search committee comprised of members of Glendon Campus — including faculty, staff and students, as well as a member appointed by me — which was chaired by the Provost and Vice-President Academic and charged with undertaking a search for the next Principal. This is an important time in Glendon’s development as it evaluates academic programs and delivery; establishes strategies to attract and retain outstanding students, faculty and staff; and looks to promote its research activity and increase its profile.
Marco Fiola, photograph by Jenna Marie Wakani
Following an extensive national and international search, which attracted a number of outstanding candidates, the search committee recommended the appointment of Professor Marco Fiola to the position of Principal. I am very pleased to announce that Professor Fiola has accepted our invitation to take up a 5.5-year term as Principal, commencing January 1, 2021. On my recommendation, today the Board of Governors concurred with the recommendation for the appointment.
Professor Fiola will bring dynamic academic leadership and development experience to the position of Principal of Glendon Campus. He will join York University from the Department of Languages, Literatures and Cultures at Ryerson University, where he held the position of Chair for eight years, during which time he led the unit through tremendous changes and growth.
He is a Full Professor at Ryerson University, an institution he joined in 2006. From 2001 to 2006, he held an appointment at the Université du Québec en Outaouais. Prior to embracing an academic career, Professor Fiola was a Senior Translator for the Government of Yukon, where he worked closely with the Francophone community, in addition to providing advice to the Government of Yukon on issues related to Indigenous language preservation and revitalization.
As Chair of Languages, Literatures and Cultures at Ryerson, he was responsible for all aspects of departmental leadership and administration. He led the broadening of the department’s mission, the funding of endowed scholarships and the intensification of research activities. Under his leadership, the department witnessed a three-fold increase in faculty positions and a notable academic programming expansion. He laid the groundwork for the diversification of course and program offerings beyond French and Spanish by enhancing Mandarin and Arabic offerings, developing a course suite in American Sign Language, and successfully reintroducing Latin and Attic Greek.
Throughout his career as a translator, translation studies scholar and academic leader, Professor Fiola has been a strong advocate for equity, diversity and inclusion, specifically through his award-winning research-action work, publications and community work on intercultural and interlinguistic communication. His publications include a Tamil-English Legal Glossary and several chapters on medical and community interpreting. He is a published Italian–French translator, and the coauthor of an English–French translation textbook. He has published and lectured domestically and internationally, including in France, Italy and Spain. In 2017, he served as Academic Convenor for the Congress of the Federation of Humanities and Social Sciences — a gathering of over 10,000 scholars representing some 70 scholarly associations — who met at Ryerson University for the first time.
Professor Fiola holds a BA and an MA in Translation (Université de Montréal) as well as a DEA in Language Sciences and a PhD in Translation Studies (École Supérieure d’Interprètes et de Traducteurs — Paris III Sorbonne Nouvelle). He is a Certified Translator and Terminologist (Association of Translators and Interpreters of Ontario) and a Certified Translator (American Translators Association). In 2019–20, he was awarded both the Ryerson Fellowship at Massey College and the Errol Aspevig Award for Outstanding Academic Leadership in recognition of his work within and outside Ryerson University.
I wish to express my deepest appreciation to Professor Ian Roberge for his outstanding leadership and service as Interim Principal this past year, and his dedication to Glendon and the University. I would also like to thank the members of the Search Committee for the Principal of Glendon Campus for their valued contributions to this important process.
I look forward to welcoming Professor Fiola to York University and to working with him in the coming years as he undertakes this key leadership role. I know that all members of Glendon and the University will join me in congratulating and welcoming him.
Sincerely,
Rhonda L. Lenton, PhD President and Vice-Chancellor
Annonce de la nomination du principal du campus Glendon
J’ai le plaisir de vous annoncer la conclusion heureuse de notre recherche pour pourvoir au poste de principal du campus Glendon.
Comme vous le savez peut-être, afin de recruter le prochain principal, j’ai reconstitué au début de l’année un comité de recrutement composé de membres du campus Glendon — notamment des membres du corps professoral, du personnel et du corps étudiant ainsi qu’un membre que j’ai désigné —, présidé par la rectrice et viceprésidente aux affaires académiques. Cette étape est d’autant plus importante pour l’essor du campus Glendon qu’elle coïncide avec l’évaluation de ses programmes académiques et de leur prestation; l’élaboration de stratégies pour attirer et fidéliser des étudiants, membres du corps professoral et du personnel de calibre élevé; et les efforts déployés pour promouvoir les activités de recherche et rehausser le profil du campus.
Marco Fiola, photographie de Jenna Marie Wakani
À l’issue d’une vaste prospection nationale et internationale qui a attiré d’excellents candidats, le comité de recrutement a recommandé la nomination du professeur Marco Fiola au poste de principal. Je suis ravie de vous apprendre que le professeur Fiola a accepté ce poste pour un mandat de 5 ans et demi commençant le 1er janvier 2021. Sur ma recommandation, le Conseil d’administration a approuvé aujourd’hui cette proposition de nomination.
Ce poste permettra au professeur Fiola de mettre son expérience dynamique en leadership et en développement académique au service de Glendon. Il se joindra à l’Université York après avoir occupé pendant huit ans, à l’Université Ryerson, le poste de directeur du Département de langues, littératures et cultures qui a connu une croissance et des changements considérables durant cette période.
Professeur titulaire de l’Université Ryerson, Marco Fiola a occupé de 2001 à 2006 un poste à l’Université du Québec en Outaouais. Avant de faire carrière dans le monde universitaire, le professeur Fiola a été traducteur en chef pour le gouvernement du Yukon. À ce titre, il a travaillé en étroite collaboration avec la communauté francophone et a conseillé le gouvernement du Yukon sur des questions relatives à la préservation et à la revitalisation des langues autochtones.
En tant que directeur du Département de langues, littératures et cultures de l’Université Ryerson, le professeur Fiola était responsable des divers aspects du leadership et de l’administration du département. Il a mené à bien la diversification de la mission départementale, le financement de bourses de dotation et l’intensification des activités de recherche. Sous sa direction, le nombre de postes d’enseignants dans le département a triplé et les programmes académiques se sont multipliés. Il a posé les jalons de la diversification des cours et programmes s’ajoutant au français et à l’espagnol en rehaussant l’offre de cours de mandarin et d’arabe, en développant un ensemble de cours de langue des signes (ASL) et en réintroduisant le latin et le grec attique.
Tout au long de sa carrière de traducteur, de chercheur en traductologie et de dirigeant universitaire, le professeur Fiola a été un ardent défenseur de l’équité, de la diversité et de l’inclusion, notamment par ses travaux primés de recherche-action, ses publications et ses travaux communautaires sur la communication interculturelle et interlinguistique. Ses publications comprennent un lexique juridique bilingue anglais-tamil et plusieurs chapitres sur l’interprétation médicale et communautaire. Il est également un traducteur italien-français publié et le co-auteur d’un manuel de traduction anglais-français. Il a publié des travaux et donné des conférences au niveau national et international, notamment en France, en Italie et en Espagne. En 2017, il a été le responsable académique du Congrès des sciences humaines — un rassemblement de plus de 10 000 universitaires représentant quelque 70 sociétés savantes — qui se réunissait pour la première fois à l’Université Ryerson.
Le professeur Fiola détient un baccalauréat et une maîtrise en traduction (de l’Université de Montréal) ainsi qu’un DEA en sciences du langage et un doctorat en traductologie (de l’École Supérieure d’Interprètes et de Traducteurs — Université Sorbonne Nouvelle – Paris 3). Traducteur et terminologue agréé de l’Association des traducteurs et interprètes de l’Ontario (ATIO) et traducteur agréé de l’American Translators Association, il a obtenu en 2019-2020 la bourse de recherche de Ryerson au Massey College et le prix Errol Aspevig pour son leadership universitaire, en reconnaissance de son travail à l’Université Ryerson et au-delà.
Je tiens à exprimer toute ma gratitude au professeur Ian Roberge pour son leadership exceptionnel dans son rôle de principal par intérim cette dernière année, ainsi que pour son dévouement envers Glendon et l’Université. J’aimerais également remercier les membres du comité de recrutement du principal de Glendon pour leur contribution précieuse à ce processus important.
Je me réjouis d’accueillir le professeur Fiola à l’Université York et de collaborer avec lui durant les années à venir dans le cadre de ce rôle de leadership clé. Je suis certaine que tous les membres de Glendon et de l’Université se joindront à moi pour le féliciter et lui souhaiter la bienvenue.
Veuillez agréer mes sincères salutations,
Rhonda L. Lenton, Ph. D. Présidente et vice-chancelière
Glendon researchers expose unequal impacts of COVID-19 on racialized communities
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La version française suit la version anglaise.
At Glendon Campus, researchers’ multidisciplinary and interdisciplinary approaches to complex problems provide solutions to current issues. In the context of COVID-19, social sciences and humanities are important to identify and unpack the societal effects of the pandemic, beyond the biomedical concerns.
Glendon researchers, Gertrude Mianda and Shirin Shahrokni, conduct research in separate disciplines to explore the effects of systemic racism and discrimination on specific racial groups in Canada.
Professor Gertrude Mianda
Shirin Shahrokni
Mianda is a full professor in Glendon’s Gender and Women’s Studies program who focuses her research on the experiences of discrimination lived by francophone immigrants from Sub-Saharan Africa in Canada. The current director of The Harriet Tubman Institute for Research on Africa and its Diasporas at York University, Mianda works to expand the Institute’s membership to include francophones belonging to both African and West Indian communities.
Shahrokni is an assistant professor of sociology at Glendon. She is the principal investigator of a Social Sciences and Humanities Research Council (SSHRC)-funded research project on the socio-professional trajectories and experiences of francophone immigrants in Toronto, through critical race and feminist perspectives. Shahrokni is also the co-investigator of a SSHRC-funded research project titled the “Racialization of Asian International Students” (RAIS) with principal investigator and Glendon associate professor Jean Michel Montsion. The project investigates the racialization experiences of international Asian students across five Canadian universities.
Though distinct in their research initiatives, Mianda’s and Shahrokni’s central concerns with the impacts of discrimination on racial groups provide insights and research data relevant to better understanding the disproportionate effects of COVID-19 on racialized populations.
On the issue of equity in access to housing, health care and employment, Mianda and Shahrokni acknowledge that COVID-19 has reinforced the presence of deep divides in social structures among racial and non-racial groups.
“COVID-19 has exposed white privilege and the marginalization of racialized individuals in the west,” says Mianda.
In her research, Mianda exposes how systemic discrimination of francophones from Sub-Saharan Africa in Canada leads to their overrepresentation in low income employment.
Mianda explains that because immigrants from Sub-Saharan Africa are members of Canada’s Black population – a group marginalized by structural inequities – their place in front-line positions at the bottom of the occupational scale increases their likelihood of exposure and infection to COVID-19.
Shahrokni’s research aims to highlight the mechanisms that produce racial inequalities across mainstream institutions and their effects on racialized individuals.
In the context of COVID-19, Shahrokni’s research provides relevant information about structural inequalities to understand specific challenges the pandemic presents to various racial groups.
Shahrokni points out that without recognizing the different effects of COVID-19 on racialized communities, inadequate one-size-fits-all solutions to challenges in housing, in employment and healthcare are proposed.
“We obviously have all been hearing and repeating to one another that we should ‘stay home,’” Shahrokni said. “It seems simple, effortless, but the ability to ‘stay home’ for a prolonged period with limited outdoor activities is not readily accessible to all of us.”
Shahrokni continues to outline inequities in social structures by highlighting the disparities in access to health care for racialized groups and Indigenous people. She also explains that while the issue of accessibility heightens the impact of COVID-19 on these communities, the sense of distrust among their members vis-à-vis the health care system is also a significant factor.
“Because of repeated experiences of racism within the healthcare system […],” Shahrokni says, “many members of racialized and Indigenous communities will tend to distrust and avoid recourse to the health care system even if their medical conditions require assistance.”
Without a discussion of the different impacts of COVID-19 on various racial groups, there is a failure to recognize the continued existence of systemic inequalities in contemporary society, and the lack of statistical data on race in Ontario plays a major role in this.
Mianda’s and Shahrokni’s various scholarly contributions on systemic discrimination in Canada further highlight the structural inequalities experienced by racialized individuals and communities, indicating how such discrimination is exacerbated and dangerous in times of crisis.
Their research is supported by the Glendon Research and Innovation Office.
Written by Carli Gardner, bilingual research support, Glendon Campus
Les approches multidisciplinaires et interdisciplinaires du personnel de recherche du campus Glendon face à des problèmes complexes apportent des solutions à des questions d’actualité. Dans le contexte de la COVID-19, les sciences sociales et humaines sont importantes pour déterminer et analyser les effets sociétaux de la pandémie au-delà des préoccupations biomédicales.
Deux chercheuses de Glendon, Gertrude Mianda et Shirin Shahrokni, mènent dans leur discipline respective des recherches qui explorent la discrimination raciale systémique sur différents groupes racialisés au Canada.
Professor Gertrude Mianda
Shirin Shahrokni
Gertrude Mianda est professeure titulaire au sein du programme d’études des femmes et de genre à Glendon. Ses recherches mettent l’accent sur les expériences de discrimination vécues par les immigrants francophones d’Afrique subsaharienne au Canada. Gertrude occupe actuellement le poste de directrice au « Harriet Tubman Institute for Research on Africa and its Diasporas » à l’Université York et elle vise à développer la communauté de l’Institut pour inclure les francophones appartenant aux populations africaines et antillaises.
Shirin Shahrokni est professeure adjointe en sociologie à Glendon. Elle est la chercheuse principale d’un projet de recherche financé par le Conseil de recherches en sciences humaines du Canada (CRSH) sur les trajectoires et les expériences socioprofessionnelles des immigrants francophones à Toronto, par le biais de perspectives raciales et féministes critiques. Shirin est aussi co-chercheuse pour le projet de recherche financé par le CRSH intitulé « Racialization of Asian International Students » (RAIS) avec le chercheur principal et professeur agrégé, Jean Michel Montsion. Ce projet examine les expériences de racialisation vécues par les étudiants internationaux asiatiques au sein de cinq universités canadiennes.
Bien que leurs initiatives de recherche soient distinctes, les préoccupations centrales des professeures Mianda et Shahrokni au sujet des répercussions de la discrimination sur des groupes racialisés fournissent des informations et données de recherche pertinentes pour mieux comprendre les effets disproportionnés de la crise sanitaire COVID-19 sur les populations racialisées.
En ce qui concerne l’accès équitable au logement, aux soins de santé et à l’emploi, les professeures Mianda et Shahrokni reconnaissent que la crise sanitaire de la COVID-19 confirme la présence de profondes divisions dans les structures sociales entre les groupes racialisés et non racialisés.
« La COVID-19 a révélé le privilège blanc et la marginalisation des personnes racialisées en Occident », déclare Gertrude Mianda.
Dans ses recherches, la professeure Mianda démontre comment la discrimination des immigrants francophones d’Afrique subsaharienne au Canada entraîne leur surreprésentation dans des emplois à faible revenu.
Mme Mianda rappelle que les immigrants d’Afrique subsaharienne font partie de la population noire du Canada, un groupe marginalisé par les inégalités structurelles. Leurs postes en première ligne se trouvent donc au bas de l’échelle professionnelle ce qui augmente leurs probabilités d’exposition et d’infection à la COVID-19.
Les recherches de Shirin Shahrokni nous éclairent sur les diverses expériences des personnes racialisées et leurs perspectives sur la politique et la planification institutionnelles les concernant.
Dans le cadre de la COVID-19, les recherches de Shirin Shahrokni nous fournissent donc des informations pertinentes sur les inégalités structurelles et les défis particuliers que la pandémie pose aux différents groupes racialisés.
Shirin Shahrokni remarque que les solutions uniformes proposées pour résoudre les problèmes de logement et de soins de santé sont inadéquates, car elles ne prennent pas en compte les différents effets de la COVID-19 sur les groupes racialisés.
Rédigé par Carli Gardner, soutien bilingue à la recherche, campus Glendon
Glendon Campus: Avoiding slips, trips and falls during winter and while working remotely
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Glendon Campus
Slips, trips andfalls are among the most common types of workplace injuries. As temperatures drop and snow flies, the number of injuries due to slips, trips andfalls tends to increase. Anyone can slip, trip or fall on level ground, and winter’s wet and icy conditions make the likelihood greater. It is important to be continually aware of the dangers and to walk safely on ice and slippery surfaces. See the tips from Health, Safety and Employee Wellbeing in these posters, on how to prevent injury from slips, trips andfalls. (The following is the information for the Glendon Campus community. The information for the Keele Campus community was posted last week.)
Tips to Avoid Winter Slips Trips and Falls Glendon Campus English Poster
In addition, York University’s Facilities Services partners on campus are taking a number of steps for snow removal on campus. To learn more about how they are keeping the campus safe by keeping snow off the grounds, visit their website.
Tips to Avoid Winter Slips Trips and Falls Glendon Campus French Poster
This year, due to the pandemic, and many community members working remotely, it is important to remember that slips, trips andfalls don’t just happen at the workplace – they can happen at home too. When staff and faculty are working from home, their environment doesn’t have the same safety standards that are in place at work. They’re at risk of tripping over household objects like toys, slipping on water spilled from the dog’s bowl, or even falling down the stairs. Below are some safety tips to prevent slips, trips andfalls at home:
Keep walkways clear of clutter and debris to prevent trips at home.
Keep the house well-lit and make sure cords are safely secured.
Avoid distractions, like texting on phone, while walking.
Avoid slippery socks to prevent slips by wearing proper footwear, even inside the home.
Clean up spills, as well as mud or water tracked in on shoes, immediately.
Turn on the lights and use a handrail when going up or down the stairs to prevent falls down the stairs.
Avoid trying to carry too much – leave one hand free to catch yourself if you stumble.
Use a stable stool to reach for items above the shoulder.
Pay attention to the surroundings. No environment is as familiar as a person’s own home.
Keep work area clear of distractions to avoid getting injured.
In the event of a slip, trip or fall during the course of your work report it to your management supervisor or academic leader immediately for documenting, reporting and investigation, as needed. Also, when on campus, remember to report any areas that may be of concern, before anyone slips, trips or falls.
Glendon alumna Anais Dagrou wins prestigious leadership award
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Anaïs Dagrou
La version française suit la version anglaise.
A recent graduate of Glendon Campus has been named the recipient of the “Top 100 Black Women to Watch in 2020 in Canada” award due to her many contributions throughout her years of study at York University.
Anaïs Dagrou
Anaïs Dagrou, a graduate of political science at Glendon Campus (’20), recieved the award from the Canada International Black Women Event. The award symbolizes the boundless legacy black women are building in Canada and beyond through their achievements, leadership and successes. The award recognizes Dagrou for her outstanding contribution to Toronto’s Black and Francophone communities. It also gives a nod to Glendon’s commitment to provide students with the essential knowledge to positively influence their environment, their community and even the world.
During her time at Glendon, Dagrou was committed to promoting African culture, advocating for bilingualism within York University and Ontario’s francophone community, and representing francophone students on issues such as access to education in the province of Ontario in her various leadership roles, including college director for Glendon at the York Federation of Students (YFS). As a strong advocate for the Francophonie and the improvement of French-language services, she took part in several awareness and mobilization actions in the field. During her last academic year, Dagrou became more actively involved in the Glendon African Network.
“As president of the Glendon African Network, I wanted to extend the visibility of the association on the Keele campus, but also throughout the city of Toronto,” said Dagrou.
In addition to developing political and equity campaigns to create safe and accessible spaces on the Glendon Campus, Dagrou and her colleagues from the Glendon African Network organized several events during Black History Month that showcased their identities as young Black francophones. This dedication, as Dagrou recalls, allowed them to gain visibility on the Toronto scene and expand their social and professional networks by being invited to major events such as The African Forum Toronto 2019 as well as Future Skills: A conversation with President Barack Obama. Dagrou specifies that her meeting with former U.S. president Barack Obama was a very inspiring moment.
“The entire Glendon community congratulates Anaïs Dagrou for her remarkable achievements, authenticity, mentorship and passion that have inspired many students,” said Mireille Millette, director, Advancement & Alumni Relations at Glendon Campus. “We look forward to supporting her in her future projects. Congratulations!”
Anaïs Dagrou, diplômée de Glendon, remporte un prix prestigieux de leadership
Une diplômée récente de Glendon a reçu le prix « Top 100 des femmes noires à suivre en 2020 au Canada » pour ses nombreuses contributions durant ses années d’études à l’Université York.
Anaïs Dagrou, diplômée de science politique à Glendon (2020), est lauréate du prix décerné par le Canada International Black Women Event. Le prix symbolise l’héritage illimité que les femmes noires transmettent au Canada et au-delà grâce à leurs réalisations, leur leadership et leurs succès. Le prix récompense Anaïs Dagrou pour sa remarquable contribution aux communautés noire et francophone de Toronto. Il souligne aussi l’engagement de Glendon à fournir à ses diplômés et diplômées les connaissances essentielles pour influencer positivement leur environnement, leur communauté et même le monde entier.
Durant son parcours à Glendon, Anaïs s’est engagée à promouvoir la culture africaine et à défendre le bilinguisme au sein de l’Université York et de la communauté francophone de l’Ontario. Elle a également représenté les étudiants francophones sur des questions comme l’accès à l’éducation dans la province ontarienne dans divers rôles de leadership, notamment en tant que directrice de collège pour Glendon à la Fédération des étudiants de York (YFS). Fervente défenseure de la francophonie et de l’amélioration des services en français, elle a pris part à plusieurs actions de sensibilisation et de mobilisation sur le terrain. Lors de sa dernière année universitaire, Anaïs s’est engagée plus activement au sein du réseau Glendon African Network.
« En tant que présidente du Glendon African Network, je souhaitais étendre la visibilité de l’association sur le campus Keele, mais également dans toute la ville de Toronto », dit Anaïs.
En plus d’avoir élaboré des campagnes politiques et d’équité afin de créer des espaces sécuritaires et accessibles sur le campus Glendon, Anaïs et ses collègues du Glendon African Network ont organisé plusieurs événements durant le Mois de l’histoire des Noirs qui ont permis de mettre en avant leurs identités de jeunes francophones noirs. Comme le raconte Anaïs, cela leur a permis d’accroître leur visibilité sur la scène torontoise et d’agrandir leur réseau social et professionnel en étant invités à des événements d’envergure comme The African Forum Toronto 2019 ou bien Future Skills: A conversation with President Barack Obama. Anaïs précise d’ailleurs que sa rencontre avec Barack Obama a été un moment très inspirant.
« Toute la communauté de Glendon félicite Anaïs Dagrou pour ses remarquables réalisations, son authenticité, son rôle de mentore et sa passion qui a été une source d’inspiration pour plusieurs étudiants et étudiantes, dit Mireille Millette, directrice de l’avancement et des relations aux diplômés. Nous nous réjouissons d’appuyer ses projets à venir. Bravo! »
Research uncovers different levels of Muslim participation in society – why?
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Laxer story FEATURED image
The rise of populist politicians in Europe and North America exhibiting intolerance towards minorities has spurred fierce debate around the effects of a growing Muslim minority on their respective national identities. Some countries have prohibited Islamic religious coverings in public spaces and institutions, while others haven’t. This remains an area of intense political debate.
Emily Laxer
Glendon Campus Professor Emily Laxer recently published an article on Muslim participation in society – that is, political and civic incorporation – in two countries: Canada and France. Laxer led this first-time study, published in the Journal of Ethnic and Migration Studies (2019), whose contributors included Jeffrey Reitz from the University of Toronto and Patrick Simon, of the French Institute for Demographic Studies (Paris, France).
She and her co-authors conclude that laws relating to citizenship and voting affect Muslims’ political membership and participation by determining access to official mechanisms of engagement.
Delving into these multi-layered subjects around multiculturalism and religious diversity could inform policy-makers, politicians and citizens in Canada and around the world.
This is in Laxer’s wheelhouse. With expertise in political sociology, immigration, citizenship, nationalism and gender, she has spent years wrestling with these complex issues. Her research focuses on how contests for political power shape the incorporation of ethno-religious minorities in large-scale immigration countries.
France and Canada chosen because they have vastly differing approaches to diversity
This original study examines the impact of national contexts on the political and civic incorporation of Muslim minorities by comparing France and Canada, with their sharply contrasting national integration models.
Why these two countries? Canada and France were selected because they have adopted radically different approaches to political and civic incorporation. French republican secularism demands that newcomers shed their cultural and religious particularities to actively engage, while Canada’s federal approach values diversity. Multiculturalism in Canada has become regarded by many as the cornerstone of Canadian identity, Laxer emphasizes. There’s also the unique case of Québec, which has developed a distinct – though unofficial – discourse of ‘interculturalism,’ which combines respect for pluralism with the promotion of Francophone culture.
“These three integration models – republicanism, multiculturalism and interculturalism – have been featured in recent debates on the acceptability of Islamic symbols and practices in the public sphere in each setting,” Laxer explains.
French republican secularism demands that newcomers shed their cultural and religious particularities. Here, two Muslim women in France retain their religious attire: the hijab and shayla
Data collected from surveys featuring immigrant and second-generation minorities
To launch this investigation, the researchers analyzed data from France’s 2008 Trajectories and Origins survey and Canada’s 2002 Ethnic Diversity survey. Most participants who responded to these surveys were between 18 and 60 years of age. Both surveys contain vast content on immigrant and second-generation minorities.
Broadly speaking, Laxer’s team looked at Muslim and non-Muslim responses to questions around citizenship, voting and civic participation. In doing so, they conducted a comprehensive analysis of the differences between Muslims and the mainstream population, as well as other minority groups, in both countries.
Findings get to the heart of the differences
Laxer and her colleagues’ analysis was three-pronged, and the findings were likewise categorized:
Citizenship: Citizenship rates are substantially higher in Canada than in France. The effect of this is negative in France, but positive in Canada where, in most cases, the majority of immigrants become Canadian citizens.
Voting rate: In France, 90 per cent of the Muslim community votes. In Canada, only 65 per cent of Muslims vote.
Civic participation: Rates are higher in the Muslim community in Canada, compared to counterparts in France, but overall, participation is low. This suggests that Muslims in both countries experience a similar degree of social isolation or lack of integration.
In Canada, unlike France, the majority of immigrants become Canadian citizens
“Our findings suggest that laws pertaining to citizenship and voting shape Muslims’ political membership and participation by determining access to official mechanisms of engagement,” Laxer concludes. However, she emphasizes neither national model is necessarily superior in producing high levels of political and civic engagement.
Award-winning book also examines secularism in France and Quebec
In addition to the journal article, Laxer also published a book in the same year, which expands on the topic: Unveiling the Nation: The Politics of Secularism in France and Québec (McGill-Queen’s University Press). This publication just won the 2020 John Porter Tradition of Excellence Book Award from the Canadian Sociological Association.
Here, Laxer traces how the struggle of political parties for power and legitimacy shapes states’ responses to Islamic signs. Providing historical evidence and gripping, behind-the-scenes interviews with activists and politicians, she brings to light unseen links between structures of conflict and the strategies that political actors employ when articulating the secular boundaries of the nation.
Emily Laxer’s new book. Image reproduced with permission of the publisher.
In France’s historically class-based political system, she argues, parties on both the left and the right have united around a secular agenda to limit the siphoning of votes by the ultra-right. In Quebec, by contrast, the longstanding “national question” [French identity and culture] has led political actors to paint a picture with conflicting images of the province’s secular past, present and future.
This book adds a great deal to the discussion around how party politics shape the secular boundaries of nationhood in diverse societies.
What’s next for Laxer? Her current research focuses on representations of the rule of law by past and present populist politicians in Canada.
To learn more about Research & Innovation at York, follow us at @YUResearch; watch our new video, which profiles current research strengths and areas of opportunity, such as Artificial Intelligence and Indigenous futurities; and see the snapshot infographic, a glimpse of the year’s successes.
By Megan Mueller, senior manager, Research Communications, Office of the Vice-President Research & Innovation, York University, muellerm@yorku.ca
New Project Commons showcases depth of experiential education at York University
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Experiential Education (EE) at York University just got a lot easier with the launch of a new and innovative Project Commons created by the York Capstone Network team.
The Project Commons is a pan-University, open-access resource built with support from York’s University’s Academic Innovation Fund and the York University Faculty Association (YUFA) Teaching and Learning Development Grant.
Danielle Robinson
“This is a space to find real-world, hands-on, research opportunities for students, year-round,” says Danielle Robinson, the director of the Cross-Campus Capstone Classroom (C4), executive director of the York Capstone Network and associate professor in the School of the Arts, Media, Performance & Design. “These 65-plus projects, grouped by themes, are connected with partners and organizations who want to help students make the world a better place.”
Liz Haines, the executive director of Story Planet, has four projects in the Project Commons. “The Project Commons is a great bridge between organizations seeking to support research integral to their mission, and the professors and students seeking real world experience,” says Haines. “By building this kind of connection real world learning on both sides can flourish.”
In addition to Story Planet, current partners include the MaRS Discovery District, Town of Whitchurch-Stouffville, Markham Arts Council, Jobster, Centre for Free Expression, TechConnex, the Canadian Language Museum, University Women’s Club, Peel Community Climate Council, Electronic Recycling Association, FYI: For Youth Initiative, YuRide, Barnes Management Group, and Nascent Digital. There are also several on-campus partners from York University that are participating in the Project Commons.
“The Project Commons amplified my understanding of what is possible in EE courses. As a result, I was able to develop a fourth-year bilingual EE class in Glendon College, based on a project-oriented capstone model that challenges students with real world problems that need to be solved,” says Sabine Dreher, a contract faculty member in the International Studies Department in Glendon College where she teaches courses on global political economy, religion and international relations. “My class will work with different community partners at Glendon to increase sustainability (food waste, fast fashion, and economic democracy), and students will be supported by mentors from the Project Commons.”
Some of the exciting, big-picture questions that can be found in the Project Commons include:
What would a collaborative community-integrated and industry-based loop waste system look like that is engaging, affordable, scalable and effective?
What does a community-driven approach to celebrate and support Afro-diasporic heritage and promote paths to further learning look like?
Which policies and structures in Ontario and Canada would we revise to address anti-Black and systemic racism, and how?
How can student learning and well-being be supported by reaching out both locally and globally, in the wake of the challenges from COVID-19?
How can design and use of Artificial Intelligence be reframed to ensure more equitable benefit for all?
How would we reimagine city and rural spaces to make them more equitable, sustainable and healthy to live in?
How can we imagine repairing the cracks, tears and vulnerabilities in society that have been exposed through the challenges of social distancing?
How can countries better support their newcomers, to feel welcomed, supported and successful?
How can we support community efforts to enhance their own mental health and wellness?
How can interdisciplinary approaches to medical research and design speed innovation as well as accessibility?
“We are excited to be able to work for change with students and hope that our combined efforts will result in meaningful learning for all,” says Barbara Cook, president of the University Women’s Club of North York. Cook has five projects in the Project Commons. “This is a wonderful way for us to extend the reach of our advocacy work.”
EE is integral to York University’s central narrative. The new Project Commons makes it virtually “plug-and-play” for professors in any Faculty, says Robinson, who notes that the Project Commons helps faculty members conserve their energy and time so that can be better invested back into their courses and research.
“The most helpful aspect of the Project Commons has been that it facilitates connections with community partners who are already thinking about what an experiential education collaboration looks like,” says Brandee Easter, an associate professor of writing in the Faculty of Liberal Arts & Professional Studies. “The Project Commons removes a great barrier to developing community partnerships by opening up the conversation about experiential education broadly, which then allows capstone instructors to find specific opportunities that achieve their course’s goals and outcomes.”
To learn more about the Project Commons, visit https://www.yorku.ca/c4/c4-project-commons/ to peruse the more than 65 unique projects on offer this year. Faculty wishing to connect with the people behind a specific project should email ycn@yorku.ca for an introduction.
EE is integral to York University’s central narrative. The new Project Commons makes it virtually “plug-and-play” for professors in any Faculty, says Robinson, who notes that the Project Commons helps faculty members conserve their energy and time so that can be better invested back into their courses and research.