Teaching Commons event brings new light to assessment options

Teaching FEATURED

By Elaine Smith

A recent Teaching Commons event titled “Why Does Assessment Matter Anyway?” brought together 40 York faculty members and staff this summer to discuss assessment and take the opportunity to view it differently.

Geneviève Maheux-Pelletier
Geneviève Maheux-Pelletier

“We wanted to consider alternative assessment methods that view it as a tool for learning and a way to help students demonstrate understanding that is more real world,” said Geneviève Maheux-Pelletier, director of the Teaching Commons (TC) at York University. “In addition to the usual final exam or essay, there are methods that are more flexible so that students can more easily navigate what they need to do to be successful in a course, approaches such as flexible deadlines.”

The TC staff introduced a series of video interviews with faculty focused on assessment topics and other online resources – short videos and webinars – topics such as assessment design and a toolkit for undertaking an open-book exam. Valerie Florentin, for example, who teaches in the School of Translation at Glendon College, discussed her use of ungrading, a technique of self-evaluation with reference points. Florentin has a frank discussion with the students about what she is trying to measure when assessing their performance and assigning a grade. Then, she provides criteria and offers some coaching as they assign themselves a fair grade. It is a method she has tried both at Glendon and at the Université Laval, and she will do so again this fall to be able to compare and contrast the outcomes.

Merv Mosher, a long-serving, teaching stream faculty member in the School of Kinesiology and Health Sciences in the Faculty of Health, took a combined mastery grading and specification approach toward evaluating students in his large lecture/lab courses. Mosher said he was tiring of having students worrying endlessly about their grades and was frustrated that they were more concerned about the grade than the course content.

“Teaching Commons convinced me that there are other ways to do things,” he added.

With mastery grading, he set an achievable bar for his students, but allowed them multiple attempts to reach it (i.e., master the information). For instance, each of the weekly quizzes he gave required an 80 per cent in order for the mark to count; they had two additional tries for each quiz.

“The mastery approach is telling students, ‘I’m not interested in average work,’” he said. “I wanted the students to stay current with the material and I wanted them to demonstrate an understanding of the material.”

He employed specification grading for labs, providing students with sample lab reports that demonstrated exactly what they needed to create and submit, removing the guesswork from the experience.

The TC session also included an opportunity for participants to discuss what mattered to them with regard to grading. The conversation touched on issues such as equity, grading at scale for larger groups; academic integrity when students have more freedom (e.g., online tests); and formative learning.

Will Gage
Will Gage

Maheux-Pelletier called the session “very engaging” and noted that educational developers are available for one-on-one consultations with faculty who wish to implement such practices. She also issued an invitation to faculty to join a community of practice called the Assessment Evolution Working Group that she co-chairs with Will Gage, associate vice-president, teaching and learning. It meets every six weeks or so and focuses on assessment, deep learning and thinking about knowledge in a deeper manner – perhaps moving toward a competency-based model.

“The last couple of years when we were teaching remotely triggered conversations about assessment and how it could be done differently,” she said. “A competency-based model may be a good way to address equity and inclusion, since students can be co-designers of assessment tasks and equity components can be built in.”

Gage agreed, noting that it was important to know about other methods of assessing learning.

“We tend to stick with exams because they are what we know,” he said. “If we know there are other methods that are just as good or better at demonstrating competence or mastery and they are more accessible to students, then that is useful information.”

Gage said that he would like to see two outcomes from further consideration of assessment:

  • All faculty members having the opportunity to learn more about non-traditional ways of doing assessment; and
  • Seeing York acknowledged for breaking new ground and making these methods part of the way faculty teach and help students succeed.

“Our working group has been talking about what courses could look like and what faculty members are doing that is flying under the radar,” he said. “I don’t expect everyone to do these things, but I want everyone to have the opportunity to learn about them, regardless of academic discipline.

“These different approaches to assessment have the potential to be a real game-changer for post-secondary education.”

To join the community of practice, contact Maheux-Pelletier by email at gmp@yorku.ca.

York’s first Provostial Fellows lead on sustainability

Drone image shows Vari Hall and the Ross Building on Keele Campus

In 2021, the inaugural cohort of Provostial Fellows began a series of year-long projects that would take meaningful action on the United Nations Sustainable Development Goals (SDGs).

The SDGs play a central role in the University Academic Plan, which includes a call for the community to create positive change through the goals.  Now that their terms have ended, here is a look back at what the Fellows have achieved.

Reducing York’s carbon footprint
Burkard Eberlein
Professor of Public Policy and Sustainability, Schulich School of Business

Burkhard Eberlein
Burkhard Eberlein

Burkard Eberlein’s project, “Advancing Carbon Neutrality at York: Reimagining Mobility,” will continue to target York’s carbon emissions from commuting and travel, with a special focus on air travel related to studying, research or University business activities.  

The first phase of this project included a scan of actions taken by universities across North America and globally to identify some best practices and how they reduce carbon emissions. Carbon reduction potential, ease of implementation and impacts on equity, diversity and inclusion were just some of the criteria developed when considering the best practices that could be adopted at York. 

Schulich students were also engaged on the project and analyzed data from York’s carbon inventory. The carbon inventory reveals the areas where the University’s carbon impact is most substantial, including mobility. A key area of interest is reducing single-occupancy vehicle commutes to York’s campuses. Overall, the goal is to match global best practices with York’s specific emissions profile so that proposals for action can target relevant areas that achieve the most impact. 

In the project’s next phase involves a community-wide survey to gauge support for initiatives to reduce mobility-related emissions. Results are expected to inform recommendations to the University community and leadership. The University has stated a commitment to achieving carbon neutrality by 2049 and the project promises to propose concrete actions to make tangible progress in a key area of indirect carbon emissions at York.

Mobilizing a community to improve access to clean freshwater
Sapna Sharma
Associate Professor in the Department of Biology, Faculty of Science

Sapna Sharma
Sapna Sharma

For the past year, Sapna Sharma focused on raising awareness and building networks of scholars whose work examines freshwater access and managing climate change risks.

Her Toronto Star op-ed “Toward a more equitable water future for Canada” shone a spotlight on how two-thirds of long-term water advisories in Canada affect Indigenous communities.

“I think it is really important that we improve awareness about the inequalities in freshwater access in Canada and around the world. For example, although Canada has over nine million lakes and 20 per cent of the world’s freshwater supply, there are still 29 communities that do not have reliable access to clean drinking water – this isn’t acceptable,” says Sharma.

Sharma contributed to pieces published in Excalibur, The Narwhal, Bridge Michigan and Cottage Life, focusing on the history of drinking water advisories in Canada, the need to prepare for climate change and what shrinking lake ice coverage is doing to the quality and quantity of fresh water supply. She also highlighted the importance of inclusion when it comes to identifying solutions to the freshwater and climate crisis.

On World Water Day, Sharma brought together more than 100 local and international participants for a solutions-driven workshop on the impacts of climate change on freshwater. She also joined more than 40 students for a career networking event with water professionals that same week. On July 12, she hosted a rooftop networking event at Malaparte TIFF Bell Lightbox, bringing together water, climate and sustainability researchers and industry partners to support collaboration across disciplines.

Sharma plans to continue organizing regular water research seminars and networking sessions for the York community. Partnering with CIFAL York, the Dahdaleh Institute for Global Health and two Organized Research Units – One Water and the Risk and Insurance Studies Centre – her goal is to grow networks and partnerships that advance the SDGs at York.

Embedding the SDGs in York curriculum
Cheryl van Daalen-Smith
Associate Professor in the School of Nursing, Faculty of Health
Associate Professor in the School of Gender, Sexuality and Women’s Studies and the Childhood and Youth Studies Program, Faculty of Liberal Arts & Professional Studies

Cheryl van Daalen Smith
Cheryl van Daalen Smith

Cheryl van Daalen-Smith’s vision was to collaboratively seek ways to infuse the UN SDGs into interdisciplinary classrooms across the University. Her project “More than Bees and Trees” sought to inspire and amplify curricular SDG initiatives and advance York University’s commitment to interdisciplinarity. Through a community development approach, this Fellowship spawned an SDGs in the Classroom Community of Practice, which continues to grow and add to the more than 60 educators who are involved from across the University.

Members of the community of practice thought that a toolkit would help further realize van Daalen-Smith’s vision. Two community members, Tracy Bhoola, an instructor at YUELI, and Nitima Bhatia, a PhD student and research assistant, took the lead in creating content for the SDGs-in-the-Classroom Toolkit website. Through diligent leadership, this interdisciplinary resource is now available to educators both within York University and around the world, further supporting the University’s commitment to open access.

The SDGs-in-the-Classroom Community of Practice also brought together University partners and stakeholders who were engaged on the UN SDGs. The group listened to members who had already found some success with integrating the SDGs in classrooms and to students who shared who would share their learning experiences and recommendations. York’s list of UN SDG Curricular Champions were identified among instructors who had found innovative ways of connecting the SDGs to diverse interdisciplinary topics, concepts and disciplines. 

Finally, the first-ever SDGs in the Classroom Teach-In was hosted in conjunction with the Teaching Common’s Annual Teaching in Focus conference, on May 10, drawing together 90 national and global registrants. The session hosted panel discussions, drop-in live coaching sessions and interactions with curricular champions and toolkit creators. With a vibrant, three-year Academic Innovation Fund grant now underway, the work of this Fellowship will continue to be led by School of Nursing Assistant Professor Sandra Peniston, with a myriad of interdisciplinary instructors guiding the development of simulations, apps, games, and other ways to continue to bring the “wicked problems” addressed by the SDGs into York’s classrooms.

Building global competences at York
Qiang Zha, Associate Professor, Faculty of Education

Qiang Zha
Qiang Zha

Qiang Zha focused on how a liberal arts education could be reimagined and reinvented for the 21st century. He developed a framework for this purpose, organizing curriculum around intellectual, intelligent and global core competences. Zha’s framework also looked at ways to boost the relevance and benefits of a liberal arts education for more students.

In Canada, the Council of Ministers of Education have endorsed six pan-Canadian global competencies to help students meet the “shifting and ongoing demands of life, work and learning.” These include critical thinking and problem solving, innovation, creativity, entrepreneurship and collaboration.

Zha maintains that York University is well positioned to practice and champion global competence education, a belief supported through a comprehensive analysis of both course resources and curricular strengths at York.

“I think that the SDGs provide us with a unique opportunity to shape a transformative curriculum and teach global competence,” says Zha. He is currently creating a list of courses that build global competences, so that they may be organized into a certificate program for students. Over the course of the fellowship, Zha also led a partnership with 21 partner organizations across North America, East Asia and Western Europe in a proposal to fund a project titled, “Reimagining Liberal Arts Education with a Transcontinental Partnership.” The project received development funding and has been invited to compete for more support.

York University moves up in world university rankings

Featured image shows Keele Campus as viewed by a drone

By Elaine Smith

The 2023 Quacquarelli Symonds (QS) World University Rankings reinforce York University’s role as a leading North American public university with a global reach to right the future.

York University moved up two spots to be ranked 61st among North American public universities by the prestigious QS World University Rankings. York’s improving position in the rankings signals its position as a leading international research and teaching university that is driving positive change to right the future.

Rhonda Lenton
Rhonda Lenton

The QS Rankings evaluate universities in all of the disciplines. “I am delighted to learn about York’s continuing upward movement in major rankings,” says Rhonda Lenton, York University president and vice-chancellor. “This performance, in the face of increasing global competition, is the result of our collective efforts to enhance our research activities,  strengthen the undergraduate student experience, internationalization, and our societal impact.”

Many of the major world university rankings measure research, teaching and international outlook. A select few also measure employability and societal impact. In addition to data submitted by universities, rankings also obtain data from other sources, such as reputational surveys.

However, a robust commitment to research  plays a major role in how universities perform in all major world university rankings and York University is one of Canada’s leading research-intensive universities.

Amir Asif
Amir Asif

“Research excellence should conscientiously improve student learning outcomes, create societal impact, foster interdisciplinarity, and inspire a collaborative ethos,” says Professor Amir Asif, vice-president, research and innovation. “The teaching, research, and stewardship missions of the university are intertwined.”

The 2023 QS World University Rankings by Subject have not been released yet, but York had a strong performance in QS WUR by Subject in 2022. In the five broad QS subject areas, the University was ranked among the top 50 in two and in the top 100 in another two areas among North American public universities. The 2022 QS World University Rankings also ranked York University 63rd among North American public universities.

Lisa Philipps
Lisa Philipps

University leaders anticipate that the rankings will continue to reflect its growth and diversity. The number of universities ranked this year grew from 1,300 to almost 1,500. Among Canadian universities ranking in the top 500 among global universities, York University was one of two Canadian universities to improve its rank.

“York is launching its new Markham Campus in 2024 and has aspirations to build on the Vaughan Healthcare Centre Precinct with a new School of Medicine and integrated health programming,” says Professor Lisa Philipps, provost and vice-president academic. “York’s ranking performance resonates well with its plans for increasing our impact  in the coming decade.”

Professor Steven Hoffman takes new leadership role at Public Health Agency of Canada

Collage showing DNA, medicine and more

This month, York Professor Steven Hoffman will begin a new role as vice-president corporate data and surveillance at the Public Health Agency of Canada (PHAC). As the former scientific director of the Canadian Institutes of Health Research’s (CIHR) Institute of Population and Public Health, he brings significant expertise to the agency to help shape the future of public health responses in Canada.

Professor Steven Hoffman
Steven Hoffman

During this time, Hoffman will also continue to direct York University’s Global Strategy Lab and the World Health Organization (WHO) Collaborating Centre on Global Governance of Antimicrobial Resistance. Hoffman is the Dahdaleh Distinguished Chair in Global Governance & Legal Epidemiology.

At PHAC, he will lead the modernization of Canada’s public health data architecture, surveillance systems and risk assessment capabilities in anticipation of future public health needs. All of this work will draw upon lessons learned from the COVID-19 pandemic.

Overseeing the significant expansion of the agency’s data and surveillance branch, the goal is to deliver on the Government of Canada’s $436-million commitment to expand the ability to detect, understand and act on public health threats. This will also involve building close working relationships with federal, provincial, territorial and Indigenous colleagues from across Canada, as well as global partners and representatives from universities, civil society and the private sector.

“Today we have a once-in-a-generation opportunity to modernize Canada’s public health data architecture, surveillance systems, and risk assessment capabilities. The work will be challenging, but it needs to be done, and I am excited to use my skillset and experience to help make a positive impact here,” said Hoffman. “I am so pleased to remain part of the York University community while working for the Public Health Agency of Canada, which will be a source of strength to advance this effort.”

“This is incredibly important work and Professor Hoffman is uniquely positioned to create positive change by strengthening our response to future global health challenges. His experience with overseeing ground-breaking research and building capacity across the country and globally will be essential to this role,” said Lisa Philipps, provost and vice-president academic.

Hoffman spent six years with CIHR, launching their Healthy Cities Research Initiative, co-leading Canada’s  rapid research response to the COVID-19 pandemic and leading the Equitable AI Initiative.  He also helped to set and implement CIHR’s strategic directions in global health as the agency’s lead for this area. As co-lead on CIHR’s rapid research response to Ebola in Democratic Republic of the Congo (2018) and the COVID-19 pandemic (2020), the institute was able to create the world’s fastest research response to COVID-19 by government. In June of 2022, under his direction, the Institute of Population and Public Health also launched a new strategic plan, Transforming Public Health. The plan lays a future path for the Institute, with direction from Canada’s population and public health research, practice and policy community as well as partners from around the world

Lassonde School of Engineering Dean, Jane Goodyer, reappointed

Bergeron Pond and the Bergeron Centre for Engineering Excellence at York University's Keele Campus

The following is a message to the York University community from President & Vice-Chancellor Rhonda L. Lenton and Provost & Vice-President Academic Lisa Philipps:

We are pleased to inform the York community that, following a consultation process with staff and faculty in the Lassonde School of Engineering, Jane Goodyer has accepted our invitation to undertake a second five-year term as dean of the school, commencing July 1, 2023. On June 28, the Board of Governors concurred with our recommendation and approved the renewal.

Jane Goodyer

Dr. Goodyer has provided excellent leadership during her first term, during which the Lassonde School of Engineering has grown its enrolments, its faculty complement, and its research and teaching facilities. Under her oversight, the Lassonde School has developed new programs for the Markham Campus, including a degree in software development and Canada’s first fully work-integrated degree in digital technologies, where students will spend the bulk of their time learning in their place of employment. She has spearheaded the k2i Academy, raising substantial funds to provide STEM programming to students from as young as kindergarten age to dismantle systemic barriers to industry participation. With her leadership, Lassonde has formalized an EDI (equity, diversity, inclusion) Action Plan to build a safe, welcoming and inclusive environment for faculty, staff and students and to create a more diverse pipeline of future engineering talent. Dr. Goodyer has led the school to develop a new five-year strategic plan and has supported the creation of new organized research units to foster a thriving research and innovation ecosystem. She has grown external networks and alumni connections that will help to support the realization of the school’s strategy and the career goals of new graduates. 

Prior to joining York, Dr. Goodyer was professor and head of the School of Engineering and Advanced Technology at Massey University in Palmerston, New Zealand, where she led strategic planning to reposition organizational structures and teaching and research in the School, increase enrolments, and build stronger international collaborations. As the school’s associate dean for undergraduate teaching and learning, with responsibility for curriculum and student success and welfare, she led a redesign of the curriculum, incorporating blended learning and project-based learning. Before her appointment at Massey University in 2006, she held an appointment at Coventry University in the U.K., where she was part of a research centre working with automotive businesses to apply cutting-edge research in advanced joining technologies for Body-in-White manufacture.

Dr.  Goodyer holds a B.Eng (Hons) in production engineering from Coventry Polytechnic and a PhD in manufacturing systems design engineering from Coventry University. Her research has evolved from a focus on manufacturing engineering to an interest in influencing change in engineering education and bringing academia and industry closer through employer-led degree apprenticeships and work-integrated learning offerings. Dr. Goodyer is dedicated to the advancement of women in engineering and encouraging girls to consider a career in engineering, collaborating to dismantle systemic barriers to opportunities in STEM.

We would like to thank the members of the community for their contributions to the reappointment process.

We look forward to working with Dr. Goodyer as she continues to bring leadership to this important role. I hope that all members of the York University community will join us in congratulating her.

Faculty of Environmental & Urban Change Dean, Alice Hovorka, reappointed

Featured image VARI Hall drone image of the commons and Ross Building

The following is a message to the York University community from President & Vice-Chancellor Rhonda L. Lenton and Provost & Vice-President Academic Lisa Philipps:

We are pleased to inform the York community that, following a consultation process with staff and faculty in the Faculty of Environmental & Urban Change (EUC), Alice Hovorka has accepted our invitation to undertake a second five-year term as dean of EUC, commencing July 1, 2023. On June 28, the Board of Governors concurred with our recommendation and approved the renewal.

Alice Hovorka
Alice Hovorka

Dr. Hovorka has provided outstanding leadership during her first term. She led the 2020 merger of the Faculty of Environmental Studies and the Department of Geography into the Faculty of Environmental & Urban Change and inaugurated new governance structures that brought their respective norms and cultures into a new, integrated whole. Under her direction, faculty have maintained a thriving research culture through the pandemic with several new funded projects underway. New undergraduate programs were finalized, including a collaborative Environmental Science program that highlights York’s overall strengths in this area. She has further solidified the vision and priorities for the Faculty with a new five-year Academic Plan, as well as Advancement Plan with an engaging focus on living labs. In consultation with the president, she has also drafted a new five-year strategic plan for the Las Nubes EcoCampus in Costa Rica, repositioning it as a campus for all of York University. Dr. Hovorka has set the tone for EUC with respect to EDI (equity, diversity, inclusion) initiatives, including a series of Anti-Black Racism dialogues, and recruitment of a new Black faculty member. She has provided effective leadership during the COVID-19 pandemic and has fostered open, collegial dialogue toward developing consensus on key issues in the Faculty and across the University. She has made important contributions at a University level including as a member of the Service Excellence Program Steering Committee, the Global Positioning Group, and the Search Committee for the new Dean of Education.

Dr. Hovorka joined York University in October 2018 from Queen’s University, where she was a full professor in the Department of Geography and Planning and the School of Environmental Studies and where she had served as acting head and then head of Department for the School of Environmental Studies. There, she was responsible for leadership in relation to strategic planning, quality assurance, curriculum design and review, pedagogical innovation, branding, and financial and complement planning in an interdisciplinary context. Prior to her appointment at Queen’s in 2015, she was a member of the Department of Geography at the University of Guelph, which she had joined in 2003. She held several administrative roles at Guelph, including acting Chair, undergraduate coordinator and graduate coordinator in the Department of Geography, and acting associate dean (research) of the College of Social and Applied Human Sciences. In all of these capacities, she has been a champion for equity, diversity and inclusion.

Dr. Hovorka holds degrees in geography from Queen’s University (BA), Carleton University (MA) and Clark University (PhD). Her research is community-based, interdisciplinary, and explores human-environment relations, focusing on three areas: urbanization, gender and everyday life in Botswana, the lives of animals in Botswana and Canada, and the scholarship of teaching and learning. Her scholarship has been recognized through a Humboldt Fellowship and the Jan Monk Distinguished Professorship. She is a dedicated teacher and mentor, fostering innovative curriculum design, experiential learning, and interdisciplinary links across Faculties; and she has taught undergraduate and graduate courses in a range of areas in both geography and environmental studies.

We would like to thank the members of the community for their contributions to the reappointment process.

We look forward to working with Dr. Hovorka as she continues to bring leadership to this important role. I hope that all members of the York University community will join us in congratulating her.

Announcement of the appointment of the vice-provost students

Drone image shows Vari Hall and the Ross Building on Keele Campus

Dear colleagues,

I am excited to announce that the search for the next vice-provost students has reached a successful conclusion.

The search committee undertook a national and international search which attracted excellent candidates for this key position in our University. Dr. Nona Robinson has been appointed to the position of vice-provost students effective Aug. 15, 2022.

Nona Robinson

Dr. Robinson comes to York from Trent University where, for the past 10 years, she has served as associate vice-president students. In that role, she oversaw that institution’s student affairs and student services portfolios, including partnerships with student associations. In particular, she has led the creation of targeted supports for equity-deserving students, including those from racialized and Indigenous backgrounds, those with mental health needs and disabilities, and those who are the first in their families to attend university.

Prior to taking up her position at Trent, Dr. Robinson was coordinator of student life and then dean of students at the University of Toronto’s University College. In her current and past roles, she has overseen capital projects; revised training, policies and procedures for all aspects of student life on campus; advised and collaborated with student groups and student leaders; and managed the full suite of student life and affairs services, including working with community partners on a range of access, inclusion and health care services.

Dr. Robinson holds a PhD from OISE, University of Toronto, where she focused her studies on the values informing student affairs practice, student leadership, postsecondary governance, strategic planning and financial and administrative management. As a scholar-practitioner, Dr. Robinson has made space in her work for teaching in the areas of ethics in educational practice, postsecondary issues and mediation and restorative justice practices.

The role of vice-provost students is a critical one at York, responsible for the provision of exemplary services to support and enhance the student experience across all campuses. The vice-provost students heads the Division of Students and is responsible for strategic leadership and planning in a diverse portfolio, encompassing university enrolment management, including the recruitment and admission of students both within Canada and internationally; working with Faculties to support all students to thrive at York academically and beyond; registrarial functions and financial services; student community development, including the career centre and counseling and accessibility services; and athletics and recreation; and, in all of the above, advancing the priorities set out in our University Academic Plan. 

I would like to thank the members of the search committee for their contributions to this important process. I am deeply grateful to Lucy Fromowitz, who has more than ably served as vice-provost students since 2017 and who has left an indelible mark on the University and all who have worked with her. She will be missed.

I know that all members of the University will join me in congratulating and welcoming Dr. Robinson. I look forward to working with her in the coming years as a core member of the University’s leadership team.

Lisa Philipps
Provost and Vice-President Academic


Nomination de Mme Nona Robinson au titre de vice-rectrice aux affaires étudiantes

Bonjour,

Je suis heureuse d’annoncer l’aboutissement fructueux de la recherche de la nouvelle vice-rectrice aux affaires étudiantes.

Le comité de recherche a entrepris une recherche nationale et internationale qui a attiré d’excellentes candidatures pour ce poste clé de notre université. Mme Nona Robinson, Ph.D., a été nommée au poste de vice-rectrice aux affaires étudiantes à compter du 15 août 2022.

Nona Robinson
Nona Robinson

Mme Robinson arrive à York après avoir travaillé à l’Université Trent, où elle était vice-présidente associée aux affaires étudiantes depuis dix ans. À ce titre, elle a supervisé les bureaux des affaires étudiantes et des services étudiants de cet établissement, y compris les partenariats avec les associations étudiantes. En particulier, elle a dirigé la création de ressources de soutien ciblées pour les étudiants et étudiantes dignes d’équité, provenant notamment de milieux racialisés et autochtones, ayant des besoins en matière de santé mentale et d’atypies et étant les premiers de leur famille à fréquenter l’université.

Avant de prendre ses fonctions à Trent, Mme Robinson a été coordonnatrice de la vie étudiante, puis doyenne des affaires étudiantes à l’University College de l’Université de Toronto. Dans ses fonctions actuelles et passées, elle a supervisé des projets d’investissement, révisé la formation, les politiques et les procédures pour tous les aspects de la vie étudiante sur le campus, conseillé et collaboré avec des groupes étudiants et des leaders étudiants, et géré l’ensemble des services de la vie étudiante et des affaires sociales, y compris la collaboration avec des partenaires communautaires sur une gamme de services d’accès, d’inclusion et de soins de santé.

Mme Robinson est titulaire d’un doctorat de l’Institut des études pédagogiques de l’Ontario (OISE) de l’Université de Toronto, où elle a concentré ses études sur les valeurs qui sous-tendent la pratique des services étudiants, le leadership étudiant, la gouvernance postsecondaire, la planification stratégique et la gestion financière et administrative. Dans son travail d’universitaire et de praticienne, Mme Robinson a réservé une place à l’enseignement dans les domaines de l’éthique en pratique éducative, des questions postsecondaires et des pratiques de médiation et de justice réparatrice.

Le rôle de vice-rectrice aux affaires étudiantes est essentiel à York pour assurer une prestation de services exemplaires afin de soutenir et d’améliorer l’expérience étudiante sur tous les campus. La vice-rectrice aux affaires étudiantes dirige la Division des affaires étudiantes et est responsable du leadership stratégique et de la planification d’un portefeuille diversifié, comprenant la gestion des inscriptions universitaires, y compris le recrutement et l’admission des étudiants au Canada et à l’étranger; la collaboration avec les facultés pour aider toute la communauté étudiante à s’épanouir à York sur le plan académique et au-delà; les fonctions de l’admission et les services financiers; le développement de la communauté étudiante, y compris le Centre de carrière et le Centre accessibilité, bien-être et counseling; et le Département d’athlétisme et des loisirs. Elle est également responsable de l’avancement des priorités établies dans notre plan académique universitaire dans toutes les unités énumérées. 

Je tiens à remercier les membres du comité de recrutement pour leur contribution à cet important processus. Je suis profondément reconnaissante à l’égard de Lucy Fromowitz, qui a occupé de façon magistrale le poste de vice-rectrice aux affaires étudiantes depuis 2017 et qui laisse une marque indélébile sur l’Université et sur toutes les personnes qui ont travaillé avec elle. Elle nous manquera.

Je sais que tous les membres de l’Université se joindront à moi pour féliciter et souhaiter la bienvenue à Mme Robinson. Je me réjouis de travailler avec elle dans les années à venir en tant que membre clé de l’équipe de direction de l’Université.

Lisa Philipps 
Rectrice et vice-présidente aux affaires académiques   

Faculty, students, administrators encouraged to share York experiences in ‘Maclean’s’ survey

Campus walk spring students

Maclean’s magazine’s Reputational and Student Surveys are now available to York undergraduate students, faculty and senior administrators. The surveys will be available until September 2022.

Each year, thousands of prospective university students and their parents turn to Maclean’s annual University Rankings for information to help them select a university that suits their needs.

The Maclean’s University Rankings is a comprehensive publication that classifies each Canadian university on a broad range of criteria with responses and data gathered from two annual surveys. The Canadian news magazine conducts the surveys to gather the opinions of university faculty and senior administrators, undergraduate students and businesspeople from across Canada. The rankings are the most influential within Canada for students, employers and others considering Canadian universities.

The 2023 Reputational Survey is now available for qualified faculty and senior administrators to complete and will be open until September 2022. The rankings factor in responses from the 2023 Student Survey, which will also be available until September 2022. It polls undergraduate students about their university experience and satisfaction with teaching and learning, mental health services, sexual violence prevention, academic advising, student and residence life.

The Maclean’s Reputational Survey for Faculty (English version) is available at: https://www.surveymonkey.com/r/MacleansAcademicSurvey202202.

The French-language version of the Reputational Survey is available at: https://fr.surveymonkey.com/r/MacleansSondageEnseignant202202.

The Maclean’s Student Survey (English version) is available at: https://www.surveymonkey.com/r/MacleansStudents202202.

The French-language version of the Student Survey is available at: https://fr.surveymonkey.com/r/MacleansEtudiants202201.

Lisa Philipps
Lisa Philipps

“The Maclean’s University Rankings is an important guide for prospective students who are deciding on where to attend university, and for others looking to assess potential future employees or university partners. It also provides important feedback to the University on what we are known for doing well and where there is room for future reputational improvement. I encourage faculty and senior administrators to complete the Reputational Survey to help highlight the groundbreaking work the University is doing and the clear advantages to choosing York,” says Lisa Philipps, provost and vice-president academic.

Individuals are drawn to York University because they are inspired to drive positive change. York University is taking bold steps to right the future:

  • York University is among the world’s top 35 institutions for global leadership on advancing the United Nations’ 17 Sustainable Development Goals (SDGs) in the Times Higher Education Impact Rankings, strengthening its position as a leader in creating a sustainable and inclusive world.
  • York University is challenging anti-Black racism with action. Earlier this year, the University released its inaugural Annual Report on Black Inclusion, providing an overview of more than 300 events, workshops and initiatives taking place at York since the release of the two guiding documents: the Addressing Anti-Black Racism: A Framework on Black Inclusion and the accompanying Action Plan on Black Inclusion.
  • Through its effort to secure a new School of Medicine, York University is focusing on training family and other primary care doctors in an integrated setting with other health disciplines.
  • This spring, York University announced its list of Top 30 Alumni Under 30 – a remarkable group of civically engaged young leaders tackling complex societal challenges in their career and life paths. The list includes author Kaleb Dahlgren and Olympian Melissa Humana-Paredes.
Amir Asif
Amir Asif

“York’s scholars and researchers are pioneering new ideas and discoveries that are not only enhancing the reputation of our institution but will have a positive change on the communities we serve,” says Amir Asif, vice-president, research and innovation. “York is home to Canada’s brightest minds in mathematical modelling for COVID-19, and in fact, our researchers have been instrumental in collaborating with national and international leaders to advise on the trajectory of COVID-19 pandemic in Canada and other parts of the world, including Africa. This will continue to be incredibly important for managing future pandemics and health crises.”

From a research perspective, York University has much to be proud of:

  • The University has received international notice for its prowess and expertise in space technology research. York has supported 10 international space missions to date and offers the only space engineering graduate and undergraduate program of its kind in Canada. Space science researchers are unravelling the mysteries of the universe with the development of innovative technologies and equipment that will further enhance space exploration and new planet discoveries.
  • York researchers in vision science are making groundbreaking discoveries in the areas of depth perception, vision disparity and visual processing.
  • In COVID-19 and mathematical modeling publications, York University researchers rank first, second and third in Canada for their innovative work, according to SciVal 2020-2021.
  • The University’s School of Kinesiology and Health Science is ranked 22nd in the world in the recently released 2021 Shanghai World ranking in the Sport Science Schools and Departments Category making it the fifth consecutive year York has been in the top 25 globally.
  • Interdisciplinary researchers from across the University are addressing major global health and societal challenges, including antimicrobial resistance, which poses a huge threat to human health and the use of artificial intelligence to diagnose, treat and predict diseases.

More about York University’s results in the 2022 Maclean’s University Rankings

In the Maclean’s 2022 University Rankings released in the Fall of 2021, York University was well recognized for advancing its vision to provide a high-quality education at a research-intensive university informed by a clear set of core values. The rankings highlight solid progress in several major areas, including an impressive sixth place ranking against all other comprehensive universities in Canada for the second consecutive year.

York’s rankings were also up in key priority areas, including the national Reputation category, where the University climbed two spots to 18 out of 49. The Reputation score is comprised of the following three categories, and York showed improvements over the last year in all of them:

  • 13 out of 49 in the Leaders of Tomorrow category (up three spots).
  • 17 out of 49 for Highest Quality (up five spots); and
  • 20 out of 49 for Most Innovative (up one spot).

The University community is tackling complex global issues and preparing students for long-term success. This commitment is reflected in the Student Satisfaction section (Comprehensive University category), where there were noteworthy achievements in the 2022 rankings, with York up two spots in the Mental Health Services category, up three spots in Promoting Indigenous Identity and up five spots in Steps to Prevent Sexual Assault.

York University moves up in QS World Rankings

Drone image shows Vari Hall and the Ross Building on Keele Campus

The 2022 QS World Rankings reinforce York University’s role as a leading North American public university with a global reach to right the future.

By Elaine Smith

York University has advanced in the 2022 Quacquarelli Symonds (QS) World University Rankings by Subject, signalling its position as a leading international research and teaching university that is driving positive change to right the future. The 2022 rankings released this year evaluate universities in five broad subject areas, and York ranked competitively in four of them among North America’s public universities:

  • Arts & Humanities: No. 26
  • Social Sciences and Management: No. 33
  • Engineering & Technology: No. 71  
  • Natural Sciences: No. 90

York also moved up 50 spots to be ranked No. 63 among North America’s public universities in the 2022 QS World University Rankings released last year (a separate ranking from the QS World University Rankings by Subject).

Lisa Philipps
Lisa Philipps

“It is wonderful to see York steadily advancing in multiple prestigious world rankings,” says Lisa Philipps, York’s provost and vice-president academic. “Rankings are a helpful way to benchmark our global competitiveness and assess the performance of our institutional strategy and investments. Prospective students, international academic partners, employers, governments, alumni, media and foundations pay close attention to this ranking.”

The QS World University Rankings rate 1,300 universities, using six metrics to evaluate institutions, including international faculty ratio; faculty-student ratio; citations per faculty; academic reputation; and employer reputation. Forty per cent of a university’s ranking score is based on academic reputation based on responses from academia to the QS Academic Survey. Employer reputation, which is calculated through an extensive survey on where employers look for the most capable graduates, contributes 10 per cent to the World University Rankings.

The QS World University Rankings by Subject also consider international research collaborations in addition to feedback from reputation surveys and other research metrics.

“Rankings do give some helpful insights into why institutions can become known for their excellence,” says Philipps. “When a focus on social justice is woven into teaching, research, innovation and partnerships, this drives a distinctive reputation for excellence. This is then reflected in rankings, media and other measures of institutional merit.”

Employers value the contributions York graduates bring to the workplace. IBM has partnered with the University on major research initiatives and higher education innovations such as SAVY, York’s award-winning virtual student advising tool. Cinespace Film Studios recently invested in the York University Motion Media Studio at Cinespace. India’s GMR Group is one of York’s major industry partners in business education. Shopify collaborates with the University to increase the supply of Canada’s top tech talent.

Amir Asif
Amir Asif

“York University’s exceptional performance is driven by the University’s collaborative approach to interdisciplinary research and our commitment to research that makes a difference to the communities we serve.” says Amir Asif, vice-president of research and innovation. “York is poised for exponential growth over the next 10 years with the launch of the new Markham Campus, as well as York’s aspirations for a School of Medicine. Our partnerships with the Vaughan Healthcare Centre Precinct, for example, will play a crucial role in supporting York’s upward trajectory in health-related areas.”

Asif adds, “York’s research excellence, which was integral to our ranking performance, is driven by the global scope of the accomplishments of our faculty, postdoctoral Fellows and graduate researchers. We are committed to helping them tackle complex global challenges like those that advance the Sustainable Development Goals.”

York’s globally engaged response to the pandemic is an excellent example of its transdisciplinary approach to solving complex societal issues. The York-led Africa-Canada Artificial Intelligence and Data Innovation Consortium (ACADIC) received funding from Canada’s International Development Research Centre (IDRC). ACADIC brings together experts from around the world in data science, epidemiology, physics, mathematics, software engineering, disaster and emergency management, clinical public health, citizen science and community engagement to combat the pandemic in Africa.

“The ability to showcase and benchmark our diverse strengths and contributions through these rankings is critical to attracting global talent and resources and developing impactful collaborations,” says Asif, who notes that the number of international doctoral students enrolled in York has increased through the pandemic. During this time, research and scholarly activity, as well as research funding from international sponsors, was also higher than pre-pandemic levels.  

The University Academic Plan, Faculty Complement Renewal Strategy, Strategic Research Plan, and internationalization strategy provide the framework for enhancing globally minded institutional excellence. “We are so happy to see the success of these University-wide efforts reflected in our performance in the Times Higher Education’s World University Rankings, Times Higher Education Impact Ranking, and the QS World University Rankings,” says Philipps.

York University in the top 35 globally in Times Higher Education Impact Rankings 

Times Higher Education rankings FEATURED image

La version française suit la version anglaise.

Dear colleagues, 

The 2022 Times Higher Education Impact Rankings were released earlier today (April 27) and York University has strengthened its position, ranking among the world’s top 35 institutions for global leadership on advancing the United Nations’ 17 Sustainable Development Goals (SDGs). 

While an additional 280+ universities have joined the rankings since last year, York has moved up 34 spots to place 33rd out of 1,406 institutions worldwide. York’s vision and values are reflected in our performance this year. Of particular note, our impressive results are seen in the following categories:  

  • In sustainable cities and communities (SDG 11), York ranks in the top 10 globally 
  • In peace, justice, and strong institutions (SDG 16), York also ranks in the top 10 globally 
  • In gender equality (SDG 5), York ranks No. 1 in Canada, and 21 globally. 

This strong performance is a direct result of the commitment of our students, faculty, course directors, staff, alumni, and many partners whose dedication to our communities and our planet has not wavered, even during a global pandemic. It reflects the community’s ongoing commitment to advancing the University Academic Plan 2020–25 and the SDG Challenge, which aim to build a better future and answer the call on some of our most pressing global challenges. 

We would like to thank all of you once more for your tremendous contributions and achievements that have led to the University achieving this public recognition of our collective impact. Through your research, academic pursuits, and projects, you are demonstrating that positive change begins at York. We are so proud of your leadership to advance the United Nations Sustainable Development Goals (SDGs) and are very grateful for your passion and ongoing dedication to right the future.  

Sincerely, 

Rhonda Lenton 
President and Vice-Chancellor
     

Lisa Philipps 
Provost and Vice-President Academic   

Amir Asif
Vice-President Research and Innovation


L’Université York figure parmi les 35 premières au monde au palmarès Times Higher Education Impact

Chers collègues, chères collègues, 

Le classement du Times Higher Education Impact 2022 a été publié en début de journée et l’Université York a consolidé sa position, se rangeant parmi les 35 meilleurs établissements du monde pour son rôle de leadership dans la promotion des 17 objectifs de développement durable (ODD) des Nations Unies. 

 Alors que plus de 280 autres universités ont été ajoutées au classement depuis l’année dernière, York a progressé de 34 rangs et s’est classée 33e sur 1 406 établissements du monde entier. Ce score reflète la vision et les valeurs de York. Nos résultats dans les catégories suivantes sont particulièrement impressionnants :   

  • En matière de villes et de communautés durables (ODD 11), l’Université York se classe parmi les 10 premières au niveau international. 
  • En matière de paix, justice et institutions efficaces (ODD 1), York figure également parmi les 10 premiers rangs au niveau international.  
  • En matière d’égalité entre les sexes (ODD 5), York se classe au premier rang au Canada et au 21e rang au niveau international. 

 Ces bons résultats sont le fruit direct de l’engagement de notre population étudiante, de notre corps professoral, de nos chargés de cours, de notre personnel et de nos diplômés; leur dévouement envers nos communautés et notre planète n’a pas faibli durant la pandémie mondiale. Ils reflètent également l’engagement continu de la communauté à faire progresser les objectifs du Plan académique de l’Université 2020-25 et le défi des ODD, qui visent à bâtir un avenir meilleur et à répondre à certains des défis mondiaux les plus pressants. 

Nous tenons à vous remercier, une fois de plus, pour votre immense contribution à cette réalisation. Par vos recherches, vos études et vos projets, vous démontrez que les changements positifs commencent à York. Nous sommes très fiers du rôle crucial que vous jouez dans la réalisation des objectifs de développement durable (ODD) des Nations Unies et très reconnaissants de votre passion et de votre dévouement constant envers notre engagement d’être présents pour l’avenir.  

Veuillez agréer mes sincères salutations, 

Rhonda Lenton 
Présidente et vice-chancelière 

Lisa Philipps 
Rectrice et vice-présidente aux affaires académiques 
  

Amir Asif 
Vice-président de la recherche et de l’innovation