Faculty of Health researchers investigate road safety, health equity

boy rides a bike in a heavy rainstorm

A paper written by Emily McCullogh, a postdoctoral visitor in the Faculty of Health, and colleagues from a pan-Canadian research team examines the built environment and active transportation safety of children and youth (CHASE).

The study, “Road safety, health equity, and the build environment: perspectives of transport and injury prevention professionals in five Canadian municipalities,” was recently published in BMC Public Health Journal.

The team consists of researchers from Vancouver, Calgary, Peel Region, Toronto and Montréal, as well as principle investigator Alison Macpherson (York University), and York University alumna Sarah A. Richmond (Public Health Ontario), who were responsible for supervising the work on this paper.

The objective of the CHASE study was to enhance the understanding of barriers and facilitators to built environment change, specifically for vulnerable road users (VRUs) such as pedestrians, cyclists, children, older adults and people with disabilities. Researchers note that currently, the built environment is not designed to support the health and safety of all users, but instead is primarily designed to increase traffic flow and efficiency.

“This work has expanded my knowledge of how the built environment influences the health and wellness of people. Road users are not inherently vulnerable; rather, they are made vulnerable by the design of the built environment,” says McCullogh.

The built environment refers to the “human-made surroundings that provide the setting for all human activity, including those places where people live, work, learn, rest and play,” according to the Canadian Institute of Planners. The design of the built environment, say the researchers, influences people’s health by impacting decisions to take public transit and/or engage in active travel (e.g. walking, cycling, wheeling etc.).

Using qualitative data from professionals working in the fields of injury prevention and road safety, the paper offers insight into barriers and facilitators to equity-focused built environment changes. The team says it is a meaningful step towards removing barriers and ensuring that all community members are served and protected by the built environment as they travel to work or school, or for leisure.

“These findings make an important contribution to York’s commitment to the [United Nations] Sustainable Development Goals (SDGs), as they highlight important challenges to making sustainable transportation safer for all,” says Macpherson.

“Drawing on the experiences of professionals working in, and across, these sectors shows how HE (health equity) concerns and BE (built environment) change are not contained within a single sector,” the study states. “Alternatively, efforts to improve BE conditions and the health and safety of road users exist across sectors, which bolsters the need for cross-sectoral collaboration and collective efforts to ensure that HE concerns are addressed on multiple fronts.”

McCullogh says given the urgent health concerns around road-related injury and death, people’s physical health and environmental sustainability, this work is timely. Further, McCullogh adds, a result of this research is that communities and local populations should be involved in built environment change planning and processes within their neighbourhoods.

“Through this work, we better understand what helps and hinders public health practitioners in their efforts toward safe active transport in their communities; specifically, public health highlighted the importance of supporting equitable community consultation in the BE change process,” says Richmond.

Researchers and policymakers aiming to enhance people’s health by making changes to the built environment and the design of cities can learn more about the learnings from McCullogh and her colleagues’ work, particularly with regards to changing the built environment to support vulnerable and equity-deserving road users.

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Lee Wiggins Childcare Centre accepting admissions

Lee Wiggins Childcare Centre

On-campus childcare at the Lee Wiggins Childcare Centre (LWCC), located at the York University Keele Campus, is accepting admissions for toddlers between the ages of 18 months and two years.

Located in the First Student Centre Building, LWCC is designed to provide a positive childcare option that is directly responsive to the specific needs of students, staff and faculty. To be flexible, LWCC offers part-time and full-time care for children, and families can select from a morning or afternoon block schedule. The hours of operation are 7:30 a.m. to 6 p.m.

Additionally, a discount is offered to members of CUPE 3903.

LWCC is operated by the York University Student Centre Childcare and is a not-for-profit organization, offering a holistic approach to early childhood development in a safe, positive and inclusive environment.

For more on what LWCC offers, visit yorkuchildcare.ca.

Lassonde launches new course to address financial crimes

Female IT programer working on desktop computer in data centre system control room

The Lassonde School of Engineering at York University has introduced a new Financial Crimes and Countermeasures course through Lassonde Professional Development, meant to help scale up Canada’s financial crimes and countermeasures workforce.

The new course is meant to address how financial crimes have become a significant threat to the global economy, disrupting market stability, compromising security systems, causing monetary losses and undermining organizational trust and credibility. A recent study by TransUnion estimates that fraudulent activity toward financial organizations increased by 150 per cent between 2020 and 2021. Exacerbated by the COVID-19 pandemic, increased financial crimes generated more demand for highly skilled professionals who can identify and mitigate the associated risks.

This increased demand means that across every sector and size, Canadian businesses are unable to recruit and retain financial crimes and countermeasure specialists who can help them keep pace with new and emerging information technology solutions. They’re all competing for the same small pool of information communication technology (ICT) specialists, ranging from analysts and financial investigators to compliance managers and forensic accountants.

According to the Global Tech Council, related employment within the sector increased by 350 per cent from 2014 to 2021 and continues to grow. For example, cybersecurity analyst jobs are expected to increase by more than 10 per cent between 2021 and 2025, according to Ontario Labour Market Information data.

Starting Oct. 2, this 11-week course aims to boost the potential work force in this field by providing an opportunity for interested participants to grow their careers or enter an in-demand field with a thorough understanding of financial crimes, their implications and countermeasures. Learners will be able to identify different types of financial crimes and their emerging patterns, key challenges when implementing risk management, technologies to combat financial crimes, and risks stemming from blockchain and virtual currencies.

Participants will also delve into the study of how global financial crimes are identified, conducted and monitored, while gaining a deep understanding of emerging technologies crucial in fighting financial fraud. Through interactive lectures and practical case studies, the course will explore various topics such as the history and types of financial crimes, regulatory frameworks, the role of financial intelligence units and challenges in law enforcement. Additionally, participants will examine the application of technology in detecting and preventing financial crimes, with a focus on machine learning, artificial intelligence, analytics, encryption and information sharing.

For more information, visit the Lassonde Professional Development website.

Justice Fund announces gift to York for Black, Indigenous students’ arts education

Students gathered around one presenter and microphone against foggy background for open mic

This fall, 14 Black and Indigenous students will be eligible to apply for financial support to attend York University’s School of the Arts, Media, Performance & Design (AMPD), following a $100,000 donation announced at the Justice Fund Summit: Lover of Humanity last week.

Sarah Bay-Cheng
Sarah Bay-Cheng

The recently announced Justice Fund Bursaries are valued at $7,143 each. While eligible first-year students will be given priority, the bursaries are open to all Black and Indigenous students in AMPD who demonstrate involvement in community and social-justice work, sharing the vision of the Justice Fund and its co-founders, Yonis Hassan, Noah “40” Shebib and Jermyn Creed.

“We are grateful for the support of the Justice Fund and very proud to be partners in advancing opportunities for youth in Toronto,” says AMPD Dean Sarah Bay-Cheng, who took part in the summit on Aug. 3, where similar partnerships focused on priority communities were made.

Bay-Cheng was also a panellist at the summit’s Fireside Chat – along with Toronto Mayor Olivia Chow and John Wiggins, vice-president of organizational culture and inclusion for the Toronto Raptors. Bay-Cheng shared her own experiences, including challenges and arts- and culture-based solutions for youth and underserved communities in the city and beyond. 

Learn more at News @ York.

Dahdaleh Institute summer interns to showcase global health research

Global health

The Dahdaleh Institute for Global Health Research (DIGHR) invites York University community members to its fifth Summer Global Health Intern Symposium on Aug. 30.

DIGHR poster

Throughout the summer term, Dahdaleh global health interns have been undertaking exciting research projects that address critical global health challenges.

On Aug. 30, eight interns will reflect on their internship and deliver a short presentation about the experience, knowledge and skills they have gained, and will share progress on their research projects, including:

DIGHR research
Global health interns
  • experiential-based simulation learning;
  • effects of resource insecurity on health outcomes;
  • mental and emotional health and wellness;
  • post-pandemic public health reforms; and
  • impact of human behaviour on antimicrobial resistance.

To learn more about this event, or to register to attend, visit yorku.ca/dighr/events/5th-summer-global-health-intern-symposium.

Lunch will be provided. All are welcome to attend.

The Dahdaleh Institute is currently hiring the next cohort of global health interns for the upcoming Fall/Winter 2023-24 academic year. All interested applicants are encouraged to visit the DIGHR website to learn more.

Schulich receives legacy gift to support health industry students

Medical,Healthcare,Research,And,Development,Concept.,Doctor,In,Hospital,Lab

Inspired by the Schulich School of Business’s Health Industry Management programs, Dr. Leonard Orville “Brad” Bradley’s family has chosen to honour their late father by creating the Dr. L. O. Bradley Leadership Entrance Award with a $250,000 legacy gift to support incoming students to Schulich’s Master of Health Industry Administration program.

Dr. Leonard Orville Bradley

Over the next 10 years, two recipients who have shown outstanding leadership potential, innovative thinking and community involvement will be awarded $12,500. This prestigious award will attract top health industry students to Schulich, while helping to alleviate financial stress.

Bradley was recognized as a leader in health institution management and his career included many senior positions. He received several honours for his work, including the George Findlay Stephens Memorial Award, the Outstanding Achievement Award from the Medical Alumni Association of the University of Alberta and the Extendicare Award from the Canadian College of Health Service Executives. Bradley also believed in lifelong learning, earning his doctor of medicine degree in 1938 and receiving his final university degree at the age of 86.

“He had a complete commitment to hospital administration and learning, and that commitment never waned,” said Bradley’s son, Tom Bradley. “Dad’s passion in life was his profession. I can’t think of a better way of honouring his memory than by helping the future generation pick up from where he left off.”

The two inaugural recipients will be announced in Fall 2023. To learn more about planned gifts, visit this link.

Professor makes drama studies experiential

actors rehearsing on theatre stage

By Alexander Huls, deputy editor, YFile

Professor Deanne Williams has introduced experiential education to two summer Faculty of Liberal Arts & Professional Studies courses – AP/EN 2140 Drama and AP/EN 3535 Shakespeare – by enabling students to see productions of the plays they are reading and studying.

For her first time teaching these courses in the summer, Williams wanted to try something different. Theatre trips with students have always been an element of Williams’ full-year courses, but they were typically dependent on chance – only possible when productions in the Toronto area happened to mirror the plays she was teaching in her syllabus.

Deanne Williams
Deanne Williams

In the fall of 2021, Williams first approached Tina Choi, who was then the English Department Chair, with an idea for teaching her Shakespeare and drama courses in the summer. “I proposed to teach them as experiential courses where the syllabus would be determined by plays that we could actually go and see live during the summertime, making use of the Stratford Festival, the Dream in High Park, the Soulpepper Theatre and more,” Williams says.

She knew students having the chance to see the plays they read in class come to life on a stage could have a major impact on their learning. “There’s so much more ownership of the live theatre experience that the students have, which gives them an incredible sense of authority [over the material].”

With the approval of Choi, and having secured experiential education funding through York’s Academic Innovation Fund to support the cost of tickets and transportation, the courses moved forward earlier this summer. Since then, in both courses, students will typically spend two full three-hour classes devoted to reading plays like Shakespeare’s A Midsummer Night’s Dream, or Sizwe Banzi is Dead by Athol Fugard, John Kani and Winston Ntshona, and they will then go on to see the stage production together.

“To enrich our in-class experience of studying the texts, where I am telling them a lot of things, we are also experiencing a live show together. Students will all have their own unique experience of that, which then they can bring back to the classroom for discussion,” Williams says. “We’ve had incredibly exciting and spirited discussions about the shows we’ve seen.”

Further accentuating the experiential element of the classes, Williams has arranged talkbacks with the actors and directors of the productions, allowing them to see how artists engage with and interpret the texts. For example, the Shakespeare class had the chance to interact with York Assistant Professor of acting and directing, Jamie Robinson, about directing A Midsummer Night’s Dream for the 40th anniversary of Dream in High Park.

The benefits of the experiences this summer have not just been academic. For many of the students, it’s provided them – post COVID-19 isolation – a means of connection through, for example, several bus trips to the Stratford Festival. “There’s a kind of summer camp aspect. They’re bringing snacks, they’re making wonderful friendships, and you can really feel that sense of community being created in the classroom,” Williams says. “After so many years of being online, and that kind of alienation, it’s wonderful to see the students really bonding.”

The summer’s experiences have also had an impact on Williams, notably how she approaches teaching drama studies. Typically, the plays she teaches have been taught in historical chronological order – i.e. starting with plays by the ancient Greeks and moving up to contemporary drama. But because the summer courses’ syllabi were determined by the productions that were available to see throughout the summer, and what students could logistically attend, Williams had to approach things in another way.

“Instead of teaching Shakespeare and drama in a linear way, with a commitment to history, it’s been very interesting to think about teaching the plays through themes and questions and shared connections,” she says. “It’s very different from any other teaching I’ve done, but it’s certainly my favourite teaching so far that I’ve ever done.”

It’s all led to Williams being committed to teach more Shakespeare and drama courses this way in the future, in good part because the experiential education approach – including its collective nature – channels something of the power of theatre overall. “Theatre, from its very origins, has a spiritual aspect to it. There’s something about that collectivity and community in the environment of the theatre that is very moving and transformative,” says Williams.

York launches new mobile YU-card 

person holding a smartphone

Eligible students, staff and faculty will now be able to add their YU-card to the wallet application on iOS and Android smartphones. With this launch, York becomes the largest University in Canada to transition to a mobile credential program.  

As of July 31, all incoming students to York University will receive their YU-card digitally – a move that places York ahead of the curve in providing students with modern, digital services offered at a university campus. Other York community members will have the opportunity to switch to mobile cards when their current cards are up for renewal.  

The YU-card program is York’s official photo identification for students, faculty and staff on campus. YU-cards provide access to services and spaces across Keele and Glendon campuses, including York University Libraries, recreation facilities, exams, food, meal plans, shopping, events and discounts. The card can also be used as a declining balance card (similar to a debit card) on campus.  

In 2020-21, with students studying remotely and access to campus limited, first-year students were not issued a YU-card unless they were required to be on campus for required services or in-person classes. Many of those students expressed interest in having an official York ID to feel connected to the University – particularly at a time when engagement with the physical campus was curtailed, affirming the value of the YU-card to students, both on and off campus. 

“This was an opportunity for York to lead the way for our students and campus community,” said Tom Watt, interim assistant vice-president, Ancillary Services. “Mobile YU-cards create an important sense of identity and pride as a member of the York community, while being more efficient and cost effective. Issuing mobile credentials saves an incoming class from approximately 12,000 hours of wait time every year and eliminates the replacement fee for lost cards, as mobile cards can be transferred to a new device for free.” 

In addition to time and money saved, mobile YU-cards streamline the user experience and provide new capabilities, such as directly loading flex funds through the eAccounts application. The back of a mobile YU-card also contains the user’s York ID number and key phone numbers for easy access, such as goSAFE and York Security Services. To enable efficient use, mobile cards on Apple and Android phones can be set to work automatically without requiring Face ID or passcodes.

For an institution of York’s size, transition to mobile credentials eliminates approximately 400 kilograms of plastic and polyvinyl chloride consumption per year.  

Two-factor authentication, required for mobile cards, also provides an additional layer of security and cards on lost devices can be revoked immediately to maintain security of campus buildings.  

For those without a compatible smartphone, plastic cards will remain available at no cost through the YU-card office. More information about eligibility, associated costs and how to use the new mobile YU-card can be found on the YU-card website

National Bank Tennis Open parking, traffic modifications until Aug. 13

Arboretum parking garage on the Keele campus

The 2023 National Bank Open tennis tournament will take place at the Sobeys Stadium, on York University’s Keele Campus, from Saturday, Aug. 5 to Sunday, Aug. 13. While every effort is made to minimize the disruption of operations on the Keele Campus, the following parking and traffic modifications will be in effect.

Reserved parking for tennis pass holders:

  • Founders Road West Lot
  • Northwest Gate Lot (north/middle)
  • Arboretum Lane Parking Garage
  • Student Services Parking Garage
  • Shoreham Drive Lot

Patrons and participants are required to have a virtual Tennis Parking Pass to access these lots/garages. All lots, with the exception of the Shoreham Drive Lot, will be occupied for this event from Saturday, Aug. 5 at 6 a.m. until Sunday, Aug. 13. at midnight. The Shoreham Drive Lot will be closed for this event from Friday, Aug. 4 at 6 a.m. until Monday, Aug. 14 at 6 a.m.

York parking permit holders

Permit holders, with the exception of Shoreham Lot permit holders, will not be displaced during this event. A predetermined quantity of parking spaces have been reserved for community members who must be on campus during this time. Shoreham Lot permit holders will be moved to Arboretum Lane Parking Garage starting on Friday, Aug. 4 until Tuesday, Aug. 15 inclusive.

York visitor/short-term parking

Visitor and short-term parking will be available in the following places:

  • Vanier Lot
  • Founders Road East Visitor Lot ($10 flat rate)
  • Northwest Gate South Lot ($10 flat rate)
  • Calumet Lot ($15 flat rate)
  • York Lanes Parking Garage
  • Atkinson Lot
  • Passy Crescent
  • Assiniboine Road
  • Fine Arts Road
  • Physical Resources Building Lot South
  • Thompson Road Lot West
  • Thompson Road Lot East
  • University Street
  • Lumbers Visitor Lot
  • Student Services Parking Garage

There will be no short-term parking in the following places:

  • Arboretum Lane Parking Garage
  • Northwest Gate Lot (north/middle)
  • Shoreham Lot

Traffic restrictions on campus

The following road restrictions will be in place from 9 a.m. to midnight, from Saturday, Aug. 5 to Sunday, Aug. 13 inclusive:

  • Shoreham Drive will be closed for the duration of the event.

For more information or if any special parking arrangements are required, contact Parking Services at parking@yorku.ca.

York community supports Black inclusion through action

Black female students women alumni

York University’s second Annual Report on Black Inclusion is now available to the community. The annual report provides highlights and updates to the community on work and progress relating to York’s Framework on Black Inclusion and Action Plan on Black Inclusion.

Annual Report on Black Inclusion

The report outlines the progress made on the 81 calls to action under the nine thematic areas in the framework. In addition to renewing York’s commitment to addressing anti-Black racism, the report highlights that many partners across the York community encountered challenges in implementation and calls on the community to be supportive, collaborative and creative in finding solutions to overcome these challenges.

The community has continued to advance the work and supported more than 100 activities that took place across the University in the second year of implementation. Continued support from community members and efforts toward combating anti-Black racism on York’s campuses will be significant in working toward systemic change based on the guiding values in the framework.

“The actions reported in the Annual Report on Black Inclusion are aimed at breaking down the systematic barriers that for too long have affected the Black community on our campuses,” said Interim Vice-President Equity, People and Culture, Alice Pitt. “York continues to be committed to social justice and addressing the impact of anti-Black racism and white supremacy that pervades academia. Transformation of systems and colonial institutions takes time, and the York community is taking up the work to enable such transformation.”

York University remains a signatory to the Scarborough Charter and is committed to promoting intersectional Black flourishing, fostering inclusive excellence, enabling mutuality and ensuring accountability. In addition, the recently launched Decolonizing, Equity, Diversity and Inclusion Strategy connects to plans across the University, including the Framework on Black Inclusion.

For a detailed review of the actions undertaken across the University community, visit: Annual Report on Black Inclusion.