Health risks increase for women working rotating shifts, York study finds

nurse doctor female hospital

York University has led the first study to take a comprehensive look at the connection between shift work and frailty among middle-aged and older workers in Canada, and their findings point to negative health outcomes – especially for women on rotating shifts.

The study, which will be published in the May edition of the Journal of Occupational and Environmental Medicine, found that shift work was associated with frailty compared to those who worked only daytime.

While there is a large body of research suggesting the disruptions to circadian rhythms that shift workers experience are linked to various illnesses, this study was the first to take a “holistic” look at how shift work relates to frailty.

“We cannot ignore the negative health outcomes related to shift work, including cardiovascular diseases, diabetes, stroke and certain cancers,” says York Faculty of Health PhD student Durdana Khan, a trainee with the York Centre for Aging and Research and Education. “Our study is the first to investigate the relationship between shift work and frailty for middle-aged and older adults.”

For the study, Khan, along with York Professors Heather EdgellHala Tamim and Michael Rotondi, and immunologist and epidemiologist Chris Verschoor of the Health Sciences North Research Institute, looked at 48,000 participants across Canada from the Canadian Longitudinal Study on Aging and followed up at three years to measure for frailty.

Frailty is defined as someone’s likelihood towards disease and death. The researchers used an index that looks at 52 factors that can likely lower lifespan, including depression, osteoarthritis, history of heart attacks and mobility issues. Mildly frail people are considered those that have at least five factors. Having at least 11 factors would put people in the “very frail” category.

The study found one in five adult Canadians were involved in shift work, defined as work that falls outside of a 9 a.m.-to-5 p.m. schedule. People who had a history of shift work had a higher likelihood of frailty compared to people who only worked daytime hours. More than one in four were found to be mildly frail, and seven per cent were very frail. Women whose longest job consisted of rotating shift work were especially likely to be considered frail, with more than 31 per cent falling in the mildly frail category and nearly 11 per cent classified as very frail.

Circadian rhythms are moderated by sunlight exposure. When sunlight hits the eyes, signals are sent to the pineal gland in the brain, triggering certain hormones and responses that regulate alertness, mood and appetite; a lack of light sets off other responses. In shift workers, this process is dysregulated, and research suggests this disruption can contribute to a host of health issues. 

“Although these findings are preliminary, they suggest that circadian disruption may play an important role in frailty, and this warrants further investigation,” says Khan.

This latest study builds on Khan and Edgell’s earlier research that suggests that shift work may be linked to delayed menopause.

“The circadian rhythm influences your brain’s ability to control your hormones, which can influence your menopause,” explains Edgell. “So, there are a lot of physiological changes that can occur because of shift work.”

While women were more likely to be frail, health research overall shows women to be more resilient to succumbing to disease than men, so this study does not necessarily suggest higher mortality. Still, it does point to sex-based differences that would be important to consider as more women do work outside a 9 a.m.-to-5 p.m. schedule, says Khan, who adds that keeping on top of exercise and nutrition can combat some of the negative effects.

“We can’t make shift work go away, but we can reverse frailty to a degree,” she concludes.

Learn more at News @ York.

Members appointed to Task Force on the Future of Pedagogy

Group Of Students Meeting For Tutorial With Teacher

Twenty members of the York University community have been selected to serve on a new Joint Task Force on the Future of Pedagogy with a mandate to re-examine the 2020-2025 University Academic Plan priority 21st Century Learning.

The task force – announced in February by the Senate Academic Policy, Planning & Research (APPRC) and Academic Standards, Curriculum & Pedagogy (ASCP) Committees together with the Provost and Vice-President Academic Affairs – includes senior and junior tenure-stream faculty members from across Faculties and campuses. It will draw on the expertise of contract course directors, a teaching and learning librarian, an undergraduate and graduate student and non-academic staff from the Teaching Commons and University Information Technology units.

This year, the task force will host a number of community-wide consultations to get a sense of what the University can prioritize to scale up successful innovations that enhance quality learning experiences.

York Provost and Vice-President Academic Lisa Philipps said “There is a need in this moment for the University to take stock of how to scale up approaches to teaching and learning that prepare students to navigate a world where change is the only constant. Quality must remain at the core of the innovation that is taking place and the task force is really championing this.”

Task force co-chair Anita Lam, associate dean, teaching and learning, says she is delighted to serve alongside Michael Moir, Chair of APPRC.

“Given the ambitious timeline, the task force will be reviewing various environmental scans and literature reviews, as well as gathering key insights from collegial discussions with faculty members and through consultations with students,” says Lam. “My hope is that we will be able to provide empirically grounded, pedagogically sound recommendations to help the university prioritize its actions to facilitate and support 21st century learning across a diverse range of teaching and learning contexts.”

The task force will examine the role of in-person learning as a core part of what York University offers along with how the University can support the growth of high-quality technology-enhanced learning to create added flexibility for students, while protecting instructor time for pedagogically valuable activities.

It will also prioritize advancing decolonization, equity, diversity and inclusion in the design of future pedagogy along with the United Nations Sustainable Development Goals (UN SDGs). Finally, it will examine ways to grow experiential learning and work-integrated learning opportunities for students and maintain academic integrity in an era of technological disruption.

The group will convene in the coming weeks. Its success in meeting the goal to deliver a strong set of recommendations will depend on the individual and collective contributions from faculty members, course directors, staff and students. The community will be invited to share their ideas in planned focus group consultations led by the task force when dates are announced.

Everyone is invited to watch for announcements on opportunities to collaborate on an initiative that will help shape the University’s teaching and learning plans at this critical juncture for the University. To support the feedback gathered by the group, progress reports from Senate committees will also be shared with the community at appropriate intervals.

When the work is complete, the task force will issue a final report that includes key recommendations to support the achievement of the 2020-2025 University Academic Plan priority 21st Century Learning: Diversifying Whom, What, and How We Teach.  

Join Keele Community Conversation, April 4

Keele campus ariel winter

La version française suit la version anglaise.

Dear York community,

I am pleased to invite you to join me for the York University Community Conversation: Keele Campus on Tuesday, April 4.

The event is the second in a two-part series of conversations taking place at Glendon and Keele campuses. Students, staff and faculty are welcome to join me in a conversation about how we can work together to drive positive change in areas such as:

Registration for the in-person event is limited to facilitate a meaningful dialogue. Please register early to avoid disappointment, indicating any questions, accessibility needs, notes or comments using this form. Light refreshments will be provided. Masks are not mandatory but are strongly recommended.

The York University Community Conversation: Keele Campus will also be livestreamed via YouTube.

Keele Campus
Location: Congregation Hall, Second Student Centre, fourth floor
Date: Tuesday, April 4
Time: 2:30 to 4 p.m.
Link to Livestream: https://www.yorku.ca/go/communityconversationkeele2023livestream
RSVP by Tuesday, March 28: yorku.ca/go/communityconversationkeele2023

Please use the email conversations@yorku.ca to submit your questions during the event.

Access the Glendon Community Conversation recording here.

Additional information: Access the Community Conversations YouTube livestream link on the Community Conversations website or by clicking the link above.

I look forward to meeting with members of our community and learning more about how we can work together to drive positive change.  

Sincerely,   

Rhonda L. Lenton 
President & Vice-Chancellor  


Rejoignez la conversation de la communauté Keele, le 4 avril

Chère communauté de York,

J’ai le plaisir de vous inviter à vous joindre à moi pour la Conversation communautaire de l’Université York : Campus Keele le mardi 4 avril.

Cet événement est le deuxième volet d’une série de conversations organisées sur les campus Glendon et Keele. J’invite les membres de la communauté étudiante, du personnel et du corps professoral à se joindre à moi pour discuter de la manière dont nous pouvons travailler ensemble pour apporter des changements positifs dans des domaines comme :

  • contribuer à un enseignement accessible et de qualité
  • créer un avenir plus durable et plus équitable pour nos communautés locales et mondiales
  • faire progresser les objectifs de York tels qu’ils sont définis dans le Plan académique de l’Université 2020-2025 : Bâtir un avenir meilleur.

L’inscription à l’événement en personne est limitée afin de faciliter un dialogue constructif. Veuillez vous inscrire rapidement pour éviter toute déception, en indiquant vos questions, besoins d’accessibilité, notes ou commentaires à l’aide de ce formulaire.

Conversation communautaire de l’Université York : La conversation du campus Keele sera également transmise en direct sur YouTube. Des rafraîchissements seront servis. Le port du masque est recommandé, mais n’est pas obligatoire.

Campus Keele
Emplacement : Congregation Hall, Second Student Centre, 4e étage
Date : Mardi 4 avril
Heure : 14 h 30 à 16 h
Lien de la diffusion en direct : https://www.yorku.ca/go/communityconversationkeele2023livestream
RSVP avant le 28 mars 2023 : Yorku.ca/go/communityconversationkeele2023

Veuillez utiliser l’adresse conversations@yorku.ca pour soumettre vos questions pendant l’événement.

Accédez à l’enregistrement de la conversation communautaire de Glendon ici.

Autres renseignements : Accédez à la diffusion des conversations communautaires sur YouTube sur la page Web ou en cliquant sur le lien ci-dessus.     

J’ai hâte de rencontrer les membres de notre communauté et d’en apprendre davantage sur la façon dont nous pouvons travailler ensemble pour susciter des changements positifs.  

Sincères salutations,   

Rhonda L. Lenton 
Présidente et vice-chancelière 
 

York researchers advance work on bicycles for social change

bicycle city

Researchers at York University aim to co-develop a Bicycles for Development TransnationalCollective website to mobilize and amplify efforts of those working in the bicycles for development field.

Lyndsay Hayhurst
Lyndsay Hayhurst

The team is led by Faculty of Health Associate Professor Lyndsay Hayhurst, and includes Faculty of Health graduate students Jessica Nachman, Natan Levi, Julia Ferreira Gomes, undergraduate student Isra Iqbal, Development Studies student Tayler Sinclair and former MA student Keiron Cobban. Together, the Bicycles for Development research team has co-created a digital platform as part of that work to host resources, events and discussions for interested researchers, organizations, practitioners and advocates.

The website supports the bicycles and development movement, which promotes a “shared vision of the importance of bicycles in shaping our daily lives, our communities and our future.”

“Ultimately, the objective of the platform is to collaborate with key stakeholders to foster horizontal learning, knowledge dissemination, advocacy and policy change,” said Hayhurst, whose team of co-investigators (Brian Wilson, Mitchell McSweeney, Brad Millington, Cathy van Ingen and Francine Darroch) is funded by the Social Sciences and Humanities Research Council (SSHRC) over the last six years to examine the use of bicycles to achieve community-level, national and global development objectives. Community-based collaborators include Janet Otte, Patrick Eyul and Moses Fred Ogwal (Tororo and Lira, Uganda), Lidieth del Socorro Cruz Centeno (Ometepe Island, Nicaragua) and Charles Chiu (Toronto, Canada).

It hosts a diverse selection of resources – from documentaries and podcasts to research projects and workshops. Visitors who register on the digital platform will have the capability to post resources and contribute to discussions.

Content on the digital platform builds off the expertise of panelists shared during a workshop hosted by the Bicycles for Development research team. 

The virtual workshop “Mobilizing Policy and Advocacy and Change Strategies,” which took place Feb. 21, featured three expert panelists in the fields of transportation, urban and rural mobility, and bicycle-related social justice work: Susan Bornstein (global director, World Bicycle Relief, U.S.); Ingrid Buday (advocate, Safe and Active Streets, Canada); and Louis Uchôa (analyst of institutional development, SampaPé!, Brazil).

A discussion on mobilizing policy advocacy and change strategies helped to inform the development and direction of the digital platform. Those interested can watch a recording of the workshop.

The Bicycles for Development team plans to host an in-person symposium at York in the near future for those interested in sharing their work with others from the Transnational Collective. The website will provide a space to co-create other potential future events for the Collective.

Lassonde students get hands-on experience with startups

lassonde winter students

In Fall 2022, the Bergeron Entrepreneurs in Science and Technology (BEST) Program at Lassonde School of Engineering offered students the opportunity to discover, first-hand, what it’s like to start and grow a startup through the entrepreneurial Work-Integrated Learning (e-WIL) initiative.

Throughout the last semester, the BEST program provided 10 e-WIL placements to students to help them explore their strengths and passions while working at one of the BEST Startups, which include educational platforms, 3D printing consulting services and telemedicine technology. It wast the first time e-WIL was offered through Lassonde.

During the part-time, hands-on learning opportunity, students developed valuable entrepreneurial skills such as problem solving, creativity and resourcefulness.

“I have learned about the key factors that help a startup to succeed and developed excellent organizational and time management skills. I now understand how to prioritize work and finish the tasks on time,” says Sagar Saha, a first-year computer science student who worked as a frontend developer with BeTimeful, a social media blocker that aims to make social media less addictive.

Students’ time management skills were further cultivated by those who took advantage of the e-WIL opportunity and enjoyed a flexible work environment that accommodated their schedules and academic commitments. “I learned how to better manage a part-time position along with school. This will all be helpful later in life as I prepare to work a full-time job after graduation,” says Madison Bardoel, a final-year mechanical engineering student who worked for Reefers, a cleantech startup in the heavy-duty transportation industry.

Receiving constructive feedback about their performance and being entrusted with challenging tasks also helped students learn more about themselves and improve various skills.

“From this short experience, I’ve gained more knowledge than I would in a typical semester-long course,” says Juan Olivos, a second-year computer science student who did his placement as a developer with RydUp (formerly YURide), a ride-share platform aimed at university communities.

Furthermore, by collaborating with their placement peers, they were able to feel safe and comfortable with taking risks. Students received the opportunity to integrate theoretical knowledge in a work-based setting, increasing their confidence in their professional and entrepreneurial skills.

“I learned a lot from this experience,” says Kwaish Thakkar, a third-year computer science student who worked as a frontend developer for RydUp. “Most importantly, I got experience with frontend development. This position taught me a lot about entrepreneurship. There is a lot of work and dedication that goes into building a startup. You need to have a lot of confidence in your company, and you need other people who have the same amount of confidence and dedication in what you’re building.”

The inaugural e-WIL experience benefitted both students and the BEST Startups, allowing for an open exchange of ideas and hands-on learning and collaboration. The BEST e-WIL program expanded to include 20 placements for the Winter 2023 term.

Future placements are open to all York University students. More information, including how to apply, is available on the BEST website.

York students win top prizes at Ontario Japanese Speech Contest

Award stock image banner from pexels

The 41st annual Ontario Japanese Speech Contest (OJSC), where six York undergraduates secured podium positions, was held at the University of Toronto on March 4 and marked the first time that the event returned in person since 2020.

In total, eight students from the Japanese Studies Program, in the Department of Languages, Literatures & Linguistics (DLLL) at the Faculty of Liberal Arts & Professional Studies (LA&PS), competed in front of a large crowd that was undeterred by the inclement weather earlier that day. Three York students will advance to the national contest.

Those eight students collectively qualified for three competition categories: beginner, intermediate, and advanced level speech. Of the eight students, the six who were awarded for their speeches were:

  • Grand prize (Advanced first): Risha Pelchat (AP/JP2010) for “Me? ‘Mademoiselle’? ‘Xiao Jie’?”
  • Intermediate first: Ava-karie Hislop (AP/JP2000) for “Current Artists and Social Media”
  • Shinkikai-Sagamihara City Award (Beginners first): Arman Ahmed (AP/JP1000) for “Break Out of Your Shell!”
  • Intermediate second: Chengsi Ma (AP/JP2000) for “The Unknown Master of Ghibli”
  • Beginners second: Maximos Yao (AP/JP1000) for “Summer Harvest”
  • Intermediate third: for Afia Fobi (AP/JP2000) for “Are you a night owl or a morning person?”
York contestants at Ontario Japanese Speech Contest

Pelchat delivered a speech on her personal struggle as a transgender woman, detailing how people’s unseemly, small gestures – such as addressing others with their preferred salutations or names – could evoke feelings of “gender euphoria.” Pelchat was awarded a return ticket to Japan as the grand prize, which she plans to use to visit the country in the near future. Ahmed received the Shinkikai-Sagamihara City Award which also provides him with a trip to Japan and opportunity to visit the City of Sagamihara and its people. Pelchat, Ahmed and Hislop will be participating in the Canadian National Japanese Speech Contest in their respective categories at the Japan Foundation in Toronto on March 26.

“The Japanese Studies program is extremely delighted by the outstanding achievements made by the York students. All of them worked so hard, and their Japanese language proficiency has improved tremendously through this experience,” says Noriko Yabuki-Soh, associate professor in the DLLL and Chair of the OJSC Organizing Committee this year.

Yabuki-Soh and department colleagues Associate Professor Norio Ota and faculty members Kumiko Inutsuka, Akiko Mitsui and Eri Takahashi coached the students leading up to the contest. Inutsuka and Takahashi also served on OJSC’s organizing committee.

Learn about York’s first Decolonizing, Equity, Diversity and Inclusion Strategy

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

York University will release its first Decolonizing, Equity, Diversity and Inclusion (DEDI) Strategy this spring and, beginning March 13, community members will have an opportunity to learn more about the strategy. An overview of the five strategic directions – teaching and learning, research and innovation, representation and success, campus climate and environment, and leadership and capacity building – and the DEDI flower graphic that encapsulates the strategy are now available on the DEDI website.

DEDI flower graphic from centre outward represents the York campus Community, the five strategic directions (red), the four University strategies and plans that are connected to the DEDI strategy (blue) and the 12 principles (grey)
DEDI flower graphic from centre outward represents the York campus Community, the five strategic directions (red), the four University strategies and plans that are connected to the DEDI strategy (blue) and the 12 principles (grey)

Community consultation

The President’s Advisory Council on Equity, Diversity and Inclusion (the Council) and the Office of the Vice-President Equity, People and Culture began work on the strategy in Fall of 2020. Over two-and-a-half years, the almost 50-member council met monthly to lead the development and implementation of a strategy that would formalize and coordinate DEDI efforts across the University. In Spring 2022, York released its draft Equity, Diversity, and Inclusion Strategy, gathering feedback through presentations, a University survey, facilitated feedback sessions and invited written response. A broad representation of the York community which included academic staff, non-academic staff, undergraduate and graduate students were engaged in the feedback process.

“We are proud of the DEDI strategy and the work that was done to incorporate the feedback from the community. Centering people in the strategy and ensuring that they felt seen is an important step towards our commitment to foster an equitable, diverse, and inclusive community, where everyone feels they belong,” said Sheila Cote-Meek, vice-president equity, people and culture. “I would like to thank the Council for their leadership and diligent work on the DEDI strategy as well as the York community for their participation.”

Decolonizing, Equity, Diversity and Inclusion

During the feedback period, the Council formed a sub-committee on decolonizing the EDI Strategy to review and suggest revisions to the strategy through a decolonizing lens. The Council agreed to add “Decolonizing” to the title of the strategy in order to acknowledge that decolonization must come first in order to practice the principals of equity, diversity and inclusion. York University is among the first post-secondary institutions in Canada to include decolonization in a meaningful and thoughtful way within a DEDI strategy.

“Working towards equity, diversity and inclusion requires that we also acknowledge the settler-colonial history of the country,” said Professor Carl James, Jean Augustine Chair in Education, Community and Diaspora in the Faculty of Education at York University and senior advisor on equity and representation. “Hence, the expectation here is that we approach the work we do with a decolonial framework. It means taking into account how race has operated in that colonial settlement in the lives of Indigenous people and used in the transportation of African people to the country and in determining who would be allowed to immigrate to the country, when, and for what purpose.”

DEDI Strategy strategic directions

The five strategic directions that will provide focus for enabling activities as well as how people can take up the work include:

  • Teaching and Learning – York University will cultivate inclusive teaching and learning environments that nurture multiple and intersectional ways of knowing, including the incorporation of DEDI principles in curriculum and programs.
  • Research and Innovation – York University will cultivate inclusive and equitable research environments that nurture multiple and intersectional ways of knowing, create and nurture diverse research teams, and encourage research programs in traditionally equity-deserving settings.
  • Representation and Success – Through a range of efforts across the University, York will work to build an environment that is representative of the communities it serves by actively recruiting, supporting, retaining and advancing students, faculty, instructors and staff from equity-deserving communities.
  • Leadership and Capacity Building – York University strives to be a community where all members demonstrate the knowledge and skills necessary to navigate through and lead in a diverse world. York commits to building capacity in its leadership to advance DEDI for today, tomorrow and the future.
  • Campus Climate and Environment – York University will work towards creating an inclusive and equitable community where everyone has the potential to feel a sense of belonging and that they are respected. The University will undertake initiatives to enhance the accessibility of physical and virtual spaces for students, staff, faculty and instructors.

The complete DEDI strategy will be launched in May, and will include a glossary, the principles which guided the strategy and key initiatives, actions and benchmarks recommended to enable the plan. Phase one of a toolkit for community members, which will focus on one’s personal journey and understanding of DEDI terms and concepts, is in development and expected to launch in late summer.

For more information on the DEDI strategy, visit the webpage.

YUAdvise Conference informs strategic plan on student advising

Students and mentor gathered around a table

The development of a new strategic plan that focuses on student advising at York is underway, and the recent annual YUAdvise Conference offered a platform for colleagues to engage in the process.

More than 100 community members involved in advising at York met for the eighth annual conference titled “Rebuilding connections: Establishing a community of care in an evolving world” to participate in brainstorming and laying the foundation for York’s first institutional plan for advising.

YU Advise colleagues
More than 100 community members involved in advising at York met to participate in brainstorming and laying the foundation for York’s first institutional plan for advising

“Coming together for the first time in person, post-pandemic, was the perfect opportunity for us to reimagine the way forward in this new context we find ourselves in,” said Cristina Bregar, University lead of student advising. “It is important that advisors play an active role in setting the future direction of advising at York – that they see themselves reflected in the plan, and that the plan itself is reflective of the priorities of the community as a whole.”

A keynote address delivered by Jennifer Bloom, founder of the Office of Appreciative Education at Florida Atlantic University, focused on the importance of asking questions and building relationships based on curiosity and interest in others.

Bloom, a 2017 recipient of the NACADA Global Community for Academic Advising’s Virginia N. Gordon Award for Excellence in the Field of Advising, challenged York’s advising community to consider how they could rebuild connections and establish a community of care in an evolving world.

Leaning on Bloom’s Appreciative Advising Model, the York advising community has adopted an “appreciative inquiry” approach for strategic planning. Advising colleagues were asked to focus on strengths and possibilities through two themes: YUDiscover – which focused on identifying strengths; and YUDream – which focused on looking toward what will work well in the future. This inquiry led to proposed mission statements that were presented and voted upon, and will be evaluated as part of the strategic planning work.

The innovative approach to the conference was successful, and Gilles Thibodeau, director of Academic Services at Glendon, said the community was fully engaged in creating the unit’s next strategic plan and mission statement.

“Having that kind of ownership and input is invaluable in the continued sense of pride, belonging and engagement we feel in our roles,” Thibodeau said.

Randy Pitawanakwat, manager of Indigenous Student Services, said “The opportunity to share stories and brainstorm with colleagues to co-author a strategic plan was a worthwhile dialogue with peers.”

A Student Advising Strategic Planning group will take the lessons from the conference to analyze and develop the feedback into a high-level draft plan. Key partners across the institution will be engaged and a feedback loop will be established. Interested York community members are invited to offer their contributions by contacting Bregar by email at cbregar@yorku.ca.

Communication & Media Studies awards recognize student excellence

York’s Department of Communication & Media Studies in the Faculty of Liberal Arts & Professional Studies (LA&PS) recently hosted its annual Student Awards Ceremony for staff, faculty, family and friends to celebrate the notable achievements of students throughout 2022.

Department Chair Ganaele Langlois commenced the virtual celebration by speaking of the history of communication and media studies and congratulating the students in attendance on another year of diligent work. Langlois then welcomed ceremony host and Program Director Rob Heynen, who introduced the awards and presenters.

This year’s awards and winners are as follows:

Dalton Kehoe Scholarship

This prize honours Professor Dalton Kehoe, who retired in 2008. It is given annually to the highest-achieving second-year student who is continuing as a major in communications and media studies. This year’s recipient was Viki Posidis.

Eric Koch Award

The Eric Koch Award is given to the student who has achieved top academic standing in the Politics, Policy and the Media course. The award honours Professor Eric Koch, a long-time member of the Communication & Media Studies Program who retired in 2003. Breton Severin received the award this year.

Jerry Durlak Prize

The Jerry Durlak prize is given to a student in the second-year Information and Technology course who has achieved top academic standing, as recommended by the course director, and is continuing into third year. The prize honours Professor Jerry Durlak, a long-time member of the program who played a crucial role in shaping the trajectory of the department. Before retiring in 2005, he also assisted in developing the graduate program Communication & Culture. Francesca Cuda was named winner of this award.

Penny Jolliffe Scholarship

The Penny Jolliffe Scholarship honours a communications and media major who has the highest achievement in the Introduction to Communications course. Penny Jolliffe’s work with automation and computers was cutting-edge and helped make York University internationally known. For her work demonstrating the spirit of Jolliffre, Maria Cedrone received this year’s award.

Reva Orlicky Memorial

This award was established by York alumni and friends to provide a bursary to a deserving upper-year student. The winning student must be taking courses in (or show an interest in) radio broadcasting in Canada. Christine Cooling was the winner of this year’s award.

York International Exchange Award

The York International Exchange Award – worth $500 annually – is given to a communications and media major who has a high overall GPA, is currently completing their honours degree, has successfully completed a York University International Exchange, and demonstrates financial need. For meeting all of these criteria, Phuc Nguyen received this year’s award.

Arthur Siegel Award

The prize is given to a student who is a double major in communication and media, and a social science, who has completed at least 60 credits, and who holds the highest cumulative grade point average among the qualified candidates. This award honours Arthur Siegel who had an illustrious career at York. Over his 34 years with the University, Siegel helped shape the program and made important contributions to media and communications. For outstanding achievement consistent across all courses, the Arthur Siegel Award went to Wendy Joyce Millen.

Glendon announces Big History, Big Ideas Michael Drache Essay Prize

glasses and pen resting on notebook

La version française suit la version anglaise. 

A new award announced by the History Department at York University’s Glendon College will recognize fourth-year students whose work aligns with Glendon history alum Michael Drache and his passion for history, politics, social justice and activism.

Michael Drache
Michael Drache

The Big History, Big Ideas Michael Drache Essay Prize will be awarded to an undergraduate student in their fourth year of studies at the Glendon Campus. The $700 prize will recognize a student with an outstanding, investigative academic essay or digital project which focuses on one or more of the following themes: inequality, racism, social activism, 2SLGBTQ+ activism, climate crisis, Indigeneity and global capitalism.

Submissions are welcome from all disciplines at Glendon but any submission from a non-history course must have a substantial historical component.

The new award was created thanks to generous donations from Daniel Drache, emeritus professor, Department of Politics, and Marilyn Lambert-Drache, associate professor, Department of French Studies at York University.

Students or Faculty are invited to submit an electronic copy of the student essay or digital project to history@glendon.yorku.ca with the title “Michael Drache Prize” by no later than Sunday, April 23.

For further information, contact the History Department at history@glendon.yorku.ca.

About Michael Drache

Michael Drache was a lifelong learner of history whose Glendon College experience enabled him to deepen his knowledge of Canadian and world history. An avid reader, Drache enjoyed discussing his research with his professors, and remained in touch with some of them long after graduation in 1976. 

Drache never stopped learning and reading about power and politics, social justice and activism.  He was a gifted conversationalist who captivated everyone – whether he talked about the Burgundy region in France, Canada’s powerful elites, or hotly contested American elections. 


Glendon annonce le prix Michael Drache « Grande histoire, grandes idées » pour le meilleur essai universitaire

Un nouveau prix a été annoncé par le Département d’histoire du Collège Glendon de l’Université York pour récompenser un étudiant ou une étudiante de premier cycle dont le travail s’aligne sur celui de Michael Drache, un diplômé en histoire de Glendon qui se passionnait pour l’histoire, la politique, la justice sociale et l’activisme.

Michael Drache
Michael Drache

Le prix Michael Drache « Grande histoire, grandes idées » sera décerné à un étudiant ou à une étudiante de Glendon en quatrième année d’études de premier cycle. Ce prix de 700 $ récompensera un étudiant ou une étudiante ayant rédigé un essai universitaire ou un projet numérique d’enquête exceptionnel axé sur un ou plusieurs des thèmes suivants : l’inégalité, le racisme, l’activisme social, l’activisme LGBTQ, la crise climatique, l’appartenance autochtone et le capitalisme mondial.

Les candidatures émanant de toutes les disciplines de Glendon sont les bienvenues, mais toute soumission n’émanant pas d’un cours d’histoire doit comporter une composante historique conséquente. 

Le nouveau prix a été créé grâce aux dons généreux de Daniel Drache, professeur émérite au Département de politique, et de Marilyn Lambert-Drache, professeure agrégée au Département d’études françaises de l’Université York.

Les membres de la communauté étudiante ou du corps professoral sont invités à soumettre, au plus tard le dimanche 23 avril, une version électronique de l’essai ou du projet numérique étudiant à history@glendon.yorku.ca en précisant « Prix Michael Drache » sur la ligne de mention objet.

Pour plus d’informations, veuillez contacter le Département d’histoire à history@glendon.yorku.ca.

À propos de Michael Drache

Passionné d’histoire, l’expérience de Michael Drache au Collège Glendon lui a permis d’approfondir ses connaissances de l’histoire du Canada et du monde. Lecteur enthousiaste, Michael aimait discuter de ses recherches avec ses professeurs et il est resté en contact avec certains d’entre eux longtemps après l’obtention de son diplôme en 1976. 

Il a toujours eu une grande curiosité pour le pouvoir et la politique, la justice sociale et l’activisme.  Michael avait un don pour la conversation et captivait tout le monde, qu’il s’agisse de parler de la Bourgogne en France, de la classe dirigeante canadienne ou d’élections américaines chaudement disputées.