Experiential education shines in Faculty celebration

March 3, 2023

Students and mentor gathered around a table

By Elaine Smith

York University’s annual Experiential Education (EE) Faculty Celebration is a showcase of the creativity faculty employ to provide their students with multi-faceted learning opportunities, as well as a reminder of the University Academic Plan’s commitment to attaining its “goal of providing every student with an experiential learning opportunity, regardless of program.”

This year’s celebration took place virtually Feb. 9, organized by a committee headed by Lisa Endersby, an educational developer with the Teaching Commons, and Melanie Belore, associate director of experiential education for the Faculty of Liberal Arts & Professional Studies (LA&PS). “We are thrilled to showcase great work in EE across the campus community,” said Endersby.

Lisa Phillips, provost and vice-president, academic, acknowledged the work done to grow EE at York.

“We currently have 16,000 types of EE opportunities at York,” she said. “It’s meaningful for students to have this type of pathway into their futures.”

The Media Creation Lab in the Libraries is one way York students are engaging in experiential education

Faculty members highlighted specific EE projects that they had undertaken, demonstrating that EE can occur in many settings and forms.

In the Communication & Media Studies program, Andrew Monti oversaw the expansion of the flagship six-credit community field experience course for fourth-year students, COMN 4140. The course now provides 50 students with the opportunity to complete a 144-hour work experience in one of 50-plus partner organizations in the private and public sectors. Once students are hired following the standard competitive process, they work in a variety of fields, such as political communication, public relations and social media content creation, among others.

“Students have been unanimous in their appreciation for the experience,” Monti said. “From applying for the job to using their skills in hands-on projects, students also contextualized their knowledge with targeted readings and critically reflected on their working experience.

“In 2022, 94 per cent of our students received recommendation letters from our partners, and we’re on track to reach our goal of 100 per cent by the spring term of 2024.”

Also at LA&PS, Jennifer Bonnell, an associate professor of history, offers a six-credit honours course in public history that provides students with a 12-week placement; it is capped at 18 students and is the capstone course for a cross-disciplinary certificate in public history.

“The first term focuses on skills development and the second term features the placement,” Bonnell said. “Students can test out career paths and apply their knowledge.”

Professor Andrew Maxwell, Bergeron Chair in Technology Entrepreneurship at the Lassonde School of Engineering, organizes two annual EE three-day events for students – UNHack and the Startup Experience – through Bergeron Entrepreneurs in Science and Technology (BEST). Both events, said Maxwell, “allow the students to work in teams, find their passion and solve problems meaningful to them. The events convince the participants that they can contribute to the world and change it.”

United Nations SDGs — Educators are linking experiential education opportunities to the United Nations’ Sustainable Development Goals

During the UNHack, first- and second-year students from across the University work together in teams to address a local sustainability challenge linked to one of the United Nations’ Sustainable Development Goals (UN SDGs). During the structured experience, they choose an important problem they care about, create a viable solution and develop a roll out plan that they hope will be implemented. The Startup Weekend Experience allows senior undergraduate and graduate students to collaborate on the development of a business idea which they pitch to a panel of judges.

“We encourage people to come back each year and get more creative at solving important problems,” said Maxwell. “I hope to see more of these projects become prototypes in York’s Living Lab.”

At the Faculty of Education, Celia Popovic, an associate professor (teaching stream), created a capstone course for students in the BA Education Studies program. It requires students work together on a website that features interviews with professionals working in various education-related positions, including teaching, and to work on a practical project for a partner organization. It’s an opportunity for students to widen their horizons, Popovic said, as they look toward career possibilities, and to allow them to use their theoretical knowledge and reflect on their experiences.

The event also featured a talk by executives from York’s partners from Co-operative Education and Work-Integrated Learning Canada (CEWIL); a roundtable discussion of their EE partnerships with students; and presentations by faculty members who successfully incorporate EE into their classes.

The roundtable featured Dana Craig, director of students learning and academic success with York University Libraries; Geneviève Maheux-Pelletier, director of the Teaching Commons; and Yvette Munro, assistant vice-provost, student success. Each spoke about what their areas offer with respect to EE, including:

• EE courses and the Media Creation Lab in the Libraries;
• support for faculty interested in incorporating EE into their courses through the Teaching Commons; and
• support from the Division of Students through initiatives such as Becoming YU.

Charlene Marion, executive director of CEWIL, and Sean Elliott, associate director for the central region, followed the panel, talking about their organization’s support for work-integrated learning (WIL), offering examples. They noted that York has been a longstanding CEWIL partner and has received $2.2 million in funding for 31 WIL projects since Winter 2021, including a project focused on Black student psychology and health and a senior dance project.

Will Gage, associate vice-president, teaching and learning, said, “EE is a cornerstone of what York tries to provide in terms of excellence and students’ readiness to graduate and hit the ground running in the workplace. … It is pivotal to the success of our students.”

To learn more about incorporating EE into your courses, contact the Teaching Commons.

Escape rooms and VR: York faculty, programs win provincial honour

February 24, 2023

Welcome to the February 2023 issue of ‘Innovatus’

February 23, 2023

Welcome to the February 2023 issue of “Innovatus,” a special issue of YFile dedicated to teaching and learning innovation at York University. This month, we take an in-depth look at the experiential education opportunities available in the Faculty of Liberal Arts & Professional Studies (LA&PS).

Following its commitment to student-centred and accessible education, the Faculty is creating groundbreaking initiatives. A new LA&PS co-op program offers students valuable work experiences before they graduate, while the Learning Design Lab (LDL) explores a variety of ways to incorporate work-integrated learning (WIL) into different teaching contexts. Real-world impact is also a key theme in the stories presented in “Innovatus,” as students discover new skills in research and workplace settings, expanding career possibilities in the liberal arts field.

I know that you’ll find all of the “Innovatus” stories this month informative and inspiring.

Sincerely,

Will Gage
Associate Vice-President, Teaching and Learning

Faculty, course directors and staff are invited to share their experiences in teaching, learning, internationalization and the student experience through the “Innovatus” story form, which is available at tl.apps01.yorku.ca/machform/view.php?id=16573.

Collaboration, innovation key to enriched experiential education
In his message to the community, Faculty of Liberal Arts & Professional Studies (LA&PS) Dean J.J. McMurtry invites community members to learn more about the Faculty’s focus on experiential education through new and important initiatives and faculty-student collaborations.

New LA&PS co-op program to start in Fall 2024
“Get to work” will take on new meaning for LA&PS students when a new co-op option launches in Fall 2024.

LA&PS Learning Design Lab a resource for WIL
Work-integrated learning (WIL) continues to evolve in the Faculty of Liberal Arts & Professional Studies thanks to the Learning Design Lab.

DARE to innovate: LA&PS student’s research brought to life by humanities class
Research by student Kayla Saunders, a recipient of the Dean’s Award for Research Excellence, is publicly available thanks to her fellow students.

Advancing YU: connection, community and career pathways for Black and women students
Advancing YU is a unique mentorship program that creates opportunities for third- and fourth-year Black and women students in the Faculty of Liberal Arts & Professional Studies.

New LA&PS co-op program to start in Fall 2024

February 23, 2023

By Elaine Smith

When you say, “Get to work,” to a student in the Faculty of Liberal Arts & Professional Studies (LA&PS), they’ll soon take your suggestion literally, thanks to a new co-op education option that will be introduced in Fall 2024.

LA&PS currently offers an internship program for students in their third or fourth years, but the Faculty will be making the transition to an optional co-op program that begins in second year. The existing paid internship program allows for one work experience during the third or fourth year, while the co-op program will permit the student to alternate study and work terms, providing up to 20 months in paid work experience prior to graduation.

Two women with laptops and notebooks — LA&PS currently offers an internship program for students in their third or fourth years, but the Faculty will be making the transition to an optional co-op program that begins in second year

“I’m excited to launch a co-op program at LA&PS,” said Dean J.J. McMurtry. “This will give our students a unique opportunity to work with a diverse group of employers and community partners to gain important professional experience.”

Melanie Belore, associate director, experiential education for LA&PS, says the idea started with former vice-dean Sean Kheraj, and made sense.

“Co-op programs are fairly common in the sciences, technology and engineering, but we’re seeing more and more co-op programs in liberal arts,” Belore said. “It has long been accepted as a high-impact practice for student success and graduate employability, as well as huge payoffs in recruitment and retention for academic programs.

“It might delay a student’s graduation date, but they’ll graduate with an honours degree and paid work experience with an employer in their field. It complements the academic journey, builds their professional network and allows them to reflect on where to go next.”

Other benefits of a co-op program include: the opportunity to apply classroom learning earlier in a student’s university career; a break in academic studies that is relevant; and a chance to earn money to defray university expenses.

“As a means for paid career exploration, a co-op program will offer exciting new pathways and opportunities for all LA&PS students to experience work-integrated learning, regardless of their program of study,” said Anita Lam, associate dean, teaching and learning. “For the Faculty, it represents a crucial step forward. In building a co-op program that will help students develop career-relevant skills, we are also establishing the necessary administrative infrastructure and pedagogical supports for creating and delivering more high-impact experiential learning opportunities outside the classroom.”

Belore and her team are still finalizing details of the program. An academic advisory committee and a steering committee are working toward bringing it to life in partnership with the Dean’s Office and the York Career Education Development Centre, as well as assistance from groups such as academic advising, student success and recruitment.

“We have great support from across campus and there is a series of working groups supporting various aspects of the program’s development,” Belore said.

Students in some majors, such as philosophy, may not find opportunities directly related to their fields, but Belore noted that co-ops are designed to be entry-level work experiences focused on transferrable skills – such as communication, collaboration and critical thinking – that are in high demand across all sectors.

“We want both the employers and students to be open-minded. The idea is to use the opportunity for career exploration and building a future talent pipeline.”

While the students are doing their work term, LA&PS experiential education staff will check in with them during the term and will be available for support if they encounter workplace challenges. There also will be a career education co-ordinator dedicated to the program to assist students with resumes, mock interviews and related concerns.

“From an equity perspective, it’s important to offer paid work experience opportunities to all our students, regardless of field,” said Belore. “Many of our students currently balance academics with part-time or full-time work, so how great will it be to provide an option to gain paid experience in a field they hope to pursue? It’s also a chance to test some jobs and directions in a safe way to determine what they do and don’t want to do career-wise. They’ll have the freedom to change their minds.”

LA&PS Learning Design Lab a resource for WIL

February 23, 2023

Featured image for the Academic Innovation Fund call

By Elaine Smith

After launching a new 6.0 credit placement course for Human Rights & Equity Studies (HREQ) students, Maggie Quirt can attest to the effort required to create a work-integrated learning (WIL) opportunity.

“This course benefitted significantly from the expertise of the LA&PS Learning Design Lab (LDL),” said Quirt, who was an associate professor in the Department of Equity Studies during the course development phase. “As an instructor, I needed ideas and tips for how to teach a bit differently.”

The Learning Design Lab (LDL) is an initiative designed by the LA&PS Teaching and Learning team, under the guidance of Anita Lam, associate dean, teaching and learning, to support and advance teaching and learning in LA&PS. Collaborating with the LA&PS Office of Experiential Education, the first iteration of the LDL workshop series focused on exploring strategies, tools and best practices for incorporating work-integrated learning in different teaching contexts.

By bringing community partners into conversations about course activities or assessments, instructors and teaching assistants can help students build stronger connections to various partners and communities, as well as strengthen student engagement with course material.

“We’ve always had a very large faculty group in LA&PS that is interested in experiential education, everything from guest speakers to field trips,” said Irene Seo, experiential education co-ordinator. “We decided to reach out to interested faculty and provide this as an additional resource to explore the strategies, tools and best practices for incorporating another type of EE: work-integrated learning.

“We wanted to walk through the entire process, supporting practical skills with pedagogy and research, so combining EE and T&L resources was very helpful.”

Sarah Debbek, an instructional designer with the T&L team, added, “It was an amazing opportunity to learn what each of our teams is doing and see how our work ties together.”

Approximately 70 faculty altogether attended the workshop series. Many were new to WIL, while others were seeking to improve their skills. The four-session workshop featured four aspects of WIL:

Design: tools to elevate student engagement;
Facilitation: how to identify partners;
Delivery: how to prepare students and partners; and
Assessment: framework for assessments.

The EE team focuses on the structure of placements and works closely with faculty to oversee the WIL agreements once their WIL courses launch, to ensure student safety while on the job. However, Seo notes that many of the faculty hold the keys to finding placements for their students, since they have existing relationships in the field that they have developed over time.

Quirt created her WIL course while on sabbatical, giving her the necessary time to identify potential partners.

“I began with my own contacts and followed leads from other professors, but there was a certain amount of cold calling,” she said. “Some connections for the placements were obvious, like Human Rights Commissions and the Canadian Museum of Human Rights. For equity studies, it wasn’t always as clear cut, but lots of equity, diversity and inclusion work is being done by local libraries and anti-racism organizations.

“Two of my students are working with Parents Against Racism Simcoe County (PARSC), a volunteer group of parents who intervene to educate school administrators about the consequences of racist behaviour in general and anti-Black racism in particular.”

The T&L team is most concerned with the pedagogical aspect of the placements, helping faculty design assignments and meet learning outcomes. Debbek said the questions she answers most often relate to WIL assessment, which requires collaboration with industry partners.

“Faculty need to think about how you assess skills that students develop in the workplace,” she said. “We want them to design an assessment that is easy for partners to complete, and we also want them to decide whether students will do a self-assessment.”

Quirt believes it’s crucial for her 23 students to assess their experience critically.

“From a pedagogical perspective, it’s still an academic course,” she said. “It’s important that students reflect on the work experience in a meaningful way and consider how to apply what they’ve learned in other contexts.”

She requires her students to submit two assignments that explore the “four Rs” of critical reflection: reporting, relating, reasoning and reframing. She promotes an LDL suggestion that the students keep a logbook/field notes about their daily tasks so they can review their experiences and reflect on them more fully.

Quirt finds that her students are thriving in their placements, and is delighted.

“Students have been asking about work placements for years,” she said. “We owe it to them, especially since this is an interdisciplinary program; it can be challenging to understand the multiple employment pathways available post-graduation.”

Meanwhile, the LDL partners have received a lot of feedback about their workshop series and are hoping to repeat it in Spring 2023.

“It’s important for us to cover the topics faculty have identified as necessary and we’ll collaborate to ensure all the subject matter is included,” said Seo.

Debbek added, “We’ve collected data and feedback from instructors and hope to improve the workshops.”

Meanwhile, they’ve made the resources from the workshop series available online so course instructors – and, as a result, their students – can benefit.

DARE to innovate: LA&PS student’s research brought to life by humanities class

February 23, 2023

By Elaine Smith

“Never underestimate the power of undergraduate researchers and supervisors,” said Carolyn Steele, an assistant professor in the Department of Humanities. “They can create change.”

Steele knows this from experience, because she and her Digital Culture in the Humanities (HUMA 3140) students have supported the change by ensuring that information from the research done by Kayla Saunders, a recipient of the Dean’s Award for Research Excellence (DARE), is publicly available.

The DARE program is an opportunity provided by the Faculty of Liberal Arts and Professional Studies (LA&PS) for undergraduate students to do paid summer research with the supervision and mentorship of a faculty member. It is a means for students to bring together liberal arts and a professional education, applying their knowledge in order to develop new skills and gain a richer learning experience. The third-year Digital Culture in the Humanities course, meanwhile, explores the influence of digital technologies on particular aspects of the arts, popular culture and the internet, as well as places where culture is archived.

DARE and HUMA 3140 came together this fall to add to the online knowledge available about Indigenous arts. The journey began earlier in 2022, when Saunders, who plans to pursue a career in library science, approached Gail Vanstone, an associate professor in the Department of Humanities and co-ordinator of its humanities program, about doing DARE research under her supervision. Saunders, like Vanstone, has an interest in Indigenous rights and self-determination through the arts, so she combined the two with her passion for research. The result is an annotated bibliography of recent films and published works (fiction, non-fiction and poetry) created by Indigenous artists in Canada from 2000 to 2022. The collection invites interrogation into, said Vanstone, “how to better appreciate Indigenous resistance, engendering resilience and a hope of resurgence in Indigenous communities in their own terms,” a powerful strategy to undo the slow violence of colonization.

Slow violence is a term coined by author Rob Nixon, referring to “a violence that occurs gradually and out of sight, a violence of delayed destruction that is dispersed across time and space, an attritional violence that is typically not viewed as violence at all.” The 1960s relocation of Indigenous British Columbia residents from Yuquot to Ahaminaquus Indian Reserve 12, land adjacent to a pulp mill generating noise and pollution, furnishes an example; the company also built a road over Indigenous gravesites.

“Kayla did a fabulous job with the bibliography,” said Vanstone. “She created as comprehensive a list as possible, with more than 220 entries, and made it searchable by category. It is an open-ended resource, so new entries can be added to keep it up to date.”

Saunders’ research was featured at a DARE Research Day at the end of the summer of 2022. At the time, Steele was updating the curriculum for HUMA 3140 to incorporate current technology. She was impressed to learn about Saunders’ work, recognizing it as “a particularly fertile piece of research,” and decided it needed to have a life beyond the page. She conferred with Vanstone and with Alexandra Wong, data visualization and data analytics librarian, and Cora Coady, Indigenous teaching and learning librarian, both from York University Libraries, and an exercise in creating Wiki-data and digital visualizations was born.

Wong and Coady, in collaboration with Steele, created a four-week workshop series for the HUMA 3140 students. The sessions taught the students how to turn the bibliographical entries into Wikidata items – the free and open online knowledge base powering Wikipedia and linking internet items in a searchable fashion – and use that data to create visualizations to explain at a glance an aspect of the data, such as the age of the creators or the proportion of entries that are film versus those that are print.

“Cora and I taught the students about the importance of using data from reputable sources and how to contribute to open knowledge with proper care, especially around sensitive subjects or those that aren’t familiar,” Wong said.

“Wikidata, which is used by Wikipedia and provides structured data for widely used technology like search engines, still shows many gaps and biases, both in the knowledge that is included and the people who are editors. There is a lack of articles on marginalized people and related topics, including a lack of articles on women, BIPOC and LGBTQ+ folks. BIPOC editors are also heavily underrepresented in Wikipedia,” Wong said. “We hope to teach students that they have the power to edit online knowledge and share their own stories and information to the public record.

“Visualizations, meanwhile, help you understand your own data better and helps you tell stories with impact. You also learn that it’s necessary to view data and data visualizations critically, because it’s so easy to mislead people or misread data.”

Steele said she was delighted by her students’ enthusiasm to work on a project with real-world impact.

“This is a great example of how DARE fosters allyship and creates deeper understanding,” she said. “People tend to put these research projects away, but this is an example of how to give them legs.”

Advancing YU: connection, community and career pathways for Black and women students

February 23, 2023

By Angela Ward

Michele Johnson, associate dean, students, in the Faculty of Liberal Arts & Professional Studies (LA&PS), says that Advancing YU, a unique mentorship program, creates amazing opportunities for third- and fourth-year Black and women students in LA&PS.

“This program gives these students the opportunity to access mentorship and support, along with connection and networking,” Johnson says. “We have two streams: one for Black students and one for women students. Given long-standing and deep-seated prejudices and barriers, many Black and women students often face great challenges beyond acquiring their degree – creating networks, getting into their preferred field of study and even obtaining relevant and helpful letters of reference. This program allows students to connect with mentors, who are also former York students and who therefore understand our University’s community.”

Like the mentees, many mentors (who are also Black and/or women) were first-generation students facing similar barriers. Matching mentors with mentees based on shared experiences and career ambitions is a key part of the pairing process, which forges meaningful connections.

Karlene Case, manager, student engagement, LA&PS Colleges, expands on this approach. “Advancing YU takes into consideration the intersectionality of race and gender and celebrates our identities. Mentors and students are matched with people who often look like them or have shared lived experiences, providing students with access to explore educational, industry and career pathways. It is important for equity-deserving students to connect with alumni who have successfully overcome challenges and barriers, both in academia and in the working world, that they may not meet otherwise. This program also provides financial rewards that both recognize students’ accomplishments and support them.”

Students are organized into quartets of one mentor to three students, meaning that students learn from their peers as much as their mentors. Johnson explains, “We organized it this way so the students would also have the potential for a friendship cohort and not feel so isolated. This was especially relevant during the pandemic.”

This year, Advancing YU is pairing quartets together, so that “students’ networking goes one degree beyond themselves, into another quartet with another mentor,” Johnson says. “We are committed to learning from and tweaking the program each year as we respond to the experiences and feedback from the program’s participants.”

Along with mentorship, students also gain valuable experiential education. Students develop their networking, time management and communication skills, and adaptability.

“The mentors are also role models,” Johnson notes. “The program allows students to think beyond the expected. The mentors have gone through their meandering journeys and tell their mentees to be open to the many paths to success. For example, through the discussions that they have with their mentors and peers, students might consider working for a not-for-profit organization instead of a big firm, or volunteer in areas they never considered before.”

Students often have limited professional connections and experience in networking, Case explains. She says, “This program builds their confidence, especially when communicating with their mentors, many of whom are in senior management positions, providing them with an opportunity to take initiative with a curious, open mindset.”

For mentors, the program is also a very rewarding experience, says Tom McLagan, director of development, LA&PS. “Mentors enjoy contributing to the program because they can see students’ growth as they provide informed career advice. The feedback from mentors has been great and many have returned after the first year.”

Case adds, “Interactions with students encourage mentors to reflect on their journey, growth and accomplishments. There’s knowledge gained on both sides and as they share their insights, it informs the mentors’ work in their fields.”

Following this approach of continuous learning, Advancing YU has added student leaders to the program. These peer coordinators have gone through the program and now support incoming students. They provide a student-centred perspective, coordinate events and equip students with important resources.

Xamida Hudson, a York University student leader in her final year of a commerce program with a specialization in management, heads the Black Students Stream in Advancing YU.

“Student leaders provide key insights to the Advancing YU team from the student perspective,” says Hudson. “This creates a more relatable and beneficial program for all students.

“I feel that I’m making a difference at York because I’m providing academic resources to students like me so they can have a better university experience. It’s an equal give and take for me and the students I’m helping. Connecting with my peers and being inspired by them is also great. I believe that besides our studies, one of the most beneficial outcomes we can get from a university experience is that connection with others.”

Hudson says that the student engagement coordinators are invested in student leaders’ experience too. “We’re given a lot of freedom to develop our personal and professional goals. For example, if I wanted to enhance my Excel or email-writing skills, I’m able to incorporate that into my job and receive honest feedback, which is beneficial to my growth as a business student.”

Advancing YU hosts key events, too. “We hold monthly workshops, each with a specific topic. The first event was about ‘imposter syndrome,’ where Black mentors spoke to Black students about their experiences with imposter syndrome and how to combat it,” explains Hudson. The students in the cohort of women students also had an opportunity to discuss concerns with and responses to “imposter syndrome” with their mentors.

For Amelia Wassay, a student in her fourth year at York studying social work and public administration, being mentored in the program last year has given her the confidence to navigate the challenges women face in professional fields. “My mentor was phenomenal, building up my confidence and my interview skills. Now that I’m a peer coordinator for Advancing YU in the Women Students stream, I’ve learned so much more. It’s also been a time of critical self-reflection, examining the stigmas and discrimination women face.

“On top of that, this role has helped me analyze my future and think about what I want to pursue. Through it, I discovered that I want to go into the communications field. I love sharing resources and liaising with people.”

In looking towards the future of Advancing YU, Wassay says, “This is only the beginning. It has so much potential and space to grow, especially for women and people of colour. It has a bright future.”

Although this Advancing YU stream will be finished in March, students interested in applying for 2023-24 can visit Student Information, starting in September.

Collaboration, innovation key to enriched experiential education

February 23, 2023

In his message to the community, Faculty of Liberal Arts & Professional Studies (LA&PS) Dean J.J. McMurtry invites community members to learn more about the Faculty’s focus on experiential education through new and important initiatives and faculty-student collaborations.

In this month’s “Innovatus,” we’re focusing on our commitment to experiential education and work-integrated learning at the Faculty of Liberal Arts & Professional Studies (LA&PS).

J.J. McMurtry

I’m excited to share more about some of the groundbreaking work our teams have been focusing on, including launching our first co-operative education option for LA&PS students. This new initiative will open possibilities for our students and give them the edge they need in an increasingly competitive workforce.

I encourage you to learn more about the LA&PS Learning Design Lab (LDL), an initiative designed by the LA&PS Teaching and Learning team under the guidance of Anita Lam, associate dean, teaching and learning. The LDL is a perfect example of how to incorporate work-integrated learning in different teaching contexts.

We also look at how one Dean’s Award for Research Excellence (DARE) project is now available to the public, thanks to the collaboration between faculty and the project’s student researcher. It’s a great example of how DARE is making real-life impacts thanks to the hard work of our students and the excellent mentorship of their faculty supervisors.

Finally, I’m proud to share more about our unique mentoring program Advance YU for Black and women students. In its second year, Advance YU is already accepting applications for 2023-24.

I want to thank our teams at LA&PS for making experiential education a critical part of learning at LA&PS.

J.J. McMurtry
Dean, Faculty of Liberal Arts & Professional Studies

Event postponed: Senate planning forum invites discussion on vision for multi-campus University

February 22, 2023

People walk through Vari Hall, which is located on York U's Keele campus

NOTE: Due to several extenuating circumstances, the decision has been taken to defer the forum to the Fall 2023 term. Watch for updates in YFile.

Members of the York University community are invited to attend the Senate-sponsored planning forum for a discussion on “Seizing the Opportunities of a Multi-campus University” on Thursday, March 2 from 9:30 a.m. to noon (postponed). The mode of the forum has changed to virtual only.

York is a fully comprehensive, research-intensive, multi-campus, urban University. With the launch of the new Markham campus in 2024, and a revisioning process underway at Glendon, it is timely to reflect on what it means to be a multi-campus University and how to tap into its full potential for research and teaching collaborations across disciplines.

The normalization of digital and hybrid modes of academic engagement opens new possibilities for connecting York’s campus network to create more vibrant scholarly communities, expanded student learning opportunities and deeper community partnerships to collectively support the priorities of the 2020-2025 University Academic Plan. York’s development over the past decade has been one of purposeful expansion in directions that respond to the needs of future learners, both locally and globally, as well as the evolving needs of society. The forum will engage the collegium in dialogue and brainstorming to articulate the opportunities that a multi-campus university holds to make positive change for faculty, students, York’s campuses and the University’s local and global communities.

This year’s planning forum is a 2.5-hour forum will be delivered in a virtual mode via Zoom. It includes two components: stage-setting brief remarks from panelists; and, small break-out group discussions that rely heavily on audience participation. A set of framing questions will guide the small group discussions. Using interactive polling, participants will provide feedback following the focused discussion groups to facilitate the identification of main ideas.

The program

9:30 a.m. – APPRC Chair welcome and the provost’s introduction of panelists
9:45 a.m. – Panelists: Brief presentations on inter-campus research and teaching opportunities, new forms of community engagement, and learnings from other multi-campus universities
10:25 a.m. – Break-out groups (in-person and virtual) set up
10:30 a.m. – Break-out group discussions facilitated by APPRC members
11:30 a.m. – Plenary polling of participants for feedback on break-out group discussions
11:50 a.m. – Wrap up: summation of main ideas and recommendations

RSVP here to attend in person or online. The Zoom details for the session will be provided to those who register their participation.

Lassonde receives funding to launch STEM program for Black youth

February 22, 2023

STEM student working with science beaker

New funding received by Lassonde’s kindergarten to industry (k2i) academy will help launch a new program that will create more STEM opportunities for Black youth.

The Lassonde School of Engineering’s k2i academy has received $463,800 from the Ontario Ministry of Citizenship and Multiculturalism to create a unique micro-credentialed, Specialist High Skills Major (SHSM) educational program for Black youth in grades 7 to 12.

Part of k2i’s Bringing STEM to Life in Schools stream, the SHSM program will work with some of the largest and most diverse school boards in the Greater Toronto Area (GTA) to implement a tailored initiative designed to reach more than 1,500 Black youth in science, technology, engineering and mathematics (STEM). K-12 educators, STEM industries, as well as community and post-secondary partners, will collaborate with k2i academy to develop a program that address inequities, promotes cultural relevance, celebrates Black excellence, challenges anti-Black racism and increases opportunities in STEM pathways.

According to Statistics Canada, Black Canadians received less than three per cent of the degrees and diplomas in post-secondary programs in 2016 that would qualify them for STEM careers. Equitable opportunities for Black youth to engage in STEM learning, explore the possibilities of STEM careers, and pursue postsecondary programs in STEM are critical to create positive change.

“At Lassonde, we understand the challenges of the future will be met by the people and knowledge we invest in,” says Jane Goodyer, dean of the Lassonde School of Engineering. “Empowering the creation of an equitable, diverse and inclusive community through programs like the SHSM in STEM for Black youth is essential in helping us attract students who have traditionally been underrepresented and underserved in STEM fields.”

Collaborations and partnerships with organizations like the Black Professionals in Tech Network (BPTN) and the Canadian Black Scientists Network (CBSN) will be critical to realizing the SHSM program’s objectives.

“The Canadian Black Scientists Network (CBSN) centres the importance of mentorship and role-models for Black youth which we know has a significant positive impact in people’s lives,” says Maydianne Andrade, president and co-founder, CBSN. “Collaborating with k2i academy in this program will enable a deeper and broader reach that would not be possible otherwise.”

Close collaboration with Ontario school boards will also see the program engage students in grades 7 to 10 in skills development that will connect to grades 11 through 12 SHSM programs. Students in grades 11 to 12 will receive formalized recognition for learning through a micro-credentialed SHSM program leading towards an Ontario ICT/Engineering SHSM certification that can be used in professional environments to seek future STEM opportunities. Programs will be flexible – virtual and/or face-to-face, synchronous or asynchronous – depending on the needs of school board partners.

Also provided are skill-building workshops that promote problem-solving, analysis, teamwork and leadership as well as technical skills, including coding, 3D modelling, engineering design and electronics. Students will receive constructive coaching and mentorship to support their educational journeys and career goals. The program’s focus on academic success, career planning and skills development – while promoting wellness and resilience – aims to strengthen pathways for Black youth in high-demand, STEM-related sectors in the labour market.

“We are always interested in working with organizations that put students and families first,” says Camille Logan, associate director, Peel District School Board. “What excites us about working with k2i academy is the opportunity to collaborate and co-design a program that connects our Black students to STEM pathways and STEM professionals from Lassonde, CBSN and BPTN.”

The new SHSM program continues to fulfill the Lassonde School of Engineering’s EDI Action Plan to drive positive change for the future. “k2i academy believes that our future leaders need us to collaborate differently, to come together to question our educational systems, engage with youth in a way that connects with their interests and passions, and design programs that places our students at the centre of the design,” says Lisa Cole, director of the k2i academy. “This program seeks to do this work with our collaborative partners.”

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Tag: Teaching and Learning

Experiential education shines in Faculty celebration

Escape rooms and VR: York faculty, programs win provincial honour

Sponsored by Ontario’s Ministry of Colleges and Universities, the Minister’s Awards of Excellence highlight the incredible work of professors, instructors, staff and graduate students on campus, in the community and beyond.

Assistant professors Kristine Pedernal and Andria Phillips

Assistant Professor Kyle Belozerov and Associate Professor Derek Jackson

The kindergarten to industry (k2i) academy

Welcome to the February 2023 issue of ‘Innovatus’

New LA&PS co-op program to start in Fall 2024

When you say, “Get to work,” to a student in the Faculty of Liberal Arts & Professional Studies (LA&PS), they’ll soon take your suggestion literally, thanks to a new co-op education option that will be introduced in Fall 2024.

LA&PS Learning Design Lab a resource for WIL

After launching a new 6.0 credit placement course for Human Rights & Equity Studies (HREQ) students, Maggie Quirt can attest to the effort required to create a work-integrated learning (WIL) opportunity.

DARE to innovate: LA&PS student’s research brought to life by humanities class

“Never underestimate the power of undergraduate researchers and supervisors,” said Carolyn Steele, an assistant professor in the Department of Humanities. “They can create change.”

Advancing YU: connection, community and career pathways for Black and women students

Michele Johnson, associate dean, students, in the Faculty of Liberal Arts & Professional Studies (LA&PS), says that Advancing YU, a unique mentorship program, creates amazing opportunities for third- and fourth-year Black and women students in LA&PS.

Collaboration, innovation key to enriched experiential education

In his message to the community, Faculty of Liberal Arts & Professional Studies (LA&PS) Dean J.J. McMurtry invites community members to learn more about the Faculty’s focus on experiential education through new and important initiatives and faculty-student collaborations.

Event postponed: Senate planning forum invites discussion on vision for multi-campus University

NOTE: Due to several extenuating circumstances, the decision has been taken to defer the forum to the Fall 2023 term. Watch for updates in YFile.

The program

Lassonde receives funding to launch STEM program for Black youth

New funding received by Lassonde’s kindergarten to industry (k2i) academy will help launch a new program that will create more STEM opportunities for Black youth.

Share

Share

Sponsored by Ontario’s Ministry of Colleges and Universities, the Minister’s Awards of Excellence highlight the incredible work of professors, instructors, staff and graduate students on campus, in the community and beyond.

Assistant professors Kristine Pedernal and Andria Phillips

Assistant Professor Kyle Belozerov and Associate Professor Derek Jackson

The kindergarten to industry (k2i) academy

Share

Share

When you say, “Get to work,” to a student in the Faculty of Liberal Arts & Professional Studies (LA&PS), they’ll soon take your suggestion literally, thanks to a new co-op education option that will be introduced in Fall 2024.

Share

After launching a new 6.0 credit placement course for Human Rights & Equity Studies (HREQ) students, Maggie Quirt can attest to the effort required to create a work-integrated learning (WIL) opportunity.

Share

“Never underestimate the power of undergraduate researchers and supervisors,” said Carolyn Steele, an assistant professor in the Department of Humanities. “They can create change.”

Share

Michele Johnson, associate dean, students, in the Faculty of Liberal Arts & Professional Studies (LA&PS), says that Advancing YU, a unique mentorship program, creates amazing opportunities for third- and fourth-year Black and women students in LA&PS.

Share

In his message to the community, Faculty of Liberal Arts & Professional Studies (LA&PS) Dean J.J. McMurtry invites community members to learn more about the Faculty’s focus on experiential education through new and important initiatives and faculty-student collaborations.

Share

NOTE: Due to several extenuating circumstances, the decision has been taken to defer the forum to the Fall 2023 term. Watch for updates in YFile.

The program

Share

New funding received by Lassonde’s kindergarten to industry (k2i) academy will help launch a new program that will create more STEM opportunities for Black youth.