Faculty of Graduate Studies names Sapna Sharma recipient of Postdoctoral Supervisor Award

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Faculty of Science Associate Professor in the Department of Biology, Sapna Sharma, received the 2022 Supervisor of the Year award from the Faculty of Graduate Studies (FGS) at a council ceremony on Dec. 1.

Sapna Sharma
Sapna Sharma

FGS bestows the award annually on an individual who has demonstrated outstanding support for postdoctoral scholars at York University, exceeding general supervisory expectations. Nominations must provide evidence that the nominee: fosters an exemplary environment of support for professional skill development; is a role model for intellectual leadership and professionalism in research; promotes and models a climate of respect and collegiality; and offers advocacy and guidance in long-term personal, professional and career development.

The adjudication committee reviewed an exceptional pool of nominees this year and were particularly impressed by Sharma’s work as a supervisor. The letter of nomination highlighted her drive to create an environment of support for her postdoctoral Fellows and students. Acting as a true mentor, she provides ample opportunities for professional skill development and exemplifies a steadfast commitment to facilitating international collaborations.

Sharma consistently went above and beyond her expected role, supporting the members of her lab, Sharma Lakes, by advocating for their personal, as well as professional, career development. This dedication was especially crucial within the context of the global pandemic and its impact on mental, financial and overall well-being.

“The past two years have been an unprecedented time with the COVID-19 pandemic and York University frequently closing. In response, Dr. Sharma has prioritized the mental health of everyone under her supervision, including myself,” her colleague, Alessandro Filazzola, stated in the nomination letter. “She frequently checks in to ensure we are financially stable, whether we require leave, or have the necessary support should we decide to continue working.”

Postdoctoral Supervisor of the Year awarded to Sapna Sharma by FGS council
FGS council names Sapna Sharma (top right) Postdoctoral Supervisor of the Year

On the challenges of research during the pandemic, Sharma said, “The students and postdocs in my lab worked incredibly hard to keep our research moving forward, despite the immense challenges of working remotely during the pandemic. I thank them for their work, supporting one another and the research program, and keeping the lab environment alive.”

Sharma’s area of research examines how lakes worldwide respond to climate change, including rapid ice loss, warming water temperatures, degrading water quality and changing fish distributions. The work performed in her lab involves predicting the effects of environmental stressors, such as invasive species and habitat alteration, on lakes. This important research highlights the real-life repercussions of climate change, which can inspire others to seek out ways to create a more sustainable future.

“I am lucky to have a wonderful lab. I work with amazing students and postdocs. They make my work life fun and intellectually stimulating as I learn a lot from them,” said Sharma.

Outside of her research and role as supervisor, Sharma is an active member of the community. She currently holds the position of vice-Chair of the Royal Canadian Institute for Science, a charity committed to science public engagement, which demonstrates her dedication to science communication. Moreover, she is also the founder and Chair of SEEDS at York University, an outreach program that provides refugee children who have recently arrived in Canada with additional educational opportunities in science and math.

“As a Provostial Fellow, Dr. Sharma has been working on a University-wide engagement strategy to build partnerships that focus on access to clean water, and in that sense is really taking hold of York’s commitment in the University Academic Plan to further the UN [United Nations] Sustainable Development Goals,” said Dean and Associate Vice President Graduate Thomas Loebel.

The Supervisor of the Year Award acts as a way to acknowledge dedication displayed by faculty who exemplify all the characteristics of an outstanding role model. “[Sharma] has enriched the lives of her postdoctoral Fellows. Her investment and commitment serve as a model for others to follow.  She embodies the award’s dedication to mentorship creativity, excellence, and dedication,” said Loebel.

York students join South Korean students to study public policy

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York University undergraduate students studying Canadian social policy paired up with students in South Korea to examine key areas of social policy, including heath care and income security.

Professor Lee (right) and Professor Klassen
Professor Thomas Klassen and Professor Sophia Seung-yoon Lee

Professor Thomas Klassen (Public Policy and Administration, Faculty of Liberal Arts & Professional Studies) and Professor Sophia Seung-yoon Lee at Chung-Ang University in Korea, both taught public policy courses in the fall term at their respective universities. The two professors arranged for their students to collaborate on studying aspects of the welfare state.

Klassen gave a guest lecture to the Korean students, and Lee did so for the York students. Teams of students from the two universities joined together to create multi-media projects that highlighted current social policy debates.

York student Radiah Khan said, “I consider myself very lucky to have worked with students in Korea to learn about health care. With the 14-hour time difference, I was worried about how well the collaboration would work, but everything went smoothly. I loved being able to be a part of this collaboration.”

Cameron Riel, also from York, said despite difficulties such as time zones and communiciations, “I ultimately gained an exceptional experience unlike anything else so far during my time at York University” and that the partners they worked with from Canada and South Korea were “incredibly intelligent.”

Cameron Riel
Min-ji Shim at Chung-Ang University
Min-ji Shim

Khan and Riel’s counterpart at Chung-Ang University, Min-ji Shim, said the project offered an opportunity to learn from York students and jointly consider policy solutions in both Canada and Korea. “There are not many opportunities to work with Canadian students, so this was a precious endeavour,” said Shim.

Students of different backgrounds living in different time zones had a chance to enhance their skills and knowledge with teamwork, said Lee, “which I believe is essential in this global, digital era. The collaboration of classes from Korea and Canada was an excellent experience for my students and myself.”

The students that prepared the best multi-media projects were awarded with gift cards courtesy of the Korean Office of Research and Education at York University, which is funded by the Academy of Korean Studies and which provided support for the collaboration. Students were also presented with certificates of participation to confirm their successful completion of an international collaborative team project.

“Working across cultures is demanding but wonderful preparation for a world, and a job market, that in increasingly interconnected,” said Klassen. “I’m so impressed with how much the students from both universities learned.”

Workshop series brings SDGs to forefront of teaching and learning

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A series of one-hour workshops at York University will launch in the new year and share ways in which educators can infuse the United Nations Sustainable Development Goals (UN SGDs) into teaching and learning.

Co-developed by York’s Teaching Commons and SDGs-in-the-Classroom Curricular Innovation Hub, The Sustainable Development Goals in Teaching and Learning series launches Jan. 25, 2023 and presents five online workshops.

UN SDG wheel with the 17 SDGs

The series explores how educators might speak to the SDGs through curriculum, teaching practices, course design and assessments. The outcomes are developed to raise awareness of the importance of sustainable development and prepare students with the knowledge, skills and attributes to tackle the world’s greatest challenges.

The workshops, which run from 10 to 11 a.m., are:

The Sustainable Development Goals (SDGs)-in-the-Classroom Curricular Innovation Hub is part of the SDG Teach In, a campaign to put the SDGs at the centre of all stages of education, and across all disciplines. The SDG Teach In, hosted by Students Organizing for Sustainability United Kingdom (SOS-UK), is a student-led education charity focusing on sustainability with a belief that change is urgently needed to tackle the injustices and unsustainability in our world.

The 2023 campaign will run from March 1 to 31, 2023, and encourages educators to pledge to include the SDGs within their teaching, learning and assessment during the campaign and beyond. Educators can pledge to take part now via the SDG Teach in pledge form

York University introduces experiential learning opportunities for Italian studies students

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Samia Tawwab, a professor of Italian studies, brought hands-on learning opportunities to students thanks to the Faculty of Liberal Arts & Professional Studies’ Experiential Education (EE) Fund.

This autumn, students enrolled in Media and the Idea of Italy (AP/IT3775 6.0) and The Italian Short Story (AP/IT 3371 3.0) embarked on a series of field trips that saw them studying traditional calligraphy techniques, printing by way of a replica Gutenberg press and undergoing operatic vocal training.

Italian studies student Madeline learning calligraphy
Italian studies student at calligraphy workshop

Media and the Idea of Italy examines the role of media in the development of the Italian language by investigating the impact of media on the standardization and dissemination of the language across time. A major turning point on this path is the evolution from manuscript to printed text culture heralded by the invention of Gutenberg printing press.

On Oct. 20, students of this course – together with Tawwab – attended “Be Bold, Be Italic: Hands on ‘La Operina,’ exploring Italian Calligraphy,” a workshop where participants were provided with quills, ink and paper and taught a centuries-old technique by Italian amanuenses, calligraphers from the Scriptorium Foroiuliense in San Daniele, Italy.

The students experienced the painstaking work of cancelleresca handwriting, the Papal Chancery’s calligraphy, now referred to as italic. This experience was integral in informing the students’ awareness of the arduous and costly process of manuscript copying, which limited the production of texts and access to reading, and to knowledge in general, to a small percentage of elites in Medieval Italian society. Within the course theme, considerable attention is dedicated to the continuous use of Latin in manuscript writing for centuries, a process that fostered a separation of two linguistic codes, written Latin and various spoken vernaculars within the region known as Italy today.

On Nov. 3, in collaboration with Tawwab and St. Michael’s College at the University of Toronto, Associate Professor Paolo Granata, Media and the Idea of Italy course coordinator, facilitated an in-person presentation which showed students models of movable characters of wood, metal, and modern 3D reproductions. He illustrated the process of creating a page with movable characters using a modern replica of the Gutenberg printing press. Granata then demonstrated how the constructed page would pass through an inking procedure before being hard-pressed between the press’ plates. Students noted how the laborious process required not only mastery of technique but also physical strength to operate the equipment.

York U Professor Granata with handset typeface for printing press
Professor Paolo Granata with hand-set typeface for printing press

“Along with the immense amount of manual labour you would have to use to press ink into the page, it took tremendous amounts of skill to put the moveable type together, as it would have to be put in backwards,” said Marcus Evangelista, an undergraduate student in Italian studies. “This is where the phrase ‘get your p’s and q’s together comes from’.”

The invention of the printing press played a central role in the development of the Italian language, underscoring the imperative to determine which of the many pre-existing vernaculars would have to undergo standardization to become the language of the printed text, as well as the language that would facilitate a political unification so aspired to by the intellectuals of the time. The Italian language has undertaken a uniquely slow process of development before it reached its national form. Even if the political unification of Italy was achieved in 1861, it was not until media, such as the newspaper, cinema, radio and television spread the standardized Italian language that Italian reached its current form.

The EE fund will also enable students to view a live performance of an Italian opera this winter. This essential Italian art form acted as a vehicle to spread the Italian language beyond its home country, as the de-facto language of opera.

Additional experiential learning initiatives benefitted students of The Italian Short Story thanks to the Istituto Italiano di Cultura and The Columbus Center, which fully funded the work of acclaimed Italian international theatre director Gianluca Barbadori. Students were able to participate in Barbadori’s professional voice training and performance storytelling workshops on Oct. 22. Barbadori later delivered a workshop, on Oct. 24, to the students of The Italian Short Story as well as those of intermediate and advanced Italian language courses, on Italian pronunciation, enunciation, intonation and voice projection in storytelling.

The Italian Studies program has plans to offer a course on Italian for professional purposes, a combination of training in different registers of Italian in the classroom and a community-based learning experience to enable students to master Italian in the workplace.

York professor co-creates digital learning platform to destigmatize dementia

Two people sitting on floor, one with laptop, one with workbook

A team of researchers has launched a digital learning platform to guide learners through an immersive experience to inspire alternative ways of thinking on dementia.

The digital learning resource, called Dementia in New Light: A Digital Learning Experience, invites users to explore ideas around dementia through a cinematic display of audio and visuals.

Christine Jonas-Simpson
Christine Jonas-Simpson

Created by Christine Jonas-Simpson (York University), Pia Kontos (KITE Research Institute, Toronto Rehabilitation Institute – University Health Network; University of Toronto), Sherry Dupuis (University of Waterloo), Julia Gray (University of Toronto Scarborough), Alisa Grigorovich (Brock University), Romeo Colobong (KITE Research Institute, Toronto Rehabilitation Institute – University Health Network), the website seeks to destigmatize dementia by creating emotional connections to new ideas and perspectives.

The team was recently recognized with the 2022 Canadian Institutes of Health Research (CIHR) Institute of Aging Betty Havens Prize for Knowledge Mobilization in Aging, in part due to this project. Dementia in New Light also received the 2022 University Health Network Local Impact Award for Technology & Innovation.

Learners will explore an immersive experience that will help them to see the complexity of identities and relationships, the harms imposed by stigmas, the possibilities for fostering a society that values people living with dementia, and more.

“People living with dementia are often misunderstood and stigmatized,” says Jonas-Simpson, a York University Faculty of Health, School of Nursing professor. “Stigma creates social isolation, exclusion, and inequality, which diminishes the health, well-being and quality of life of persons and families living with dementia. Our digital learning experience challenges stigma, while engaging learners in different ways of thinking about dementia – inspiring a world where everyone can thrive.”

The new website uses scenes from Cracked: New Light on Dementia, a film that presents qualitative research on persons living with dementia, family care partners and health-care practitioners and was co-created by a team including Jonas-Simpson and York University Professor Gail Mitchell.

Dementia in New Light logo
The digital learning resource, called Dementia in New Light: A Digital Learning Experience, invites users to explore ideas around dementia through a cinematic display of audio and visuals

York University master of nursing student Miao-Ying Huang is impressed with the online tool.

“I am really appreciating the highlighted themes – relationships, stigma, identity, current culture of dementia care, and possibilities. These are all very important concepts to explore if we are to re-imagine dementia.”

Huang says what stands out is how “the fractals and interconnectivity of themes are so beautifully represented.”

The development of the digital learning experience began in February 2019 – with funding from the Waugh Family Foundation – and was completed in July 2022.

“Our process was inclusive of the perspectives, goals, interests of people living with dementia, family carers, practitioners, educators and youth. They were collaborators in the development of the curriculum and design,” said Kontos.

Jonas-Simpson hopes educators in York’s School of Nursing, as well those in other disciplines, will use the digital learning experience as a key resource and teaching tool when engaging students in thinking about dementia through a critical and relational lens.

Learn more by watching this trailer for the website.

York English language educator earns award of excellence

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David Hazell, of the York University English Language Institute (YUELI), is the recipient of the Sparks of Excellence Award from the Teachers of English as a Second Language Association of Ontario (TESL).

Hazell has been an English language educator since 2003, and has an MA TESOL from University College London.

The award, granted this year to two recipients, recognizes the “excellence and commitment of TESL Ontario members who provide outstanding educational experiences to their students or who demonstrate exceptional leadership/mentoring expertise towards their colleagues and student teachers in a manner that goes above and beyond the day to day duties of their job.”

David Hazell

Hazell joined York in 2021 and is the program manager of English for academic purposes at YUELI, where he manages the academic program assisting international students in their pathway to degree programs at York University. He is also responsible for the short-term immersion programs as well as customized programs.

This role has provided Hazell with exciting new challenges and opportunities to develop by working with diverse student groups and in areas such as program development.

“It’s a real honour to receive the award. I count myself as lucky to have learned so much from my students and colleagues over the years, and I have been inspired by so many people in the TESOL field along the way,” said Hazell. “At York University English Language Institute, the team works every day to provide our learners with positive, authentic and memorable learning experiences, so this award is really a recognition of what we have all achieved over the last year or two.”

Hazell began his teaching journey in the U.K., teaching in language schools in Brighton and London. In 2004, he moved to Japan where he taught in Kyoto and around the Kansai region. He enjoyed living in Japan and stayed for five years teaching business English and test prep classes.

In 2009, Hazell arrived in Canada and began working in private language schools in Toronto. He began working as an ESL teacher at the English School of Canada in 2010 before moving into the role of director of studies at the school in 2012. In this role, he managed a team of teachers and the day-to-day running of the school. He oversaw teacher hiring and training, program and class scheduling, continuous professional development, and curriculum development. Working with teachers with a range of experience levels, he particularly enjoyed working with novice language teachers and supporting them through the early stages of their career.

Hazell served on the TESL Ontario Board of Directors from 2015-21. He was Chair, vice-Chair and treasurer during his two terms on the board. He also served as Chair of the TESL Ontario Private Sector Committee from 2017-20. His time on the board was a wonderful and inspiring learning period, he says, during which he was lucky to collaborate with many inspirational individuals working and volunteering for the organization.

York University students speak about international study and work opportunities

Earth at night was holding in human hands. Earth day. Energy saving concept, Elements of this image furnished by NASA

Students reflect on the meaning and depth of their experiences studying and working abroad during an in-person Global Learning Fair. The application deadline for the next cycle of international opportunities for students is Jan. 23, 2023.

By Elaine Smith

 “‘Explore, Engage and Experience’ is the message our Global Learning Fairs aim to convey to students,” said Ashley Laracy, associate director of global learning for York International (YI). “Since we recently held our first in-person fair since the pandemic lockdown, we want to make students aware of the opportunities that abound. We hope that this will spur them to begin their applications, submit them by the Jan. 23 deadline and prepare to study or work abroad in the 2023-24 academic year.”

Above, from left: Exchange Student Tazamin Cleary, Northumbria University, New Castle, UK, Claudio Klaus - International Visiting Research Trainee from Brazil, and Chenyang Yue - York International work/study student and Global Leaders of York Science Volunteer
Above, from left: Exchange Student Tazamin Cleary, Northumbria University, New Castle, UK, Claudio Klaus – International Visiting Research Trainee from Brazil, and Chenyang Yue – York International work/study student and Global Leaders of York Science Volunteer

The in-person Global Learning Fair featured a number of York student exchange programs, some of York’s exchange partners, summer abroad programs and internship opportunities, and current and former exchange students eager to share their excitement about the experience. Representatives from the Faculties of Environmental and Urban Change, Liberal Arts & Professional Studies, and Science also took part.

The event held at Vari Hall was followed by two virtual sessions to link students with program and university representatives based around the globe. Laracy noted that YI has funding available for students who are interested in traveling abroad to off set the cost of participation.

Studying abroad is beneficial to students in a number of ways, Laracy added.

“Our world has become increasingly global, and students who take advantage of study abroad opportunities experience this first hand,” she said. “Spending time in another culture allows them to experience and understand different perspectives on the world, gain skills for the global workplace and increase their employability, since global experience is always desirable. In addition, they may experience a different education system, make friends from different cultures and learn to navigate their way through a new locale. It is an enriching experience, both personally and professionally.”

Farzana Rohit calls her 2022 summer study abroad course in Greece “the best experience in my life so far.”

The fourth-year student went abroad for Greece: A Modern History and can’t say enough good things about the course and the trip, enthusiasm both she and fellow student Simon Younan shared this month with interested students the in-person Global Learning Fair. “I wanted to do something different and it was the best decision I ever made,” said Rohit, a philosophy major.

The students had classes at York University for two weeks, then embarked on the trip, which had a packed agenda.

“It was experiential learning, visiting historical sites and museums and immersing ourselves in Greek culture,” she said. “Every day, it was as if we were in an alternate universe. It was a once-in-a-lifetime experience.”

In Summer 2023, there are more than 20 YorkU courses and programs that students can explore and choose from. Faculties, in collaboration and with the support of York International, offer immersive education experiences in Colombia, Czechia, Ecuador, Greece, Ireland, Israel, Italy, Mexico, the United Kingdom, the United States and in the Las Nubes EcoCampus Costa Rica, among others. Led by faculty members from across York University, these programs allow students to study in a different country for several weeks with a group of their known peers and no credit transfer is required.

Ritwika Gupta - International Partnerships Manager (Study Abroad) - Brunel University London
Ritwika Gupta – International Partnerships Manager (Study Abroad) – Brunel University London

Ritwika Gupta represented Brunel University, located in London, England, at the fair. She said the university is best known for its medical school for international students and for its sport science program.

“We are a new partnership with York,” she said. “We have three York exchange students this year and the interest will only grow. We want to hear accents from all over the world on our campus.”

Ontario Universities International is a provincial program that provides students with the opportunity for exchanges with universities in the German state of Baden-Württemberg (OBW) and the French Rhône-Alpes (ORA) region.

“Our program is supported by provincial funding and there are scholarships up to $3,500 available for all York University students,” said Agnes Poleszczuk, the program’s York-based co-ordinator and an alumna of the program herself. Students can study for a semester, undertake a research project, or learn a language during the summer at one of the programs’ partner institutions.

Exchange student Mathilde El Ogb is spending a year at York University as part of her bilingual bachelor’s degree program in history at the University of Toulouse in France and was eager to share her enthusiasm for student exchange programs.

“I’m very glad to be here because it is an opportunity to take courses that they don’t have at my university,” said El Ogb, who has classes in 20th century Canada and Latin American history this semester. “I’ve made a lot of great friends and it’s cool to be surrounded by such a big landscape.”

Kaitlyn Celentano, a second-year York media arts student, is exploring opportunities for studying abroad.

“I always wanted to do this; it’s super cool to be able to travel through school,” Celentano said. “Film is a very global business and there’s history about the way film is being made in different places, so you can see what goes on. I’m looking at places where English is the main language; there is a huge film business in the United Kingdom, for example.”

During the online sessions, students had the opportunity to dig deeper into the opportunities at many individual schools worldwide.

Malmö University in Sweden is a new York University partner institution, said Maria Pihel, the university’s international co-ordinator.

“We’re here to recruit more interest,” Pihel said. “Our main educational programs are professional, so it’s harder to find matches, so we are also looking at internships and placements to give students international experience in different ways.”

Laracy of York International noted, “With more than 300 global partners worldwide, I am confident that we have a program for all York University students.”

She encourages students to explore stepping outside of their comfort zone, engage in one of York’s global learning programs and gain skills through the experience that will set them apart from their peers on the job market.

Schulich partners in the new University Pathways Program for Black students

Black male looking at laptop screen

The Schulich School of Business at York University is participating in the launch of a new program as part of a Tri-Business School Collective to create university pathways for Black high school students.

The program, which is a collaboration between Schulich, the Ivey Business School at Western University and the Smith School of Business at Queen’s University, gives students a greater understanding of academic options and opportunities for careers in business and other areas following graduation, while supporting them financially to pursue an undergraduate business education.

Currently, the University Pathways Program is only open to Grade 11 high school students in the Greater Toronto Area. Participants are selected through an application process and the program is free of charge.

The program starts in January and runs throughout the year with a break in July and August. The core of the program consists of online workshops every two weeks, with an in-person gathering in February.

The program includes pairing students with university mentors, university campus visits during the summer, academic planning, leadership skills development and experiential learning through “day in the life” placements with corporate partners.

The University Pathways Program will provide financial support ranging from tuition assistance to full scholarships to students who complete the program and go on to post-secondary education at one of the three business schools.

The deadline to apply is Dec. 11.

To learn more, visit https://smith.queensu.ca/university-pathways/.

Lassonde’s k2i academy introduces teacher resources for de-streaming Grade 9 science in Ontario

Two Female Students Building Machine In Science Robotics Or Engineering Class

Earlier this year, the Ontario Ministry of Education released the new Grade 9 de-streamed science curriculum. The k2i academy at the Lassonde School of Engineering was selected by the Ontario Ministry of Education to develop classroom-ready resources to support teachers across Ontario. After months of work, the new resource is now available.

The k2i academy team has been working alongside publicly funded school boards to implement innovative programs that seek to dismantle systemic barriers to opportunities in science, technology, engineering and mathematics (STEM). The Ontario de-streamed Grade 9 science curriculum has connections to skills in engineering design and coding.

This brand-new teacher resource, now available online, provides recommendations for implementing this curriculum. Thanks to this resource, teachers will be able to provide students with more opportunities to learn about the many possibilities in STEM and STEM-related fields, helping them make more informed decisions about their future. De-streaming Grade 9 and integrating STEM learning into the curriculum is also crucial to support human rights, equity, diversity and inclusion in Ontario education.

Jane Goodyer
Jane Goodyer

“As an engineering and science school, we’re well equipped to share the latest skills and knowledge in many areas that can be integrated into teacher resources, building on the expertise of our K12 education sector partners,” says Jane Goodyer, dean of the Lassonde School of Engineering. “Ontario’s new curriculum includes engineering design and coding, focusing on STEM careers and pathways, to encourage students to become scientifically literate global citizens. We’re very excited to work alongside K12 educators and system leaders in ‘Bringing STEM to Life.’”

These new resources were created for all educators in Ontario, covering 72 publicly funded school boards, 10 school authorities (including four geographically isolated boards and six hospital-based school authorities), one provincial schools authority and one consortium. More than 42,000 high school teachers will now have access to these resources, benefitting nearly 150,000 students in Grade 9.

The resource website provides a guided experience for educators that highlights the importance of inclusive practices that engage all learners in the classroom. It contains recommendations and connections to Ontario’s curriculum policies and provides an integrated experience that enables educators to customize the tools and resources for their professional needs. The website also provides recommendations for ensuring that program design includes considerations in equity, diversity and inclusion and student-centred approaches to design. Inclusive learning environments enable all learners to see themselves in the curriculum.

“We are excited to release a resource that was created with collaborators with a commitment to continuous improvement,” says Lisa Cole, director of programming at the k2i academy. “We are curious about how this resource will evolve as we work across Ontario to inspire our future innovators, creators and problem solvers. At k2i academy, we strongly believe that we design with people and hope to continue to model this iterative process alongside educators in Ontario.”

K2i academy Lisa Cole
Lisa Cole

In total, five activities will be released throughout the next few months by the k2i academy. These activities have been designed to be interdisciplinary, where STEM skills, careers and connections are introduced and integrated throughout. The Earth and Space Strand in Space Exploration activity provides an exciting interdisciplinary context to explore concepts in physics, chemistry and biology. It is a thrilling time in space exploration in Canada with recent announcements on space missions by the Canadian Space Agency (CSA) including the Lunar Gateway led by NASA, and the Canadian HAWC (High-altitude Aerosols, Water vapour and Clouds) mission to help predict climate change.

The teacher resource will provide connections to real-world problems, profile the work of diverse STEM professionals, and inspire students to create solutions to the United Nations Sustainable Development Goals (UN SDGs). The activities include hands-on learning using electronics and Micro:bit to integrate engineering design, coding and digital literacies within the program.

A collaborative approach was used to develop the resources. The k2i team worked closely with Bryan Bellefeuille, high school mathematics and Ojibwe language teacher in the Algoma District School Board, to build opportunities for deep collaboration with Indigenous communities. k2i academy Program Officer Vanessa Ironside also worked closely with Grade 9 and 10 science teachers during the 2021-22 school year to test a variety of activities within the classroom, which helped inform the development of these resources.

“The activities were designed in collaboration with educators to provide a student-centred learning experience in science,” says Ironside. “Students can use their own interests and passions to solve real-world problems in a way that connects with them. This provides a space to welcome student experience and identity into the work.”

By using this new teacher resource developed by the k2i academy team, classrooms can become inclusive learning spaces where all students can engage in science. Engineering design, coding, scientific research and scientific experimentation will happen through hands-on learning experiences in the classroom.

In addition to providing these brand-new resources, k2i academy is working with partner school boards to offer additional professional learning for educators.

Learn more about the k2i academy. View teacher resources on the Lassonde website.

Students study Netherlands and European Union first-hand

By Elaine Smith

When you’re learning about the political, social and economic transformations in the European Union (EU), where better to do it than in the heart of the EU itself? A group of York University students had that chance as part of a study abroad experience.

Professor Willem Maas story image for Innovatus story on his EU course
Willem Maas

For the first time since the start of the pandemic, students in Glendon Professor Willem Maas’ course, The Netherlands and Europeanization, were able to learn about the Netherlands and the EU first-hand with the return of study abroad at York University.

“Having taught this course twice in virtual format, it was a welcome challenge to make it come together in person, and I’m very grateful to the many guest speakers who spoke with the class, and the many institutions we were able to visit,” said Maas. “Real, on-the-ground international experience is invaluable for students and is a completely different experience from classroom-based learning.”

The summer course, a three-week class that took students around the Netherlands and into Belgium and Luxembourg with a brief foray across the border into Germany, offered them an in-depth look into the workings of what Maas calls a “middle power” in the EU as a case study of this regional government that came into being after the Second World War.

“This intensive summer abroad course helps students understand political, social and economic transformations in the European Union through site visits, interviews and meetings,” Maas said.

The class was constantly on the move, starting off the course in the Dutch administrative capital, the Hague, and ending it in Amsterdam, with visits to Brussels, Luxembourg, Nijmegen and Rotterdam in between. The group visited a variety of institutions including the Dutch parliament, the International Court of Justice and other courts in the Hague and Luxembourg, several universities, the European Parliament and the European Commission. They met politicians, academics and diplomats who gave them personal insights into the workings of the EU and the roles they played.

In addition, there were opportunities to absorb history, business and culture: for example, Roman ruins, a Canadian war cemetery, the port of Rotterdam, and the Rijksmuseum, home to many renowned Dutch paintings by Rembrandt, Vermeer and others.

Ed Leurebourg, an international studies student, also found the course very meaningful and was appreciative of the experiential education opportunity.

“The insights and experiences gained through this time will last me a lifetime,” Leurebourg said. “We saw everything from national to interstate parliaments. We met with diplomats of all levels and career public servants doing an earnest job serving their country or the EU. We visited museums and institutions that showed us the importance of a union such as this one, and got to see what a world without it could resemble.

“In just a month, this course managed to give me the real-life perspective I have been missing.”

Maria D’Aguanno, who recently graduated with a BA in children, childhood and youth studies, said, “It was eye-opening for me.”

D’Aguanno registered for the course simply as a way to fill a necessary social science requirement, but came away with both new knowledge and a rich experience.

“I enjoyed every moment, even though I had no background in political science. It sounded interesting and it was hands-on. I learned about what the EU does, not only for Europe, but for Canada and the rest of the world; things I wouldn’t have known.”

One of the highlights for her was a virtual conversation with Dutch teachers where she had the opportunity to compare the Canadian and Dutch education systems and learn about how the Netherlands handled education during the pandemic.

“It made me think about how we could all come together to make learning more equitable and how I, as an educator, can assist parents and children who have limited resources.”

Of course, the class didn’t land in the Netherlands without any knowledge of the country. The course required them to do a number of readings and analyses prior to their travels and reflections both during and after the trip.

“I’d like my students to gain an empirical understanding and theoretical grounding to analyze developments and ideas related to the EU and European integration,” said Maas.

In addition to the body of subject knowledge the students gained, they also reaped other benefits.

“There were small things that meant a lot,” D’Aguanno said. “When you immerse yourself in a culture, it changes the way you see things. Interacting with the locals, I felt like part of the community, and I learned a lot through social interactions. You grow as an individual.

“You also need to start being more independent; you have to do things for yourself; there’s no one to do it for you. I recommend that everyone take advantage of at least one study abroad opportunity. You learn more than you will ever imagine and it stays with you.”

The Netherlands Summer Course will be offered again in 2024. For information on abroad courses offered this coming summer 2023, visit https://yorkinternational.yorku.ca/go-global/summer-abroad/.