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Department of Science, Technology & Society new courses foster discovery, expand career pathways

Interplay of abstract geometry structure and numbers on subject of computing, virtual reality and education.

By Angela Ward

One of the newest courses, Science, Technology and Racial Social Justice (STS 2333), was created last year, with the first course to be offered in the Winter 2024 term. The course was built following York’s University Academic Plan (UAP), the Faculty of Science strategic plan and an equity, diversity and inclusivity (EDI) curriculum, which is an important part of the STS program.

Vera Pavri
Vera Pavri

“We are such a uniquely situated department, with an opportunity to speak about the relationships between science, technology and society in the Faculty of Science,” said Chair of the Department of STS Vera Pavri. “We’re also the only program in Canada housed in a science Faculty able to do so.”

There has been growing enthusiasm for this type of STS program because it’s not only accessible to both science and non-science students, but it also tackles critical social issues, including themes of ethics, sustainability and EDI, among other topics. There are two EDI courses currently offered: Exploring Gender in Science, Technology, Engineering and Mathematics (STEM), and Science, Technology and Racial Social Justice (STS 2222 and STS 2333). Both courses highlight EDI, science and technology content to science and non-science majors. Covering topics such as EDI in science enhances a student’s learning experience, especially for science students unfamiliar with these topics.

“Students studying science might be interested in these issues but might not have had the opportunity to explore them before,” Pavri noted. “Now they can minor or even major in STS and be exposed to this type of curriculum, so it’s exciting.”

A part of the program reform was to offer interesting content that would be relevant to students’ degrees. While STS courses are pertinent to science students, they are also advantageous to students in other disciplines from the Faculty of Liberal Arts & Professional Studies and the School of the Arts, Media, Performance & Design, who are studying in science- or technology-related fields. The STS program helps students distinguish their degrees.

“Rather than graduating with just a degree in science, students are enhancing their critical thinking and communication skills, which are highly valued by employers. STS courses such as Introduction to Science, Technology and Society (STS 1411) also provide important content and experiential education opportunities,” said Pavri.

Introduction to Science, Technology and Society shows students the reasons why STS matters, before introducing them to the theories of STS. In reforming the program, one of the department’s main goals was to help its students see the connection of STS to their real-life activities. This relevance is also emphasized through the STS website and in promotional materials, highlighting the different study and career pathways students can take.

The STS program also allows for a uniquely tailored learning experience. A student can combine their minor with another discipline or switch to a major in STS. In this way, the program is also a great pathway for individuals without a background in science or technology, who may be hesitant to explore scientific and technological issues. Bringing together non-STEM and STEM students creates “a diverse and interesting classroom in which people can draw on knowledge – not just from the professors but from each other,” Pavri said.

The Division of Natural Science, housed within the Department of STS, but distinct from the STS program, allows non-science students to explore the sciences. Their first field course, Plants in the City (NATS 1665) will be offered in Summer 2023 term, and will provide students with an experiential education opportunity as they discover urban ecosystems at York.

“Plants in the City is intended to help reduce plant blindness. We’re moving around in a green world and yet people on average can identify far fewer organisms, particularly plants, than in previous generations,” said Robin Marushia, the creator of the course and an assistant professor (teaching stream) in the Division of Natural Science. She adds there is also a strong need among city dwellers to know more about ecology.

Robin Marushia
Robin Marushia

Marushia said, “The Keele Campus offers opportunities in identifying common plant species, looking at different types of ecosystems and learning about the ecosystem functions, which green spaces provide in urban landscapes.” Like STS, natural science also aims to increase public knowledge about science, creating more active and engaged citizens.  

The STS program furthers the study of science with many career possibilities. Individuals interested in computer or program design taking STS courses will become more aware of issues such as persuasive technologies or technology addiction. For those interested in pursuing government or public health, this program also helps in understanding topics like policy frameworks, pharmaceutical regulation and consulting. Non-traditional pathways, such as social and green entrepreneurship are emerging as well.

 “As an example, a biology student who wants to get into medical school can distinguish their degree by minoring in STS. In interviews with universities, this gives them an opportunity to speak about the communication skills they’ve developed,” said Pavri. “Their ability to communicate with individuals who are skeptical or afraid of science is especially important in a post-COVID world.”

In fact, addressing anti-science movements was another aim of the STS program. STS courses educate students about misinformation and disinformation surrounding issues in science and technology, whether it be related to vaccines, climate change or artificial intelligence. Pavri thinks of STS students as “future ambassadors, equipped to educate others about why so much misinformation exists while tackling distrust of science through strategic communications, aimed at understanding and engaging with these audiences.”

With the backlash against the scientific community, especially during the COVID-19 pandemic, it has been noted in the STEM field that sharing only the facts and relevant data is not enough. Data can be misconstrued or manipulated, but strategic communications help those in STEM understand these communities so that they can provide more effective and impactful awareness of science.  

Being the only STS program in Canada to offer a major or a minor in the Faculty of Science, it is also distinct in that it focuses on three core areas: seeing science and technology in action; standing for science; and learning about science, technology and social justice.

“One of the elements of our program that appeals to students is that an STS degree allows them to better communicate the real-life impact and social repercussions that science and technology have on groups in society,” said Parvri. “We also talk about the idea of standing up for science and how an STS degree helps students understand anti-STEM movements. Finally, we have a focus on EDI, which offers students the opportunity to examine EDI in a unique way through explorations of past and present issues, and local, national and international controversies in science and technology.”

2+3 = A great opportunity for international students at the Faculty of Science

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

By Elaine Smith

Organizers of one of the Faculty of Science’s best kept secrets, the 2+2/2+3 Undergraduate International Collaboration Education Programs, anticipate exponential growth, thanks to recent agreements signed with five international partners.

The 2+2/2+3 program is an initiative that allows students from participating universities to spend their first two years of post-secondary education at their home university and the last two or three years of their degree program at York University. Once they complete their degree requirements, they graduate from York with a BA or a BSc degree.

Hugo Chen
Hugo Chen

“The program allows students from abroad to internationalize their degrees in a more affordable way, since they only spend two or three years studying in Canada, rather than their entire undergraduate career,” said Hugo Chen, director of international collaborations and partnerships for the Faculty of Science. “While they are here, they have more career development options and job opportunities and have North American work experience to put on their resumes.”

The 2+2/2+3 program began on a small scale about 18 months ago, but new partnerships and a recruitment effort are expected to yield larger numbers during the coming years. There is market demand across North America for such programs, called transactional education, said Chen, a type of program that is found at numerous institutions, but is more common in business schools than in science. The Faculty of Science identified a demand and acted upon it. Within the past year, they have negotiated the five agreements with international partners, with more likely to follow.

“We receive requests from partner institutions who see the potential benefit from their students,” said Chen. “They also want to partner with well-known institutions.”

Current partners are:

  • Central University of Finance and Economics, School of Insurance (China);
  • Nantong University (China);
  • Shandong University (China);
  • Sunway University (Malaysia); and
  • Xi’an Jiaotong University Suzhou Academy (China).

Incoming students who are accepted by York are eligible for programs in actuarial science, biomedical science, applied mathematics and statistics. Up to two years’ worth of credits are eligible for transfer. They pay tuition to York for only the two or three years of study here, making it more economical for them than spending four or five years as an international student, while still providing them the same credential.

Xinyu Wang took part in the program after completing two years at Shandong University. He currently works as a sales analyst for Huawei in Shenzhen, China.

Xinyu Wang
Xinyu Wang

“I chose York because of its location in Toronto – a large, modern city – and the University has lots of well-known professors to learn from and many Chinese students,” said Wang. “I knew York was good in math and I wanted to get a different view of the world, too.”

He discovered that York University offered him not only theory, but hands-on skills, such as programming. Wang also worked part time and obtained international experience to add to his resume. He also found himself interested in education and remained in Toronto to pursue a master’s degree.

“Studying in another country can change your life,” said Wang. “You meet professors and make friends. It’s not only studying, but student life and work experience. There are lots of choices of things in which you can participate. I have lots of good memories.”

Chen anticipates that more than 100 new students from these partnerships will join York’s Faculty of Science in the Fall 2023 term. As they prepare for life at York, they have access to the services available to all international students.

“Internationalization is part of the Faculty of Science’s strategic plan, as well as York University’s Academic Plan,” he said, “and this begins a new chapter.”

Course for non-science majors focuses on understanding how everyday materials work

Three students stand in a lab and hold items that they will use for an experiment

By Elaine Smith

Mysteries of Everyday Materials is an intriguing course offered by the Faculty of Science that teaches students about materials such as sunscreen and non-stick coatings.

Stephanie Domenikos

Ever since Ravinder Singh took the Faculty of Science course Mysteries of Everyday Materials (NATS1830), taught by Stephanie Domenikos, he has been a strong believer in wearing sunscreen.

“I was never big on sunscreen, but we looked at different brands with different SPF levels under ultraviolet lamps in the lab,” said Singh, a recent York University graduate who works for BDO Canada as a tax accountant. “It really opened my eyes; I realized it actually mattered to my skin.”

That’s exactly the impact Domenikos, an assistant professor and environmental chemist, hopes to have on the students in her course.

“This is a science course for non-science majors and it teaches the students how everyday materials work,” said Domenikos. “I try to give my students enough of a science background to allow them to answer life’s simpler questions. It’s also a great opportunity to get non-science students into a lab setting.”

The course, which was previously delivered solely as a lecture, hadn’t been offered for a while, but when Domenikos joined York in 2018, she overhauled it to include lab experiments. Then came the pandemic, and she was reduced to doing demonstrations on Zoom for her students, which “is not the same experience.” This year, students are back in the laboratory.

“At first, students were intimidated by the word ‘lab,’” Domenikos noted. “Many of them actively avoided science in high school and found it daunting to have labs, but they realized that it isn’t complicated; it’s just an opportunity to apply what they’ve learned in lecture and to use their hands. They began to enjoy it, said they felt like scientists and were proud of themselves.”

Singh was initially intimidated by the prospect, but quickly changed his mind.

“I had just transferred to York from Sheridan College and this was my first class,” he said. “I took it just because there was a science requirement. I didn’t remember anything about chemistry from high school, but Stephanie told us she would teach us everything from scratch. I’m so lucky, because she was a great professor.”

There are 10 lab periods in the two-semester course and the students work with the same partner throughout. The experiments they conduct complement the lectures Domenikos delivers in class. The lectures explore questions such as how batteries work, how fireworks get their colours, how soap cleans hands and how gasoline engines work.

The battery lecture, for example, is followed by a lab where students create their own batteries from wire and various solutions. They also test the conductivity of various foods, such as tomatoes and lemons, to see if these items allow electricity to pass through them.   

Singh fondly remembers measuring the amount of fat in potato chips, causing him to realize that “I really shouldn’t be eating these things.

“We discussed Advil and ibuprofen and what they actually do to stop pain; how non-stick cooking pans work; and how microwaves operate – little things you never think about.” 

Domenikos says the labs allow them to see the application of the lectures and the experience “stays with them. It worked really well to change their mindset. A lot of my students come into the course with a ‘hate science’ mentality.” She believes science knowledge is important no matter what career path her students are pursuing.

“This is our next generation. They will be our voters and our policymakers. An understanding of science will help them make more informed decisions. York wants to produce well-rounded students who can be active participants in society.”                                                                      

Black Star Collective Gala supports York’s Ghanaian PhD candidates

Med Student / doctor / nurse holding heart-shaped stethoscope

The Black Star Gala, organized by a collective of Toronto-based philanthropists of African descent, will help fund scholarships for York University’s Ghanaian nursing PhD candidates. The event takes place Nov. 18.

York’s ASCEND program will be showcased on the gala’s red carpet for the benefit of West Africa’s future leaders in doctoral nursing education.

ASCEND stands for “Advancing Scholarship and Capacity for Emerging Nursing Doctorates” and is a transformational partnership between York University and the University for Health and Allied Sciences (UHAS) in Ghana. ASCEND helps expand the capacity, quality and scope of nursing education programs in both Ghana and Canada, thereby enabling the advancement of prospective nursing scholars. 

Faculty from UHAS will earn their nursing PhD at York University, then – following their doctoral courses – develop and lead nursing-related research programs in Ghana, pursuing sustainable approaches to strengthen both higher education and health systems in West Africa. This partnership helps ensure nursing faculty at UHAS have the advanced credentials and experience needed to enhance the education of the more than 300 nurses and midwives graduating from their programs each year.

York’s ASCEND program is a global partnership focusing on good health and well-being, bringing Ghanaian and Canadian communities together to address the challenges and changing demands for nursing services globally.

The Black Star Collective recognizes the profound impact that the ASCEND program will have for the health of Ghanaians for many years to come. The group celebrates Ghanaian identity and culture within the African diaspora of Toronto by unifying all its members towards a common purpose to elevate the quality of life in Ghana.

The Black Star Gala, of which York University was named this year’s beneficiary, begins Nov. 18 at 5 p.m. at the Mississauga Convention Centre.

Click here for more info and to reserve tickets.

York tapped to enhance China’s international outreach on climate change

A woman signing a document

With the signing of a new international professional development agreement, the Asian Business and Management Program (ABMP) at York University just launched a five-year virtual program to train officials from the China Council for International Cooperation on Environment and Development (CCICED) Secretariat.

“After a nearly three-year hiatus due to the global pandemic and complex political environment, ABMP is again engaging with officials from China and fostering cooperative relationships between Canada and China, Bernie Frolic, professor emeritus and the executive director of ABMP, said.

Zoom meeting in background, two people's hands holding a small globe in foreground
The Asian Business and Management Program at York University just launched a five-year virtual program to train officials from the China Council for International Cooperation on Environment and Development (CCICED) Secretariat

ABMP is a unit of the York Centre for Asian Research and is Canada’s largest university-based, non-degree customized training provider for Chinese government officials. Over its 20-year history, it has trained more than 10,000 officials, educators and students from a number of Asian countries. Programs equip participants with the knowledge, skills and expertise needed to better cope with today’s complex environment.

The first year of the new customized virtual training program for Chinese officials – The Art of Communication in Project Management – began in October and focuses on enhancing the participants’ ability to effectively manage large projects involving diverse teams across different cultures and social groups. It was developed through ABMP’s association with the International Institute for Sustainable Development (IISD), an independent think tank dedicated to building the capacity of organizations and governments worldwide to act together on sustainability.

The trainees are drawn from staff in the CCICED Secretariat, which is housed in the Department of International Cooperation of the People’s Republic of China’s Ministry of Ecology and Environment. The secretariat is working on a number of international projects related to climate change, including the upcoming United Nations’ Biodiversity Conference of the Parties (COP15) in Montréal. Program participants will be strengthening their interpersonal communication and collaboration skills through a unique multi-dimensional learning journey composed of a detailed survey of their previous project experience, an instructor-led evolving case study project, group coaching sessions, and reflective feedback on their interactions and activities during the COP15 event.

“We are ready to collaborate with Chinese officials to refine and enhance their ability to manage large-scale, multi-stakeholder projects, so they can effectively work with international partners on the pressing problem of addressing climate change,” says Elena Caprioni, ABMP program director.

Neighbourhood benefits from York’s C4 course

Vegetables

By Elaine Smith

Woburn, an immigrant-rich Toronto neighbourhood located in southeast Scarborough, now has its own community garden and seed library thanks to the helping hands of York University students in the Cross-Campus Capstone Classroom (C4).

C4 provides students with an opportunity to work effectively in interdisciplinary teams on real-world challenges with social impact. It runs as a two-semester course during the academic year or as a six-week summer course. Professors Danielle Robinson (School of the Arts, Media, Performance and Design) and Franz Newland (Lassonde School of Engineering) founded the program in 2019.

In summer 2022, the focus of C4’s evening class was food sustainability and security, and two groups of York students – Team Maintainers and Team Knitters – were among those that worked with the Woburn neighbourhood.

“York students built relationships with the local schools, libraries and activists, and then created pathways between institutions and organizations so the community members can work together to feed themselves in ways that are co-operative and cost-effective,” said Robinson.

Harvesting produce from the Woburn community garden
Harvesting produce from the Woburn community garden

Leah Yuyitung, former chair of the parents’ council at Woburn Collegiate Institute (WCI) and spokesperson for the grassroots-led community group Woburn Local Planning Table, was the students’ main contact.

“A lot of the student ideas were about building apps or creating brochures, but I told them that community engagement projects need to be hands-on,” said Yuyitung. “They need to build relationships and be on the ground.”

For the garden group, Yuyitung helped locate a plot of land at Woburn Collegiate Institute and drew on connections with the local schools to collaborate with the C4 students.

“As part of the preparation for the York students’ building the garden, I found teachers who were interested in establishing a garden and growing seedlings from seeds, and Danielle purchased the grow lights and soil,” said Yuyitung. “The student landscaping and STEP eco-club of WCI, 10 classes at Woburn Junior School, and two at St. Thomas More, grew plants indoors for the shared community garden.”

The Team Maintainers students created the garden space, tilling it by hand in conjunction with WCI students adding the necessary compost.

“We had about 30 people working on the garden, and it was a great event,” said Yuyitung. “The students brought pizza and samosas and made it a celebration.”

Talha Rashidi, a recent York kinesiology graduate, managed Team Maintainers.

“I am deeply invested in food security,” said Rashidi, who is committed to social justice and is on the board of the not-for-profit organization, Road to Zero Waste. “This project was right in my wheelhouse. The C4 space can be whatever you make it, and it was a starting point to impact the world. It’s really empowering.”

Rashidi said that he and his team had a steep learning curve, since they weren’t gardeners themselves, but “Yuyitung and her community resources helped us determine the size of the plot, the type of topsoil and compost we needed and the ideal space needed between plants.

“We also gained more sensitivity to the needs of the community – things such as safety protocols and dietary constraints within a diverse community – which were our blind spots before.”

Shyamaly Vasuthevan, a York alumna now working toward a second degree (BSc in psychology) at York, managed Team Knitters, the seed library team.

“There were a lot of ideas about what we could do, and we met with community partners to see what was appropriate,” she said. “We decided to create a seed library, along with a website that would tie all the Woburn C4 projects together. The website became our portfolio – we all learned to use WordPress.”

A seed library may sound mysterious, but Vasuthevan explained that it is actually a set of cabinets that contains a wide variety of seed packets that people can take to grow their own food. In return, the students request that once the plants produce fruit, vegetables, or spices, the growers save the seeds to return to the library so others can benefit.

One of the students on the team belonged to Many Green Hands at York, a student environmental organization, and had connections to seeds; in addition, the team had some C4 funding and scoured wholesale sites to obtain what they needed. They bought seeds in bulk, but, as Vasuthevan said, “No one needs 5,000 spinach seeds,” so the group found themselves becoming experts in working on an assembly line, measuring seeds into envelopes, taping, packaging and labelling.

Using a label printer, the students put a QR code onto each label that leads to their website and information about how to grow seeds. They also have seed cards on file for each type of plant that offers basic information about the food item and how to grow it.

The library is housed in portable cabinets so that it can be taken to community events to give the seeds a wide distribution. It was housed in the Cedarbrae Public Library as a pilot project, and the team is currently working toward finding a permanent home for it. In fact, they are so dedicated to the project that they have remained involved for an additional six months in order to ensure a smooth transition, apply for more funding, and promote the seed library in the community.

“We would prefer to have someone in the Woburn community take it over,” said Vasuthevan. “We also want people to bring in their own seeds. We tried to find seeds that were relevant to the foods eaten in the local community. For instance, okra is popular with the Tamil community in the area.”

She called working on the seed library “an amazing experience.” Personally, she discovered that she was a good public speaker and organizer and “really learned how to be sensitive and efficient.”

“We learned a lot about the community, and it made the summer go faster – we could just see the program growing in front of us.”

York University summer study abroad course to focus on South Korea

Gyeongbokgung Palace in Seoul

The Department of Politics in York University’s Faculty of Liberal Arts & Professional (LA&PS) studies is offering a summer study abroad course that will take students to Seoul, South Korea for an experiential learning experience.

The course, Global Political Studies 3581 – South Korea: The Politics of Youth and Old Age, is open to all undergraduate students at the University with an interest in Korea, and offers students an opportunity to become immersed in South Korean culture, while learning about the country’s politics of youth and old age.

A street in Seoul, South Korea
A street in Seoul, South Korea

The course is a socio-political overview and analysis of South Korea during the past 50 years, including the rapid changes that have occurred. While in Seoul for three weeks, students will hear from experts in the fields of politics and social policy and will participate and observe different activities highlighting the tensions, political debates and cultural shifts that arise from rapid economic and social change.

Yonsei University campus
Yonsei University campus

Students will participate in field trips within Seoul and take a trip to the demilitarized zone (DMZ) separating North and South Korea. The course also provides students with the opportunity to interact with local students at Yonsei University, with which York University has a partnership agreement, and Chung-Ang University.

Romy Darius, a former student in the class and York alumnus, says the course “was not just a course for me. It was an experience that has been the foundation to my achievements since graduating from York. This course was a part of my journey and will be the one that I will cherish forever.”

Professor Thomas Klassen, who will be teaching the course, says it is “an extraordinary opportunity to learn about South Korea, focusing on its rapid transformation in the past five decades.”

Interested students are encouraged to attend an info session on Jan. 11, 2023, to learn more about the course and meet Klassen.

Applications for the course will open in late November 2022. More details about the course and the other 2023 summer study abroad courses offered by LA&PS can be found at https://www.yorku.ca/laps/study-abroad/summer-courses/.

Indigenous Metaverse project joins UNESCO campaign to promote and protect Indigenous languages

'Biskaabiiyaang_Medicine_Wheel' shows the player sitting beside a stone Medicine Wheel. This is part of Biskaabiiyaang that focuses on Indigenous Health and Wellbeing practices. The wheel embodies the Four Directions and the cycles of life. (image: Biskaabiiyaang.com)

La version française suit la version anglaise.

A York University-funded project to develop an Indigenized curriculum and create experiential education opportunities has joined the UNESCO organization to promote and protect endangered Indigenous languages.

Funded by York’s Academic Innovation Fund (AIF), Biskaabiiyaang: The Indigenous Metaverse has joined the global community for UNESCO’s International Decade of Indigenous Languages (IDIL) 2022-2032.

Biskaabiiyaang_Birchbark_Canoe' shows the player interacting with a Birchbark canoe. As part of Biskaabiiyaang's Cultural History activities, they will learn how to build one virtually using skills passed down through generations.
This image shows the player interacting with a Birchbark canoe. As part of Biskaabiiyaang’s cultural history activities, players will learn how to build a canoe virtually using skills passed down through generations (image: Biskaabiiyaang.com)

Biskaabiiyaang joins 1,400 associated organizations working together to promote and protect Indigenous languages. The project, which received $40,000 in funding through the AIF, will design an Indigenous-led metaverse delivering Anishinaabe language and First Nation cultural competency programs within a virtual world.

Professor Maya Chacaby, a Sociology Department faculty member at York University’s Glendon Campus, is the project lead and Biskaabiiyaang’s chief visionary.

As part of the IDIL, Biskaabiiyaang will share and exchange Anishinaabemowin (Ojibwe language) resources and contribute to a growing community of action for Indigenous languages. It will also share stories, tools, and research into metaverse learning as the project develops, produced by its network of First Nation Elders, Anishinaabe community members, the Indigenous Youth Council, and its partners Nokiiwin Tribal Council, York University and UniVirtual.

“We highly value the opportunity to further our knowledge of Indigenous languages and issues through connecting with the global community,” says Chacaby.

William Prensky, the founder and chairman of the board for UniVirtual, the company building Biskaabiiyaang in the metaverse, says, “Since work began on Biskaabiiyaang, it has been an honour to listen to the Anishinaabe community, not only to learn what they know but also how they feel.

'Biskaabiiyaang_Thunderbirds_scene' shows the player character coming face to face with Animikiikaa (Thunderbirds), some of the most powerful Spirit Beings of Anishinaabe cosmology. This is an example of Biskaabiiyaang bringing traditional creation stories to life in the virtual world
This image shows a player’s character coming face-to-face with Animikiikaa (Thunderbirds), some of the most powerful Spirit Beings of Anishinaabe cosmology. This is an example of Biskaabiiyaang bringing traditional creation stories to life in the virtual world (image: Biskaabiiyaang.com)

“Connecting with Indigenous communities on a global scale through the UNESCO platform is a wonderful opportunity for our project, its partners, and for our team members as individuals; through learning and listening to Indigenous voices working for change, our worlds, both virtual and real, will be better for it. The centuries of Indigenous experience are vital if we are to survive, after having ignored those voices for far too long.”

The IDIL’s Global Action Plan provides a strategic framework for its community – from UN-system entities, national governments, Indigenous peoples’ organizations, civil society and academia, to the private sector. Biskaabiiyaang supports the Global Action Plan by providing a sustainable, lifelong learning environment that will archive, safeguard, and revitalize Anishinaabemowin. Indigenous and non-Indigenous Peoples will be able to access Biskaabiiyaang as part of their formal or non-formal education at any time, regardless of geographical location.

Further in line with the Global Action Plan, Biskaabiiyaang’s process and vision recognizes and respects Indigenous knowledge. Through systems of digital empowerment, Indigenous communities are contributing their expertise to programs in Indigenous knowledge, histories, language, sciences and philosophies.

Through the IDIL community and over the following decade, Biskaabiiyaang aims not only towards the resurgence of Anishinaabemowin but of all Indigenous communities and languages across the world.

To learn more, visit www.biskaabiiyaang.com.

Le projet Indigenous Metaverse se joint à la campagne de l’UNESCO pour la promotion et la protection des langues autochtones

Ce projet financé par l’Université York vise à élaborer un programme d’études autochtones et à créer des possibilités d’éducation expérientielle. Il s’est joint à l’UNESCO pour promouvoir et protéger les langues autochtones en péril.

Financé par le Fonds d’innovation académique (AIF) de York, Biskaabiiyaang: The Indigenous Metaverse a rejoint la communauté mondiale pour la Décennie internationale des langues autochtones (DILA) 2022-2032 de l’UNESCO.

Biskaabiiyaang rejoint les 1 400 organisations associées qui travaillent ensemble pour promouvoir et protéger les langues autochtones. Le projet, qui a bénéficié d’un financement de 40 000 dollars de l’AIF, vise à concevoir un méta-univers dirigé par des Autochtones qui propose des programmes de compétences culturelles des Premières Nations en anishinaabemowin.

La professeure Maya Chacaby, membre du corps professoral du Département de sociologie du campus Glendon de l’Université York, dirige le projet Biskaabiiyaang et en est la chef visionnaire.

Dans le cadre de la DILA, Biskaabiiyaang partagera et échangera des ressources en langue anishinaabemowin (ojibwé) et contribuera à une communauté d’action croissante pour les langues autochtones. Le projet partagera également des récits, des outils et des recherches sur l’apprentissage au moyen d’un méta-univers au fur et à mesure de son développement, qui sont produits par son réseau d’Aînés des Premières nations, de membres de la communauté anishinaabe, du Conseil des jeunes Autochtones et de ses partenaires, le Conseil tribal Nokiiwin, l’Université York et UniVirtual.

« Nous savons gré de cette possibilité d’approfondir notre connaissance des langues et des questions autochtones en nous connectant à la communauté mondiale », déclare Mme Chacaby.

William Prensky, fondateur et président du conseil d’administration d’UniVirtual, la société qui construit le méta-univers de Biskaabiiyaang confie : « Depuis que nous avons commencé à travailler sur Biskaabiiyaang, nous sommes honorés d’écouter la communauté anishinaabe, non seulement pour apprendre ce qu’elle sait, mais aussi ce qu’elle ressent.

« La connexion avec les communautés autochtones à l’échelle mondiale grâce à la plateforme de l’UNESCO est merveilleuse pour notre projet, pour ses partenaires et pour les membres de notre équipe à titre individuel; en apprenant et en écoutant les voix autochtones qui œuvrent pour le changement, nos mondes, tant virtuels que réels, s’en trouvent rehaussés. » Les siècles d’expérience des Autochtones sont essentiels si nous voulons survivre, après avoir ignoré ces voix pendant bien trop longtemps. »

Le plan d’action mondial de la DILA fournit un cadre stratégique à sa communauté qui va des entités du système des Nations Unies, des gouvernements nationaux, des organisations de peuples autochtones, de la société civile et du monde universitaire jusqu’au secteur privé. Biskaabiiyaang appuie le plan d’action mondial en fournissant un environnement d’apprentissage durable qui archivera, sauvegardera et revitalisera l’anishinaabemowin. Les peuples autochtones et non autochtones pourront accéder à Biskaabiiyaang dans le cadre de leur éducation formelle ou non formelle à tout moment, indépendamment de leur emplacement géographique.

Toujours en accord avec le plan d’action mondial, le processus et la vision de Biskaabiiyaang reconnaissent et respectent les connaissances autochtones. Grâce à des systèmes d’autonomisation numérique, les communautés autochtones apportent leur expertise aux programmes relatifs aux connaissances, à l’histoire, aux langues, aux sciences et aux philosophies autochtones.

Par le biais de la communauté de la DILA et au cours de la décennie suivante, Biskaabiiyaang vise non seulement la résurgence de l’anishinaabemowin, mais aussi celle de toutes les communautés et langues autochtones à travers le monde. 

Pour en savoir plus, consultez le site www.biskaabiiyaang.com.

Put your creativity to work in the classroom, scholarship

Featured image for the Academic Innovation Fund call

By Elaine Smith

York University’s Academic Innovation Fund (AIF) is now accepting 2023 grant applications and Will Gage, associate vice-president, teaching and learning, encourages faculty to put their creative ideas to work.

Will Gage
Will Gage

The Academic Innovation Fund, which first awarded grants in 2011, supports projects that advance York University’s priorities in terms of teaching, learning and the student experience. It offers opportunities to pilot, develop and test curricular or pedagogical innovations that support eLearning, experiential education (EE), student success and retention strategies and internationalization within the curriculum. Grants also support the scholarship of teaching and learning.

This year, once again, it will give priority to projects that support the United Nations Sustainable Development Goals (SDGs), a way of reflecting York’s longstanding commitment to building a more sustainable and just future, as noted in the University Academic Plan.

“For 2022, we set the expectation that 30 per cent of our funding would go toward projects that reflected the SDGs, but, in fact, 100 per cent of our Category I applications related to at least one SDG, while 92 per cent touched on two or more and 75 per cent addressed three or more,” says Gage. “People see the value of building the SDGs into their projects.”

Phase IV of AIF funding offers three categories of grants:

  • Category I funding will support initiatives of schools, departments and/or Faculties to strategically embed one or more of the four indicated institutional priorities – eLearning, experiential education (EE), student success and retention strategies and internationalization within the curriculum – in undergraduate or graduate degrees; 
  • Category II A funding will support curricular innovation projects;
  • Category II B will support curricular innovation – innovative course prototyping; and 
  • Category III funding will support scholarship of teaching and learning (SoTL) projects focused on 21st century learning.

Gage anticipates seeing projects that take equity and decolonization into consideration, as well as those providing opportunities for globally networked learning, which was first introduced as a result of a 2015-16 AIF grant.

“GNL is a good mechanism to support internationalization without the extra costs of studying abroad,” he said.

He also expects to receive applications that reflect technologically enhanced or “entangled” learning. (Learn more about entangled pedagogy.)

“Pedagogy always comes first in considering how to teach, but the role of technology today is not just to enhance, but to enable certain aspects of teaching,” Gage said. “We are now at the point where newer technologies enable you to teach differently, whether that’s by using peer assessment using a tech platform such as KRITIK or using augmented or virtual reality to do a simulation. You are able to connect people in ways that couldn’t happen without technology.”

AIF proposals must be submitted to the dean of your Faculty for review and ranking. Each Faculty has its own deadlines, but the ranked packages will be forwarded to the AVP, Teaching & Learning on Feb. 17, 2023. To assist interested faculty, the Office of the AVP, Teaching and Learning and the Teaching Commons will be offering a series of workshops to help develop AIF applications. Stay tuned to the AIF website.

“AIF continues to be a demonstration of the commitment York University has to teaching and learning and to enhancing the experiences of our students and faculty,” said Gage.

Faculty of Science launches Community 2022 initiative

Life Sciences Building FEATURED

This week, the Faculty of Science formally launched its Community 2022 initiative, which is aimed at helping faculty, staff and students reconnect in person and support the return to a more robust on-campus presence.

From left: Karyn Davies, executive assistant and manager, Dean's Office, with Gerald Audette, associate dean, faculty
From left: Karyn Davies, executive assistant and manager, Dean’s Office, with Gerald Audette, associate dean, faculty

“At the beginning of this term, we conducted a survey asking our community to outline what supports they most needed to reconnect with their Faculty of Science community members for a successful return to campus,” says Faculty of Science Dean Rui Wang. “Many expressed a sense of disconnection stemming from the COVID-19 pandemic. Based on the community feedback, we collectively created this Faculty-wide, year-long initiative.”

Survey respondents overwhelmingly asked for more opportunities to connect in person within the Faculty, according to Melissa Hughes, senior advisor, Strategic Engagement & Policy in the Faculty of Science. “Our community also wanted more streamlined access to information on health and well-being and University policies related to COVID-19, seminars on research office policies and procedures and hybrid remote work, and improved technological supports for teaching.”

The Dean’s Office kicked off this community reconnection initiative with a Faculty-wide barbecue for the start of the fall semester. For some faculty and staff hired during the pandemic, it was their first time meeting colleagues in person; for others, it was an emotional reunion with colleagues they hadn’t seen since 2020.

The Community 2022 website, launched on Tuesday, Nov. 1, features events and supports for faculty, staff and students:

  • Events for social reconnection amongst faculty, staff and students, including Faculty-wide social gatherings open to faculty, staff, and graduate students, a monthly Dean’s Luncheon, and forthcoming events for undergraduate and graduate students to connect with their peers.
  • Initiatives to welcome community members who joined the Faculty during the pandemic, such as guided Faculty of Science tours and a Dean’s Luncheon for new faculty.
  • Supports for the return to more robust in-person teaching, with improved access to information on COVID-19 policies and procedures, teaching and learning supports, as well as improved channels to address technology support issues, including a forthcoming information technology roundtable.
  • Faculty of Science-led seminars on research office policies and procedures and promotion of University-led seminars to help with the transition to hybrid remote work.
  • Promotion of health and well-being through more streamlined access to information on University resources for faculty, staff and students, and forthcoming resources to help instructors support students’ well-being within their courses.
  • Upcoming improvements to the physical environment of the Faculty to encourage in-person connection, including a renewed student gathering space, improvements to the staff lunchroom and Dean’s Office reception area, and other improvements as needed.

The initiatives will be rolled out through the 2022-23 academic year. The Community 2022 website will be updated as events and resources are added. Wang notes that the initiatives support and are in alignment with the Faculty’s five-year strategic plan, Science for the Future.

“I want to thank our community for their feedback that informed the creation of this initiative, and for all they bring to their work within the Faculty of Science every day,” says Wang. “Community 2022 builds on our Faculty’s strong sense of belonging, togetherness and commitment to support one another. We are excited to continue building our Faculty of Science community together.”