York holds strong in top five for ‘Maclean’s’ university ranking
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York University is rapidly building momentum on the world stage and the latest rankings, released by Maclean’s, show the University’s reputation continues to shine here in Canada with an impressive fourth-place ranking in the comprehensive category – up one spot from last year.
Universities in the comprehensive category have a significant amount of research activity and a wide range of undergraduate, graduate and professional programs.
The Maclean’s ranking is one in a series of recent rankings that put a spotlight on York University, an institution that is committed to positive change.
To see the full story on York’s performance, visit News@York.
Experiential education, DEDI key priorities of teaching and learning
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Welcome to our October issue of Innovatus. This month, we introduce you to a variety of inventive teaching and learning efforts that will undoubtedly interest you and provide food for thought. The initiatives featured in this issue focus on the key priorities of experiential education (EE) and decolonization, equity, diversity and inclusion (DEDI).
Chloë Brushwood Rose
For example, stories from the Teaching Commons featured here highlight programs that reinforce York University’s commitment to DEDI, as set forth in our University Strategy. One, a 10-part workshop series called Trauma-Informed Pedagogies, may be of particular interest; it runs throughout the 2023-24 academic year. The Teaching Commons team has also begun to do research into the impact of York’s Model for Engaged Teaching, created in 2019 and updated in 2021. The model is worth exploring as a way of broadening your understanding of teaching as a profession.
For those who want to assist students in learning new skills and better cope with life’s demands throughout their university careers, Envision YU is a wonderful resource that you will learn more about in this issue. It provides classroom tools that are relevant to any subject and aid faculty as they guide their students toward the working world or further academic studies.
And let’s not forget the importance of EE. The University Academic Plan states that York will “attain our goal of providing every student with an experiential learning opportunity, regardless of program.” Two of our stories offer wonderful examples of such opportunities.
In May, students in the School of the Arts, Performance, Media & Design had the opportunity to participate in a summer course, Shooting the Set, that provided them with hands-on experience in writing, shooting and acting in short films produced in front of a green screen. York’s amazing Motion Media Studio at Cinespace offered them the opportunity to gain professional-level experience in a low-stakes environment.
In another example, faculty from the School of Global Health describe their Academic Innovation Fund-funded, simulation-based experiential learning initiative, the World Health Organization World Health Assembly (WHA) simulation (WHA SIM). WHA SIM seeks to enhance knowledge and skills around collaborative governance approaches, involving multisectoral and multijurisdictional global challenges, such as those found in the United Nations Sustainable Development Goals.
So, there you have it: a full, varied slate of interesting stories that may entice you to tweak your own course delivery or ensure that your students learn some new skills. Our office is proud to showcase the diversity and range of teaching and learning efforts taking place across York University.
Enjoy!
Sincerely,
Chloë Brushwood Rose Vice-Provost 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.
WHA simulation is excellent EE teaching tool Students from the Faculty of Health will engage in a World Health Assembly (WHA) simulation to experience first-hand how global health policymakers at the World Health Organization make decisions.
Hands-on green screen course an AMPD hit An exciting opportunity for students in the School of the Arts, Media, Performance & Design (AMPD) to work with green screen technology resulted in the production of several short films.
Model for Engaged Teaching basis for conference presentation York University’s Model for Engaged Teaching will take centre stage during an upcoming presentation by educational developers from the Teaching Commons at the International Society for Scholarship of Teaching and Learning conference in November.
Join Academic Policy, Planning and Research Committee forum, Oct. 26
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The York University community is invited to attend the Senate’s Academic Policy, Planning and Research Committee (APPRC) planning forum to discuss and provide input on the preliminary recommendations of the Joint APPRC-ASCP (Academic Standards, Curriculum & Pedagogy Committee) Task Force on the Future of Pedagogy.
The forum, titled The Future of Pedagogy: Directions and Preliminary Recommendations, will take place Thursday, Oct. 26 from 9:30 a.m. to noon via Zoom.
Universities around the country and beyond are engaging in the exercise of redefining their pedagogical plans post-pandemic. York is in the process of defining its teaching and learning agenda to advance its distinctive vision, core values and academic goals. The future of pedagogy at the University was a priority for APPRC in 2021 and 2022, and the goal this year – through the Task Force and in collaboration with the ASCP – is to build on that work.
Members of the Task Force will join APPRC and ASCP in facilitating the event.
The program for the forum is planned as follows: 9:30 a.m. – Welcome: APPRC Chair (Andrea Davis) and provost (Lisa Philipps) 9:40 a.m. – Remarks: Anita Lam, co-chair, Joint APRPC-ASCP Task Force on the Future of Pedagogy 10 a.m. – Organize into breakout groups built around the Task Force Working Group Themes: in-person teaching and learning; technology-enhanced teaching and learning; experiential education and work-integrated learning; scaling and sustaining pedagogical innovations; and rethinking assessments 10 a.m. – Breakout group discussions facilitated jointly by Task Force and APPRC/ASCP members 10:45 a.m. – Break 10:50 a.m. – Open plenary discussion and Q-and-A session (Davis) 11:30 a.m. – Summary wrap and followup steps (Kim Michasiw, ASCP Chair)
Breakout group questions for discussion will include:
Do the five primary recommendations set the desired path forward to support the University Academic Plan priority to diversify whom, what and how we teach for 21st-century learning?
Do the working groups’ recommendations capture the actions needed for successful pedagogical adaptations that enhance the quality of learning experiences for York’s diverse students in the context of ubiquitous technology?
In the world of finite resources, what actions should be prioritized for support and implementation?
York to address climate impact on vulnerable communities
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A groundbreaking social innovation initiative that aims to drive positive change at the intersection of climate change, housing and poverty reduction will launch at York University’s Faculty of Environmental & Urban Change (EUC), thanks to funding from Gore Mutual Foundation and a partnership with Social Innovation Canada (SI Canada).
The $1-million fund, announced Oct. 12, will support the development of the Climate and Equity Lab at York to better understand the impacts of climate change on vulnerable Canadians in urban environments.
In Canada, climate change is imposing an increasingly disproportionate impact on vulnerable groups, and factors such as poverty significantly impact the likelihood of recovering from extreme weather events.
As part of the project, EUC has appointed Niloofar Mohtat, a full-time postdoctoral Fellow, to work to identify gaps through existing research and assist in developing new research to explore how the effects of climate change may exacerbate inequalities faced by Canada’s most disadvantaged populations. A small team of EUC graduate students will also be engaged in the project, which will include research design, scoping reviews and facilitated discussions with participants in Canada.
“In Canada, low-income communities are at a disproportionate risk of loss and damage due to extreme climate events, such as heat and flooding,” said Mohtat. “Many of them live in old rental buildings with old infrastructure, located in neighbourhoods with limited access to green spaces and services. They spend a high proportion of their income on housing, so they do not have sufficient financial resources to invest in insurance or retrofit their settlements.”
The collaborative project aligns with the University’s Academic Plan and priorities for action, and supports its commitment to build a more just and sustainable future.
This year, Gore Mutual Foundation introduced its $1-million Equity Acceleration Fund to support charitable organizations focusing on the interconnection of poverty, equity and climate change.
“We quickly identified a troubling lack of investment in the understanding of the impact climate change is having on vulnerable groups,” said Gaby Polanco Sorto, vice-president and head of purpose and sustainability at Gore Mutual Insurance Company. “Our partners in the Climate and Equity Lab share the same values, urgency and vision to make our findings public and inspire others to take action alongside us. We are thrilled to embark on this journey together.”
Gore Mutual Foundation will act as the lead sponsor of the Climate and Equity Lab, while SI Canada, a national charitable organization working to address complex challenges and create transformational change, will act as the project lead, responsible for the management of the project’s deliverables and leading the facilitation of the labs. As the academic partner, EUC will provide the research team that will work to mobilize research into climate action.
“The research from the Climate and Equity Lab will serve as a crucial tool to inform policymakers, offering clear innovation and investment opportunities developed in collaboration with the communities most affected by climate change,” said Alice Hovorka, dean of EUC.
After a year of planning, phase one of the Climate and Equity Lab’s multi-year initiative has begun, with stakeholder workshops set to take place in Vancouver, the Waterloo Region and Toronto over the next nine months.
“This collaborative effort marks a significant step toward comprehending the complex connection between climate change and vulnerable groups. In collaboration with these communities, we will work towards creating a more equitable and resilient future for all Canadians,” said Andrea Nemtin, chief executive officer of SI Canada.
President Lenton addresses challenges and priorities for York in 2023-24
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York University President & Vice-Chancellor Rhonda Lenton addressed the September 28 Senate meeting to share York’s priorities for the 2023-24 year ahead, addressing the budgetary and enrolment challenges within the current, volatile post-secondary education sector. Read President Lenton’s full address here.
Auditor General’s Report
In Fall 2022, York University was selected among others by the Office of the Auditor General Ontario for a value-for-money audit of York’s 2022-23 operations to examine and ensure York’s fiscal sustainability. The president indicated that a draft report with recommendations will be shared by the Auditor General’s office expected in late October. The next phase of the audit involves tabling the report to the Ontario Legislature in late November or early December.
Fall Convocation
The president announced the honorary doctorate recipients who will have their degrees conferred at the 2023 Fall Convocation. Learn more about the recipients.
The University Academic Plan and Looking Ahead to 2023-24
At Senate, the president reviewed the University’s recent enrolment and budget performance, the factors that have accumulated to create additional pressures in the current three-year rolling budget, and the impact of anticipated deficits on the University’s performance against financial metrics set by the Ministry of Colleges and Universities.
“We are one of the fastest rising universities in Canada and we have accomplished a great deal,” said President Lenton. “Our goals are not for the benefit of any one faculty or campus. York is a multi-campus university and our success hinges on our ability to continue to work together to provide our students with the very best.”
Lenton identified the projects and initiatives for the year ahead that will play an important role in advancing the University’s academic plan and meeting York’s vision to provide a broad demographic of students with access to a high-quality education at a research-intensive university committed to the well-being of the communities we serve.
Student Systems Renewal Program launches first phase of engagement tool
The CRM is an engagement tool that manages recruitment, application, and admission of future students and connects current students to advising supports.
This is the first release in a phased rollout plan for the project, with future releases of CRM still to come. Release 1 went live on Tuesday, Sept. 26 and will be leveraged by those who require access to the student profile, as well as recruitment and engagement functions.
With its full suite of seven projects, the SSRP is introducing new online systems and processes to transform the student experience at York. In doing so, it aims to elevate the experience for staff and faculty members who play a pivotal role in supporting student success. Once fully rolled out, the new CRM will be the engagement tool used throughout each phase of the student lifecycle – beginning when a high-school student first indicates they are interested in attending York, through to each phase of their student journey.
Release 1 of CRM focuses on the beginning of the student lifecycle, with functionality for student and prospect profiles, along with new engagement and communications capabilities for all students. It simplifies how faculty and staff communicate with students and each other, provides a consistent set of tools to manage student recruitment events (such as high-school visit bookings) and efficiently connects York to potential prospects. The new CRM also streamlines student profiles and introduces automated marketing and communications for both future and current students, helping to create email campaigns, surveys and ongoing communications to the right people, with the most relevant information.
Release 1 of CRM lays the foundation for the wider implementation of the full system. Currently, only select users have access to the newest functions for their roles, but eventually CRM will be accessible to a wider audience at York.
Further updates on the SSRP and its transformational projects, including more engagement functions that will be delivered in future CRM releases, are forthcoming. For more program information, visit the SSRP website at yorku.ca/ssrp.
Earn certificate in human rights, equity, diversity and inclusion
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The Centre for Human Rights, Equity & Inclusion (CHREI) at York University has announced its Fall 2023 workshop sessions on Rights, Equity, Diversity, Decolonization & Inclusion (REDDI), covering topics including accessibility, positive space and microaggressions.
Running from October to early December, the sessions are designed to further the goals of the York University Academic Plan (UAP) and the Decolonizing, Equity, Diversity and Inclusion Strategy by ensuring University community members are prepared to address systemic inequities within a positive learning environment, where everyone can learn from each other and leave the REDDI sessions with tools and strategies that can be applied in workplaces, classrooms and everyday life.
All sessions are open to current students, staff and faculty members. They will run for approximately 90 minutes and be offered virtually, to facilitate the attendance of participants on and off campus. Participants can partake in one or all of the core series workshops. Those who complete three sessions will receive a REDDI certificate.
Promoting Accessibilty and Responding to Accommodations Oct. 16, 10 to 11:30 a.m.
Understanding and Accessing Family Status Accommodations Oct. 18, 1 to 2:30 p.m.
Challenging Bias in Decision-Making and Approaches to Difference Oct. 24, 10 to 11:30 a.m.
Employment Equity Principles Towards Inclusion Oct. 30, 1 to 2:30 p.m.
November:
Demanteler le capacitisme : Briser les barrières a l’acces et l’inclusion (FR) Nov. 1, 1 to 2:30 p.m.
Advancing Organization Change to Foster a Culture of Belonging Nov. 6, 1 to 2:30 p.m.
Addressing and Responding to Sexual Harassment and Discrimination Nov. 9, 10 to 11:30 a.m.
Creer et maintenir des espaces positifs (FR) Nov. 28, 10 to 11:30 a.m.
Issues of Misogynoir Nov. 30, 1 to 2:30 p.m.
December:
Challenging Notions of Ableism: Breaking Barriers to Social Inclusion Dec. 4, 10 to 11:30 a.m.
Do the Work: Intervening on Sex and Gender Harassment and Discrimination Dec. 5, 10 to 11:30 a.m.
Registration for the workshops is required and can be accessed through the YU Learn Learning Opportunities website.
York community members invited to share feedback on draft Well-being Strategy
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La version française suit la version anglaise.
Dear York community,
Following consultation beginning in late 2022 with students, staff, faculty and instructors to determine well-being priorities, York’s draft Well-being Strategy is now available for community members to review and provide their feedback. Your input is needed to ensure that the final strategy reflects the current needs of our community.
This draft Well-being Strategy aligns with the University Academic Plan’s priority of Living Well Together and reflects York’s commitment to fostering well-being across all of our campuses. It is the culmination of work based on insight provided by York community members who shared that “a stronger sense of connection, inclusion and well-being” is among the key changes they are seeking in their experiences at the University.
Ways to provide feedback
We encourage students, staff, faculty and instructors to review the draft Well-being Strategy and provide feedback in one of two ways:
Feedback collected will be used to finalize the strategy and prepare for its launch in 2024. Please note that all information provided will remain confidential and will not be linked to any individual community member.
York strives to create a healthier campus community for everyone and to build an environment where members can flourish and be well. Together, we can help shape the future of well-being at York.
Alice Pitt Interim Vice-President Equity, People and Culture
Nona Robinson Vice Provost Students
Les membres de la communauté de York sont invités à donner leur avis sur la version préliminaire de la Stratégie de bien-être
Chers membres de la communauté de York,
À la suite de la consultation entamée à la fin 2022 avec la population étudiante, le personnel, et les corps professoral et enseignant pour déterminer les priorités en matière de bien-être, la version préliminaire de la Stratégie de bien-être de York est maintenant à la disposition des membres de la communauté pour qu’ils l’examinent et fournissent une rétroaction. Nous sollicitons votre opinion pour nous assurer que la stratégie finale reflète les besoins actuels de notre communauté.
Cette version préliminaire de la Stratégie de bien-être s’aligne sur la priorité Bien vivre ensemble du Plan académique de l’Université et reflète la volonté de York de favoriser le bien-être sur l’ensemble de ses campus. C’est l’aboutissement d’un travail basé sur les observations des membres de la communauté de York qui nous ont fait savoir qu’un « sentiment plus fort de connexion, d’inclusion et de bien-être » fait partie des changements clés qu’ils recherchent dans leur expérience à l’Université.
Façons de fournir une rétroaction :
Nous encourageons les membres de la population étudiante, du personnel, et des corps professoral et enseignant à prendre connaissance de la version préliminaire de la Stratégie de bien-être et à nous faire part de leurs commentaires de l’une des façons suivantes :
Participez à l’une des séances d’engagement qui auront lieu du 13 octobre au 30 novembre 2023.
Les commentaires recueillis serviront à finaliser la stratégie et à préparer son lancement en 2024. Veuillez noter que tous les renseignements fournis demeureront confidentiels et que les résultats ne seront pas liés à un membre individuel de la communauté.
York s’efforce de créer une communauté universitaire plus saine et un environnement dans lequel tous les membres peuvent s’épanouir et se sentir bien. Ensemble, nous pouvons façonner l’avenir du bien-être à York.
Pour en savoir plus sur la stratégie et sur les façons de vous impliquer, consultez le site Bien-être à York.
Merci, Migwech, Thank You.
Alice Pitt Vice-présidente intérimaire de l’équité, des personnes et de la culture
Nona Robinson Vice-rectrice aux affaires étudiantes
New opportunities await York study abroad students
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By Elaine Smith
York University has a robust global learning program, and this fall, 31 York students will travel abroad to study at institutions in 15 countries outside Canada.
These exchange students embody York’s priority for advancing global engagement, as stated in University Academic Plan (UAP), and its commitment to expand inclusive global an intercultural learning, as set forth in the University’s new Internationalization and Global Engagement Strategy. “More than ever,” states the UAP, “universities have a responsibility to contribute to positive change through global co-operation and borderless education.”
Photo of Sarah Persaud (centre) with Japanese exchange student (left) and fellow York student (right)
Sarah Persaud and Anthony Chedid are among exchange students heading abroad this fall, and they are eager for the adventure. Persaud is off to Asia for the entire year to study art at Yamanashi Gakuin University in Japan, where she’ll focus on visual arts in the International College of Liberal Arts (iCLA). Chedid is going to England to spend a semester at the University of Leeds.
“Before I begin teaching, I want to do my final year of courses abroad,” said Persaud, a fifth-year student in the visual arts and concurrent education program. “Over the past couple of years, I took a lot of art history courses and focused on East Asian art, so this is a wonderful opportunity.”
Chedid has been dreaming of going abroad since high school.
“I read the blogs of a number of travel bloggers talking about travelling the globe,” said Chedid, a third-year student in the joint political science/Master’s of Management program, “and they all had the same origin story: they studied abroad and travelled while they were there. I want to travel, and York offers all these incredible opportunities.”
Both students attended the pre-departure training for exchange students run by York International and found it beneficial.
“It actually changed my plans,” said Persaud, who also took a York study-abroad course in South Korea this summer. “I met an exchange student from Japan and her friend who were in Japan all summer, so I stopped in Osaka to see them, and I’ll be able to connect with the Japanese student once I’m at the iCLA.”
Chedid was thrilled by the session.
Anthony Chedid
“I got to meet exchange students from Britain and it was exciting to hear their experiences,” he said. “I was able to connect with a student who was here from Leeds and he gave me a lot of useful information about the city and the culture. It was also really helpful to get travel advice and information about health insurance.”
Both Persaud and Chedid have applied for bursaries and scholarships to help defray the costs of studying abroad. York International has bursaries available to students studying overseas, as does the Faculty of Liberal Arts & Professional Studies, and there are also external awards available – topics that are also discussed in the pre-departure training.
“The York International Safety Abroad office is committed to enhancing the safety of students’ experiences during their time abroad,” said Sara Jane Campbell, manager, safety abroad for York International. “As part of the pre-departure training, we support students in understanding and mitigating risks they may encounter. All students are also required to enrol in York University Safety Abroad Travel Registry to enable us to monitor travel advisories and safety/security concerns and provide help in case of an emergency overseas.”
Although her courses will be taught in English, Persaud took Elementary Modern Standard Japanese (JP 1000) in preparation and plans to continue learning Japanese while she’s at iCLA.
“You never stop learning kanji (written characters); there are always more of them to know,” she said.
In fact, she hopes to have the opportunity to tie language and art together through a course at iCLA called Calligraphy and Kanji Culture.
“I’m going to a whole new country, so I hope I’ll be inspired to try different things,” Persaud said. “I am excited about the new opportunities.
Chedid plans to take courses in British politics. “Our system is based on theirs and it’s important to understand where our legal system originated,” he said. “It will also be interesting to see the effects of Brexit. This will be a great way to experience international politics, something for which I have a big passion.
“It will also be cool to explore a city that isn’t as widely known.”
Both students will experience the benefits of borderless intercultural education first-hand, and will be able to share their greater understanding of the global landscape with their York classmates upon return.
New academic year, new teaching and learning initiatives
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Welcome to the first issue of Innovatus for the 2023-24 academic year!
Innovatus is a special issue of YFile that offers a space to highlight initiatives and colleagues who are transforming teaching and learning at York, and it is my hope that these special issues will begin new conversations and facilitate collaboration.
Chloe Brushwood Rose
As we begin another academic year together, I am looking forward to many opportunities to learn and talk together about the ways in which teaching and learning in higher education continues to evolve. I believe that the complex times we are living in demand an approach to pedagogical innovation that foregrounds qualities of risk-taking, openness to failure, human-centredness, creativity, social transformation, diversification and decolonization. Innovation may at times need to focus on reparation before it can lead to transformation.
Our University Academic Plan articulates the aim to ”diversify whom, what and how we teach” as one of its six key priorities. In the Office of the Vice-Provost Teaching & Learning, we are focused on this priority and on enriching the pedagogical experience for students, faculty and instructors across all academic units and programs. As our monthly teaching and learning publication, Innovatus reflects such efforts taking place across the University, and I am excited about offering you a glimpse into the innovative ideas our faculty and staff put into practice in this regard.
Our office recognizes the unparalleled diversity of our community, and that diversifying what and how we teach is inextricably linked to creating an institution in which all of us can thrive. This year, we are looking forward to the forthcoming report and recommendations of the Joint APPRC-ASCP Task Force on the Future of Pedagogy and to working with colleagues to support its implementation. Other priorities this year include expanding experiential education opportunities for both undergraduate and graduate students, addressing the complex impacts of generative artificial intelligence for teaching and learning with assistance from the Teaching Commons, and developing models for program delivery and technology-enhanced learning that enhance the creativity and accessibility of teaching and learning at York.
As the school year progresses, I look forward to sharing with you many of the creative, innovative approaches to teaching and learning that our faculty members develop and bring to the classroom, whether that classroom is virtual, in-person or a combination.
All the best for an enriching, engaging school year.
Sincerely,
Chloë Brushwood Rose Vice-Provost Teaching & 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.
In this issue:
Teaching Commons offers fresh content, new perspectives Artificial intelligence continues to be a focus in the evolution of teaching and learning at York University. The Teaching Commons will host an online summit in October.
Teaching with an assist from technology Faculty at York University have continued to embrace technology as a useful and interesting adjunct to their courses after returning to in-person teaching. Read this story to learn how these innovations benefit students.
C4 students turn gaze toward York University Libraries, SDGs Students in the Cross-Campus Capstone Course (C4) worked with York University Libraries to explore new ways for library programs to support the United Nations Sustainable Development Goals (SDGs).
