York’s Well-being Week to focus on mental, emotional health
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York University presents Fall Well-being Week, “Caring for Your Mental and Emotional Health,” taking place Oct. 2 to 6.
A series of free events was designed to help the York community reflect on and practice mental and emotional well-being.
Well-being Week offers a diverse range of workshops, sessions and webinars, with a mix of virtual and in-person activities. There will be opportunities to explore and reflect on personal well-being journeys, including speed painting, managing conflict, art-oriented self care and understanding the impact of food on mental health. Participants are invited to share their experience on social media by using the hashtag #YUWellbeing.
“The aim of these well-being focused events at York is to reduce stigma surrounding mental health, share valuable resources for personal and communal growth, provide opportunities for social connection and ensure everyone knows where to locate support resources,“ said Mary Catherine Masciangelo, assistant vice-president, human resources and chief human resources officer.
York’s Well-being Strategy
York is developing a comprehensive five-year Well-being Strategy as part of its ongoing efforts to systemically embed well-being across its campuses. This strategy, which is a collaborative effort between the Division of Students and the Division of Equity, People & Culture, acknowledges the institution’s mutual responsibility to follow a systemic approach to create an inclusive and supportive environment where all community members have opportunities to flourish and be heard.
“York University is committed to prioritizing well-being among all community members,” added Masciangelo. “This ongoing and intentional effort of dedication to the community is part of the University Academic Plan (UAP 2020-25) priority of Living Well Together. By mobilizing well-being resources, York University strives to provide an inclusive and supportive environment that promotes well-being in a way that is meaningful to its members.”
Over the coming months, all community members are encouraged to provide feedback on the draft Well-being Strategy document. Additional information on the strategy will follow.
To learn more about Fall Well-being Week, its events and to register for sessions, visit the Well-being Week website. For additional resources and support related to well-being and mental health, explore the Well-being website.
Appointment of assistant vice-president, continuing studies
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La version française suit la version anglaise.
Dear colleagues,
I am pleased to inform the York community that, following a national and international search, Christine Brooks-Cappadocia has accepted our invitation to become assistant vice-president (AVP), continuing studies, commencing Sept. 1, 2023.
Christine Brooks-Cappadocia
Christine has served as interim AVP since Feb. 1, and has held previous roles including executive director, programs and partnerships; director of professional education; and director of marketing and enrolment management in the School of Continuing Studies.
The school’s Continuing Professional Education division is considered to be among the most innovative in the country. On May 1 of this year, the School of Continuing Studies launched its new, signature home on York’s Keele Campus. The building allows the school more capacity, space and resources to support York’s University Academic Plan 2020-2025, and also enables the school to keep expanding 21st-century learning opportunities with innovative programs in emerging fields that meet the diverse needs of adult and non-traditional learners.
Prior to joining York’s School of Continuing Studies in 2014, Christine spent six years building and managing the marketing department at McMaster’s Centre for Continuing Education. Her career highlights include supporting the launch of the York University School of Continuing Studies; the establishment of two endowed bursaries to support non-traditional students; the creation of several programs which are the first of their kind in Canada; launching a foundation to support at-risk youth; the development of the communications department for St. Joseph’s Healthcare Foundation in Hamilton, Ont.; and the management of a high-profile event featuring former U.S. president Bill Clinton and former Ontario premier Bob Rae.
She has been privileged to serve in several governance roles in non-profit organizations, including as president and founding board member of the International Association of Business Communicators’ Golden Horseshoe chapter, the vice-president of Community Arts Ontario and a founding board member of the Coalition of Ontario Voluntary Organizations.
Christine has earned several awards for marketing from the Association of Healthcare Philanthropists, the International Business Communicators and the Learning Resources Network. Christine holds a bachelor of fine arts from York University and a master of management, innovation and entrepreneurship from Queen’s University.
I look forward to working with Ms. Brooks-Cappadocia as she continues to bring leadership to this important role. I hope that all members of the York University community will join us in congratulating and welcoming her as a core member of the University’s senior leadership team.
I would like to thank the members of the search committee for their contributions to the appointment process.
Sincerely,
Lisa Philipps Provost & Vice-President Academic
Annonce de la nomination de la vice-présidente adjointe (VPA), Formation continue
Chers collègues, chères collègues,
J’ai le plaisir d’informer la communauté York qu’à l’issue d’une recherche nationale et internationale, Christine Brooks-Cappadocia a accepté de devenir vice-présidente adjointe (VPA), Formation continue, à compter du 1er septembre 2023.
Mme Brooks-Cappadocia était VPA par intérim depuis le 1er février 2023. Précédemment, elle a occupé les fonctions de directrice générale des programmes et des partenariats, de directrice de la formation professionnelle et de directrice du marketing et de la gestion des inscriptions à l’École de formation continue.
Christine Brooks-Cappadocia
La Division de formation professionnelle continue de l’École est considérée comme l’une des plus innovantes du pays. Le 1er mai, l’École de formation continue a inauguré son nouveau bâtiment emblématique sur le campus Keele de York. L’École dispose désormais d’une plus grande capacité et de plus d’espace et de ressources pour appuyer le Plan académique 2020-2025 de l’Université York. Ce bâtiment permet également à l’École de continuer à développer les possibilités d’apprentissage pour le 21e siècle grâce à des programmes innovants dans des domaines émergents qui répondent aux divers besoins des apprenants adultes et non traditionnels.
Avant de se joindre à l’École de formation continue de York en 2014, Mme Brooks-Cappadocia a passé six ans au Service de marketing du Centre de formation continue de l’Université McMaster, d’abord pour le mettre sur pied, puis pour le gérer. Parmi les faits saillants de sa carrière, citons son soutien au lancement de l’École de formation continue de l’Université York, la création de deux bourses d’études pour soutenir les étudiantes et étudiants non traditionnels, la création de plusieurs programmes uniques en leur genre au Canada, le lancement d’une fondation pour appuyer les jeunes à risque, le développement du Département des communications de la St. Joseph’s Healthcare Foundation à Hamilton et la gestion d’un événement très médiatisé mettant en vedette l’ancien président américain Bill Clinton et l’ancien premier ministre de l’Ontario Bob Rae.
Elle a eu le privilège d’assumer plusieurs rôles de gouvernance au sein d’organismes à but non lucratif, notamment en tant que présidente et membre fondatrice du conseil d’administration de la section Golden Horseshoe de l’International Association of Business Communicators (IABC), vice-présidente de Community Arts Ontario et membre fondatrice du conseil d’administration de la Coalition of Ontario Voluntary Organizations.
Mme Brooks-Cappadocia a remporté plusieurs prix de marketing de l’Association for Healthcare Philanthropists, de l’International Association of Business Communicators et du Learning Resources Network. Elle détient un baccalauréat en beaux-arts de l’Université York et une maîtrise en gestion, innovation et entrepreneuriat de l’Université Queen.
Je me réjouis de travailler avec Mme Brooks-Cappadocia qui continue à jouer un rôle de premier plan dans cette fonction importante. J’espère que tous les membres de la communauté de York se joindront à nous pour la féliciter et lui souhaiter la bienvenue au sein de l’équipe dirigeante de l’Université.
Je tiens à remercier les membres du comité de recrutement pour leur contribution à ce processus de nomination.
Sincères salutations,
Lisa Philipps Rectrice et vice-présidente aux affaires académiques
Veuillez diffuser cette annonce auprès de vos collègues s’il y a lieu.
York welcomes international students
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By Elaine Smith
This fall, York University welcomes to its campuses more than 2,000 new international students who bring their unique experiences, perspectives, talents and skills to the University and to Canada.
Home to more than 10,000 international students from 178 countries, York is a community of diverse experiences, languages, cultures and viewpoints, notes Vinitha Gengatharan, assistant vice-president, global engagement and partnerships.
“This is a privilege we don’t take lightly,” she says. “We know that each journey to Canada began well before a plane, train or car ride to Toronto. We appreciate the trust placed in choosing York and the years of hard work that our international students and their families have put in to make studying at York University, far from home, possible.”
Gengatharan says the University is well-equipped to help steer international students through the challenges they may face, such as housing, finances and adjusting to a new culture, through supports and resources offered through York International (YI).
“We know how important international students are to our community and how much strength and value they bring to York and to Canada. York is committed to continuing to advocate with our municipal, provincial and federal governments to improve services, resources and processes that impact international students.”
First impressions
Nargis Rafie
Nargis Rafie grew up in Afghanistan and came to Canada as a refugee. She transferred to York this fall to study computer science and is living off campus. After attending YI’s orientation for international and exchange students, as well as a shopping expedition to help students buy essentials, she shared her first impressions of the University.
“The campus is beautiful and the staff is very friendly, helpful and quick to respond,” Rafie said.
Orientation, she said, helped her become familiar with campus and with the resources she needed to set up her new life. It also helped her meet other international students who she plans to stay in touch with.
Nigerian computer science student Fatima Yusuf transferred to York for her second year after attending another Ontario university.
“I wanted a school that had a co-op program and I wanted to be exposed to a more diverse group of people,” she said. “I volunteered at York’s orientation for international and exchange students, checking people at the registration desk. It was nice meeting different people, even briefly, and it was a diverse group.
Her twin sister, Khadija Yusuf, also transferred to York and will be studying commerce with an eye toward becoming an accountant. She jumped right into action, volunteering at orientation and attending a special session for students in the Faculty of Liberal Arts & Professional Studies. She is already planning to join the accounting association and will see if her schedule permits other activities.
“I felt that York had better opportunities: more people, more resources and more activities,” said Khadija.
Sarah Bay-Cheng, dean of the School of the Arts, Media, Performance & Design, is aware of the value international students contribute to the learning experience.
“Knowledge doesn’t stay in one place, but relies on the vital movement and exchange of ideas around the world,” says Bay-Cheng. “Global networks are, therefore, essential to the success of researchers, creatives and students everywhere.”
York International works closely with the Office of the Vice-Provost, Students and Faculties to design and deliver programs and services to ensure international students succeed and feel at home on campus. It serves as a central hub for international students, offering immigration advising, health insurance, orientation, social events, workshops, academic and career supports, and more.
“We are proud to provide so many excellent students from other countries with a home-away-from-home, and we are committed to ensuring their experience is a fulfilling one, academically, socially and developmentally,” says Woo Kim, director of international scholar and student services for York International.
“We work closely with university partners and Faculties to support students and provide an excellent experience for international students.”
For example, York International offers a Global Peer Program to support prospective and incoming first-year students, keeping them active and engaged as soon as they’ve received their offer to York, to better help them navigate their student journey. Current upper-year students remain connected with newly admitted students through monthly check-ins, virtual group connections and ongoing virtual support. This summer, 112 students completed the program.
Once international students arrive on campus, they are invited to an orientation program geared specifically toward their needs. They receive immigration guidance, are introduced to local community resources, such as banks and cellphone providers, and have the opportunity to network with other incoming students. They also engage in academic orientation delivered by the Faculties.
“Our goal is to support international students achieve success, in whatever way they define it, whichever path they choose,” said Gengatharan. “When international students succeed, it is a win for everyone at York and in Canada. “And, to our international students – you belong here, you bring so much to our community and we’re so glad you’ve chosen us.”
York’s membership in CALAREO, a hemispheric consortium, begins to blossom
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By Elaine Smith
Although he knew little Spanish, Adam Hallag, a fourth-year York electrical engineering student, jumped at the opportunity to spend a couple of months this summer as a research intern at the Universidad Tecnólgica San Juan del Rio in Mexico’s state of Querétaro.
“I wanted to have a professional opportunity to add to my resume,” said Hallag. “Once you graduate, it’s harder to get a job without some work related to your field.
Adam Hallag
“When this opportunity from CALAREO (Canadian and Latin American Research and Exchange Opportunities consortium) came through, I took it as an opportunity to go abroad to get experience while learning about another culture.”
While there, he is immersed in a project to develop the design for a closed-loop solar tracking system that uses sensor technology to adjust solar panels so that the sun rays are orthogonal to the panel, which is where maximum power is attained.
“It has been challenging, combining the work with learning Spanish and travelling alone for the first time,” said Hallag, “but I’ve learned a lot of hard and soft skills.”
Hallag is one of the first York University students to take advantage of the global research opportunities provided by CALAREO.
York membership in a consortium that includes other Canadian institutions – Carleton University, Lakehead University (secretariat), Memorial University and Vancouver Island University – meant signing a Memorandum of Understanding that commits York to facilitating and increasing student mobility, building and strengthening relations in strategic research areas, and encouraging co-operation that results in national and international grants to enhance research collaborations and training of students.
CALAREO also received funding from the federal Global Skills Opportunity fund, providing financial support that allows Canadian students who are Indigenous, low-income or have a disability to participate in these global learning opportunities, whether field study or research. In addition, CALAREO partners with Mitacs to offer undergraduate students the opportunity to undertake research abroad.
York has already taken advantage of this funding. During Reading Week in February, Alejandro Zamora, associate professor of Hispanic studies at Glendon College, led a group of 11 students to Colombia for field study as part of a course in Hispanic geopoetics; nine of the students were funded through CALAREO.
The trip, organized in collaboration with the University of Magdalena in Santa Marta, focused on the work of Gabriel Garcia Márquez, the Nobel Prize-winning poet and author who drew inspiration from the region. Students had the opportunity to work in partnership with their Colombian counterparts and become involved in community projects.
The consortium currently has partnerships with Mitacs, Colombia, CONACYT (Mexico’s National Council of Science and Technology) and the Mexican state of Querétaro. As York’s engagement with CALAREO grows, the University will aim to increase the diversity of these partnerships; certainly, collaborative opportunities abound, if a recent trip to Brazil by York International (YI) team members is any indication.
In April, Helen Balderama, YI’s director of global engagement programs and partnerships, and Recep Demir, global partnerships manager, attended FAUBAI, the largest higher education conference in Latin America as part of a CALAREO delegation. Over a five-day period, the pair met with about 30 Brazilian institutions to explore new opportunities for collaboration and reciprocity.
“CALAREO opened doors for us and we’re glad we came.”
Vinitha Gengatharan, assistant vice-president, global engagement and partnerships, said, “York’s increasing engagement with CALAREO is another step toward increasing York’s student and scholars’ engagement and impact in Latin America. We anticipate that membership in the consortium will be fruitful and mutually beneficial for all of the partners involved.”
Those interested in learning more about CALAREO or other ways to engage or advance your international and global priorities can contact Balderama at helencb@yorku.ca.
York’s three-year budget plan approved
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La version française suit la version anglaise.
York University’s three-year budget plan has been approved, taking a thoughtful and prudent approach to secure long-term success.
The budget plan ensures that an in-year balance can be achieved in 2025-26 while continuing to advance the strategic priorities outlined in the University Academic Plan 2020-2025 for the long-term success of the University. York’s financial reserves will help mitigate the near-term impact of revenue shortfalls.
“York’s strong vision continues to shape the academic programs, research, creative activities and innovation that are elevating our reputation, attracting high-quality students, faculty and staff, and enhancing the well-being of the communities we serve,” said Rhonda Lenton, president and vice-chancellor.
Provost and vice-president academic Lisa Philipps added, “York has made extraordinary progress over the past few years, with teaching and research advances, improved global and domestic rankings, innovative curricula, more experiential learning opportunities, and a new campus in Markham actively preparing to welcome students next year. All these initiatives are designed to meet the needs of our current and future learners, and further strengthen York’s commitment to driving positive change.
“Providing new and returning students with high-quality experiences and supports is key to our success and remains a top priority for the University,” said Philipps.
Steps are now being implemented across the University to help achieve the planned recovery, including both short-term cost reductions and initiatives that will drive growth, innovation and enrolment.
Le plan budgétaire triennal de York a été approuvé, adoptant une approche réfléchie et prudente pour assurer le succès à long terme.
Le plan budgétaire garantit l’atteinte d’un équilibre durant l’exercice 2025-2026 tout en continuant à faire progresser les priorités stratégiques définies dans le Plan académique de l’Université 2020-2025 afin d’assurer le succès à long terme de l’Université. Les réserves financières de York permettront d’atténuer l’impact à court terme du manque à gagner.
« La vision forte de York continue de façonner les programmes académiques, la recherche, les activités créatives et l’innovation qui renforcent notre réputation, attirent des étudiants, des professeurs et du personnel de qualité et améliorent le bien-être des communautés que nous servons », a déclaré Rhonda Lenton, présidente et vice-chancelière de l’Université.
Lisa Philipps, rectrice et vice-présidente aux affaires académiques, a ajouté : « York a réalisé des progrès extraordinaires au cours des dernières années, notamment des avancées en matière d’enseignement et de recherche, une amélioration des classements mondiaux et nationaux, l’offre de programmes d’études innovants et de possibilités additionnelles d’éducation expérientielle ainsi qu’un nouveau campus à Markham qui se prépare activement à accueillir des étudiants l’année prochaine. Toutes ces initiatives sont conçues pour répondre aux besoins de nos apprenants actuels et futurs et consolident l’engagement de York envers la création de changements positifs.
« Offrir des expériences et un soutien de grande qualité aux nouveaux membres de la population étudiante et à ceux et celles qui poursuivent leurs études est la clé de notre succès et reste une priorité absolue pour l’Université », a-t-elle précisé.
Des mesures sont actuellement mises en œuvre à l’échelle de l’Université pour contribuer au redressement prévu, y compris des réductions de coûts à court terme et des initiatives qui stimuleront la croissance, l’innovation et les inscriptions.
York makes substantial leap forward in latest QS World University Rankings
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York University continues to strengthen its global position as a leading research-intensive university as highlighted in the 20th edition of the QS World University Rankings. This year, York climbed more than 100 spots, moving up to 353rd out of 1,500 universities – a 25 per cent improvement in the University’s standing over the past eight years.
“With an unparalleled commitment to creating positive change, York has once again been recognized by the QS World University Rankings for academic and research excellence along with highly valued student outcomes,” said Rhonda Lenton, York University president and vice-chancellor.
According to the QS World University Rankings, this year’s results saw the largest-ever methodological enhancement, introducing three new metrics: Sustainability, Employment Outcomes and International Research Network. The changes were intended to align with evolving student and societal priorities.
This latest ranking news also comes on the heels of York’s impressive results in the 2023 Times Higher Education Impact Ranking and QS’ Subject Report Rankings, both results that were revealed earlier in the year.
Released in March, the 2023 QS Subject Report Rankings evaluated more than 15,000 programs from 1,594 institutions and York ranked among the top 100 in the world in three subject areas: English language and literature, philosophy, and for the first time, performing arts.
“These latest QS World University Rankings build on York’s positive global momentum. The impressive results are a testament to the high quality, interdisciplinary research, teaching and learning that take place at York,” said Lenton.
Guided by a University Academic Plan that strives to both inspire and deliver positive change, York’s high-quality academic programming continues to position the institution as a leader in post-secondary education in Canada and around the world.
York University to address budget deficit over next three fiscal years
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La version française suit la version anglaise.
The following is a communication from York University:
York University, like many post-secondary institutions across Canada, is facing short-term financial pressures related to a variety of internal and external factors. Fortunately, the University maintains healthy reserves to help mitigate enrolment fluctuations, support strategic opportunities and priorities that will continue to advance our vision and reduce our exposure to future risks.
The key drivers of the revenue shortfall include provincial operating funds that have been outpaced by inflation, a decline in international student enrolment exacerbated by slow visa processing times and a concurrent three-year tuition freeze. York has a clear plan to respond to the challenges we face. A number of immediate measures are being taken to reduce the expected gap in revenue compared to expenditures that will see the budget balanced by 2025-26. The aim is to strengthen our enrolment, diversify revenue, and to minimize the impact on the high-quality education we provide where reductions in expenditures are necessary.
Consequently, to bridge the gap, administrative units will face an average of 2.5 to 4 per cent reduction in expenditures, with the Faculties and School of Continuing Studies absorbing up to a 2 per cent expenditure reduction. Budget reductions include a temporary pause or reduction in employee professional development, limiting the hiring of tenure stream faculty and staff to only urgently needed appointments, and a reduction in advertising that is not directly related to strategic enrolment management. It will also include the deferral of minor renovations and some equipment renewals.
Strategies to drive new revenue will also be enhanced including program innovation, expanding capacity in high-demand programs, advancing 21st century learning such as microcredentials, launching our Markham Campus, student success and retention initiatives, strengthening our global engagement and internationalization strategy, implementing our Decolonizing, Equity, Diversity and Inclusion (DEDI) Strategy, building our profile and reputation, increasing our success in research and commercialization, intensifying University Advancement, and progress on our Campus Vision and Strategy. While each of these will contribute to our future financial sustainability, it will take time to realize the full benefit of our efforts.
“York University has seen tremendous success and growth over the past few years, and I am confident we can maintain our momentum while navigating this short-term challenge. Our leadership in advancing the United Nations Sustainable Development Goals and our commitment to decolonization, equity, diversity and inclusion has helped propel York as the first-choice university for domestic students. These successes are a testament to the dedication and perseverance of our community and their commitment to driving positive change,” says Rhonda Lenton, president and vice-chancellor. “It will be important for us not to lose sight of our long-term goals and delivering on our vision to provide students with access to a high-quality, research-intensive learning environment committed to the public good.”
Based on current university application data, York is in a strong position for the 2023-24 academic year with domestic first choice applications up 11.2 per cent. Converting these applications to enrolled students will have a positive budget impact.
“Mitigating current financial pressures require all Faculties, divisions and units to do their part,” says Lisa Philipps, provost and vice-president academic. “We will work with units and Faculties to ensure their individual goals, plans and initiatives are supported through a temporary pause of some activities. We have faced these challenges in the past with success and have identified a strategic way forward that allows us to continue to advance the priorities set out in the University Academic Plan.”
L’Université York va gérer son déficit budgétaire au cours des trois prochaines années fiscales
L’Université York, tout comme de nombreux autres établissements d’enseignement supérieur au Canada, fait face à des pressions financières à court terme liées à divers facteurs internes et externes. Fort heureusement, l’Université conserve des réserves saines pour atténuer les fluctuations des inscriptions, appuyer des possibilités stratégiques et les priorités qui continueront à faire progresser sa vision et à réduire son exposition aux risques futurs.
Les principaux facteurs à l’origine de ce manque à gagner sont les fonds de fonctionnement provinciaux qui ont été insuffisants pour faire face à l’inflation, la baisse des inscriptions d’étudiants internationaux exacerbée par la lenteur du traitement des demandes de visa et le blocage parallèle des frais de scolarité pendant trois ans. York a un plan d’action clair pour répondre aux défis auxquels elle est confrontée. Plusieurs mesures immédiates sont actuellement mises en place pour réduire l’écart attendu entre les recettes et les dépenses, et cela permettra d’équilibrer le budget d’ici 2025-2026. Même si des réductions de dépenses sont nécessaires, l’objectif demeure de renforcer nos effectifs, de diversifier nos revenus et de minimiser l’impact sur l’enseignement de qualité que nous offrons.
Par conséquent, pour combler ce déficit, les unités administratives devront réduire leurs dépenses de 2,5 à 4 % en moyenne, tandis que les facultés et l’École de formation continue devront absorber une réduction des dépenses allant jusqu’à 2 %. Les réductions budgétaires prévoient une suspension temporaire ou une réduction du développement professionnel des employés, l’embauche de professeurs et d’employés permanents restreinte à des nominations indispensables, et la réduction de toute publicité n’ayant pas de lien direct avec la gestion stratégique des inscriptions. Elles comprennent également le report de rénovations mineures et du renouvellement de certains équipements.
Les stratégies visant à générer de nouveaux revenus seront également consolidées, notamment : l’innovation en matière de programmes; l’augmentation de la capacité de programmes très recherchés; la promotion de l’apprentissage au 21e siècle (comme les microcrédits); le lancement de notre campus Markham; les initiatives de réussite et de rétention étudiante; le renforcement de notre engagement mondial et de notre stratégie d’internationalisation; la mise en œuvre de notre stratégie de décolonisation, d’équité, de diversité et d’inclusion (DEDI); l’amélioration de notre profil et de notre réputation; l’augmentation de nos succès en matière de recherche et de commercialisation; l’intensification des activités d’avancement de l’Université; et la progression de notre Vision et stratégie du campus. Chacun de ces éléments contribuera à notre future viabilité financière, mais il faudra un certain temps pour que nos efforts portent leurs fruits.
« L’Université York a connu un succès et une croissance extraordinaires au cours des dernières années. Je suis convaincue que nous continuerons sur notre lancée tout en relevant ce défi à court terme. Notre leadership dans la promotion des objectifs de développement durable des Nations Unies et notre engagement envers la décolonisation, l’équité, la diversité et l’inclusion ont contribué à faire de York un choix privilégié pour les étudiantes et étudiants nationaux. Ces succès témoignent du dévouement et de la persévérance de notre communauté et de son engagement à susciter des changements positifs, déclare Rhonda Lenton, présidente et vice-chancelière. Il est important de ne pas perdre de vue nos objectifs à long terme et de concrétiser notre vision, à savoir donner à la communauté étudiante l’accès à un environnement d’apprentissage de haute qualité, axé sur la recherche et engagé en faveur du bien public. »
Sur la base des données actuelles sur les demandes d’inscription, l’Université York est en bonne posture pour l’année universitaire 2023-2024 avec des demandes nationales de premier choix en hausse de 11,2 pour cent. La conversion de ces demandes en inscriptions aura des incidences budgétaires positives.
« Pour atténuer les pressions financières actuelles, toutes les facultés, divisions et unités doivent faire leur part, déclare Lisa Philipps, rectrice et vice-présidente aux affaires académiques. Nous travaillerons avec les unités et les facultés pour nous assurer que leurs objectifs, plans et initiatives individuels sont appuyés par une suspension temporaire de certaines activités. Dans le passé, nous avons relevé ces défis avec succès et nous avons tracé une voie stratégique nous permettant de continuer à faire avancer les priorités définies dans le Plan académique de l’Université. »
York ranks among top universities making global impact for positive change
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By Ashley Goodfellow Craig, YFile editor
York University continues to stand out as a global leader in building a more just and sustainable future by driving positive change through the shared vision and collective actions of its faculty, course directors, staff, students, alumni and community partners.
The University is positioned among the world’s top 40 universities for advancing the United Nations Sustainable Development Goals (SDGs) in the 2023 Times Higher Education Impact Rankings which measure how more than 1,500 universities work to address the most complex and compelling societal issues of our time.
The results of the rankings – the only global report of its kind – recognize York’s interdisciplinary research and innovation strengths in sustainability, inclusivity and equity that have earned the University placing in the top three per cent of universities in the world overall.
Work to advance the SDGs is rooted in the University Academic Plan as reflected in York’s vision to provide a broad demographic of students with access to high-quality education at a research-intensive University that is committed to enhancing the well-being of the communities it serves.
“York University continues to be recognized worldwide for its leadership in advancing the United Nations Sustainable Development Goals. York’s top 40 ranking is a testament to the ongoing commitment of our faculty, staff, students and instructors who have taken up the challenge outlined in our University Academic Plan to strengthen our impact,” says President and Vice-Chancellor Rhonda Lenton. “I am grateful to the entire York community for driving positive change and building a better future for everyone.”
The Times Higher Education Impact Rankings considers factors such as research, stewardship, outreach and teaching to determine the rank for each institution. York’s position in the rankings speaks to its strong global standings in the SDGs, with nine of 17 ranked in the top 100. Learn more about the rankings here.
York’s commitment to answering the call to right the future reflects the dedication of faculty, instructors, staff, students and alumni to research, academic pursuits and campus initiatives that advance more inclusive, equitable and sustainable communities.
York community members are encouraged to update their email signatures with the latest rankings and see other ways to amplify this achievement by using this toolkit.
York University releases new strategic research plan
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York University’s strategic research plan, Knowledge for the Future: From Creation and Discovery to Application, has now been finalized and is publicly available for download.
The plan was officially approved by the Senate on May 25 after a series of open forums, public consultations and faculty presentations that first began in September 2022, and engaging with over 1,500 York community members.
“As an international leader in purposeful research, York University is a modern and progressive institution ranked among the top universities in the world for its impact on advancing the United Nations Sustainable Development Goals,” said President and Vice-Chancellor Rhonda Lenton. “York’s reputation for excellence in research and related creative activities is rooted in interdisciplinary and intersectional approaches focused on driving positive change. Our faculty work with local and international partners building cross-sector networks that enhance our efforts to build equitable, inclusive, and sustainable communities. The new research plan lays out York’s strategy for intensifying our scholarly activities over the next five years continuing to propel the University forward as one of the most influential universities in Canada and beyond.”
The plan was developed with the help of an advisory committee made up of members from across the University. It showcases the depth and breadth of research at York and will be utilized beginning this year through to 2028.
“The strategic research plan offers a comprehensive and clear vision for York to grow its global impact and excel in its high standing as a research-intensive university,” said Vice-President Research and Innovation Amir Asif. “York stands ready to further its expertise and leadership in such fields as artificial intelligence, digital cultures, global health, Indigenous futurities, sustainability and more.”
The plan identifies six areas of existing research strengths, in addition to six areas of opportunity for the University to prioritize.
The six research areas of strength include:
Advancing Fundamental, Discovery and Theoretical Research and Scholarship
Illuminating Cultures and Cultivating Creativity
Building Healthy Lives, Communities and Reimagining Futures
Reaching New Horizons in Science, Technology and Society
Pursuing Justice, Equity and Sustainability: From Urban Dynamics to Global Challenges
Elevating Entrepreneurship Through Socially Responsible Innovation
The strategic research plan brings the York community together around a shared vision and is used as a tool by senior administration and the University Secretariat to make decisions about the institution’s research investments, infrastructure and services. The plan supports the University Academic Plan (2020-2025), which outlines York’s overall strategic objectives.
“I want to thank the advisory committee for their work and their passion, as well as to the entire York community who helped to develop and contribute to this plan alongside us,” said Asif. “I am confident that this community of changemakers can take this strategic research plan and bring it to life.”
Book highlights the importance of supports for university students
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By Elaine Smith
“Education will get you to the station, but can you get on the train and will you know where to get off?” says ProfessorCarl James, York University Jean Augustine Chair in Education, Community and Diaspora, building on a quote by a Ghanaian refugee, Kofi, that refers to the experiences of first-generation students attending university. In other words, being admitted to university is only the first step; the next is navigating the terrain.
A book written by James and Leanne Taylor, an associate professor in the Faculty of Education at Brock University, profiles York alumni who participated in a 2002 pilot project, or, as Taylor calls it, “an intervention,” as incoming undergraduates. The project was designed to support first-generation university students during their undergraduate years, recognizing that they didn’t have parents who could offer them insights into the world of post-secondary education.
“The barriers that they face in accessing higher education don’t go away once they’re on campus,” Taylor says.
First-Generation Student Experiences in Higher Education: Counterstories (Routledge: 2022) catches up with a selection of these students 20 years later and profiles their experiences prior to university, during university and in the years afterward. It is subtitled Counterstories “as a way of pushing back on ideas of the ideal student,” Taylor said. The book highlights the students’ successes and challenges and offers insights into the types of supports that first-generation students find most useful.
The participating students faced barriers due to race, community, class, gender and/or sexual orientation.
“We wanted to see how we could assist them when they got to university,” James says. “We as professors don’t necessarily realize that they have no idea how to negotiate university or the campus.”
The “intervention”
The pilot project required each participant to take part in an entrance life history interview and follow-up interviews and to keep journals of their experiences. They interviewed family members to learn more about their perceptions and expectation and also had work placements. In addition, Taylor ran a weekly group session, referred to as the ”common hour,” where students could discuss their experiences, goals and aspirations.
“We worked with two cohorts of students over three years and there was a weekly group meeting, a common hour, where we discussed their experiences, goals and aspirations,” says Taylor, who served as the research assistant for the project while working toward her PhD at York. Combining those sessions with all the other information, “We had a rich, rounded idea of what they needed.”
During the course of their weekly sessions, Taylor became friends with many of the students, who weren’t much younger than she was. These strong ties made it easy to reconnect with them after many years and arrange further interviews.
“It was something special to go back and see where their lives have shifted,” she says.
Many of the students said the weekly common hour was pivotal in their success in navigating the subtleties of university culture and in helping them balance peer and parental expectations with their actual university experiences. They were able to identify the existing conflicts and the areas where there was a lack of support – a gap that parents didn’t always know how to fill.
“The students also challenged the idea that people from marginalized backgrounds are always behind,” Taylor adds. “They drew on other types of capital, such as community, to help them succeed. They also framed themselves as belonging, but were aware that others saw them as students who were admitted as part of an access program.”
Taylor says the book challenges the idea that all first-generation students are similar; they are complex and “understood the intersectional pieces of their lives.” She believes universities and schools need to understand from where students draw support and how to help support and mentor them.
“We also see the counterstories as telling us how students resisted and challenged the university structure and pushed back on the dominant narrative,” she says. “We have to realize that there are inequities in the institution itself.”
Practical applications
These discoveries should help inform the ways universities and individual faculty members work with first-generation students and how they address the students’ needs.
“The book is a useful teaching tool,” James says. “I have used it with teachers and assigned various teachers a student in the book so they could compare their own stories, and participants identified with different stories. Many of them talked of having similar students in their classes.”
He has also used the book with graduate students when teaching Education in the Urban Context.
“They liked the book and were able to identify with some of the experiences, and they pointed out that some of the students didn’t always see their own privileges.”
The book also dovetails nicely with York’s academic priority, from access to success, as set forth in the University Academic Plan.
