Tag: UN SDG 4

Lassonde staff member recognized for creativity, commitment to students

Gold trophy, stars and confetti on a yellow background

Chantel Thompson, a student success and academic advisor at York University’s Lassonde School of Engineering, is this year’s recipient of the prestigious Lynda Tam Guiding Light & Legacy Award from the Advising Community of Practice and Peer Leader Community of Practice. The award recognizes Thompson’s unwavering commitment to students through her creativity and excellence in academic advising.

Chantel Thompson
Chantel Thompson

“Receiving the Lynda Tam Award is extremely meaningful to me,” said Thompson. “It means that the work that we do as advisors is important and impactful. It means that advisors like myself can be recognized for the incredible work that we do in supporting student success.”

The annual award was established to honour Lynda Tam, who served as the first assistant dean of students in the School of the Arts, Media, Performance & Design. By shaping student services, advising and peer mentoring programs at York U, Tam had a profound impact on student experience. She was also a founding co-chair of the Peer Leader Community of Practice. Through her creative and imaginative approach, Tam developed programs and initiatives that helped students excel and reach their academic, personal and professional goals. She exemplified student service excellence across the University and was a coach and a guiding light to students, staff and faculty.

Praised for her creativity and dedication, Thompson embodies many of Tam’s qualities. According to her nominators, she has significantly contributed to building an engaging and student-centred advising practice at Lassonde. She has been a driving force behind Lassonde’s innovative approach to University-wide pop-up advising fairs, incorporating activities such as trivia games, prizes and Faculty mascot appearances. The initiatives she has spearheaded, such as the student appreciation pancake breakfast and the new student handbook, have profoundly impacted students’ academic journeys.

Thompson’s nominators – all colleagues from Lassonde – feel strongly that this recognition is well deserved.

“Chantel continuously demonstrates creativity and imagination in her work,” said Caitlin Hicks, a student success and academic advisor at Lassonde. “Her passion and creativity are infectious, making her an inspiration to her colleagues and a valuable asset to our student community.”

Althea Smikle-Brown, manager of student advising at Lassonde, had this to say: “Chantel’s dedication to student success is evident in her proactive approach and her ability to think outside the box. Her empathetic approach and genuine care have positively impacted countless students.”

Lauren Hall, advising co-ordinator at Lassonde, added, “Chantel speaks up on behalf of students and her colleagues. She is committed to social justice and advocates for equality and inclusivity at every turn.”​

As part of the award, artwork was commissioned by Paria Shahverdi, a master’s student from the School of the Arts, Media, Performance & Design. The piece, named Path to Light, was inspired by Lynda’s essence – her warmth, grace and nurturing spirit – and symbolizes the tranquility she embodied and sought. “This painting exemplifies the light, imagination and hope Lynda illuminated for those around her,” said Karen MacKinnon, a member of the selection committee.

The award and accompanying artwork were presented to Thompson in a surprise meeting that included her colleagues, members of the selection committee and her nominators – Smikle-Brown, Hicks and Hall.

Reflecting on the importance of the award, and her role in student outcomes, Thompson had this to say: “The concept of ‘student success’ is complex and nuanced – encompassing more than just academic success,” she said. “It’s about a student’s ability to put their mind to anything and see it through, regardless of the challenges and barriers they may encounter. This award shines a light on all those who contribute to transforming those complexities into all of the beautiful outcomes they may be.”

Read more about Tam’s legacy in YFile.

Summer course teaches cultural understanding through movement

Professor Patrick Alcedo with York University students after the Philippine Folk Dance and Culture course’s first recital at the Philippine Women’s University in Manila.
Professor Patrick Alcedo with York University students after the Philippine Folk Dance and Culture course’s first recital at the Philippine Women’s University in Manila.

By Elaine Smith

After 16 years of teaching Philippine folk dance to York University students in the School of the Arts, Media, Performance & Design, Professor Patrick Alcedo decided it was time to take students to the Southeast Asian nation to learn new dances in their original settings.

Alcedo’s Summer 2024 course, Philippine Folk Dance and Culture, immersed the students in the world of Philippine dance for three weeks, bringing them into contact with students and faculty from five universities, as well as a national dance troupe, as they learned new steps and movement sequences.

“It was time to offer a course in situ, and it’s especially meaningful this year because it’s the 75th anniversary of Canada-Philippines diplomatic relations,” said Alcedo. “York has an agreement with a consortium of five universities, and we visited all of them in three weeks. It was a whirlwind.”

The course provided the 11 student participants with a mixture of studio work, lectures and performance opportunities. They learned dances from teachers at each of the universities and put on three recitals. They also learned about the cultural context of the different styles of dance and how they related to the country’s colonial past.

“This experience allowed me to integrate with other students, to learn from world-renowned dancers, and to learn the cultural history of folk dance and the Philippines,” said fourth-year student Anna Paddon.

York U students in rehearsal for their first dance recital at the Philippine Women’s University
York U students in rehearsal for their first dance recital at the Philippine Women’s University, under the direction of faculty member Leo Lorilla, who is also a Bayanihan performing artist.

Students began their adventure at Philippine Women’s University in Manila, home to the Bayanihan – the national dance company of the Philippines. There, they learned six new dances in one week and also took a day trip to Ateneo de Manila, one of the country’s oldest universities.

Next came a visit to Bulacan State University, one of the country’s fastest-growing post-secondary institutions. York U students joined Bulacan students for a screening of Alcedo’s documentary film, A Will to Dream, which focuses on underprivileged dancers and the power of movement to change their lives. After the screening, the two groups were led to the university’s performance hall to dance together.

After heading back to Manila for a visit to Eastern University, a private school known for its art deco-style architecture, York U students learned a new dance from local instructors while Alcedo taught a group of local students.

The next stop was the Quezon City Performing Arts Development Foundation, home to the dance program for at-risk youth featured in Alcedo’s documentary. There, the York U class enjoyed a student performance followed by an Indigenous music class.

“Our students were able to see the power of dance to lift people from poverty with skills for a better future,” Alcedo said.

To close out the trip, the class visited the University of the Philippines in Diliman. In addition to being Alcedo’s alma mater, it is also home to the internationally touring Filipiniana Dance Group, headed by Alcedo’s brother, Peter Alcedo Jr., who is also a dancer. The York U students learned four new dances, including a northern Philippines folk dance based on research done by the Alcedo brothers.

Overall, the York U students learned 15 new dances in four different Philippine styles: Filipinized Spanish dance; lowland Christian dance, seen in agricultural areas; Muslim Philippine dance, prevalent in the south of the country; and Cordillera dances from the north.

“This was the heart of the course – really experiencing the different ways Philippine folk dance is practised in the country,” explained Alcedo. “The plurality of practices demonstrates how people respond to colonialism and modernity in different ways…. this transnational work enriches our dance program.”

This type of summer program also fulfils one of the goals of the York University Academic Plan, Advancing Global Engagement, and puts the University’s Global Engagement Strategy into practice.

Study abroad course in Cuba breaks new ground

York International group in Cuba

By Elaine Smith

Two groups of York University students travelled to Cuba this spring as part of a new Faculty of Health course exploring human rights, Cuban culture and the country’s health-care system. The course – Experience Cuba: Enacting the human right to health and health equity, taught by Jessica Vorstermans, an associate professor in the School of Health Policy & Management – marked the first simultaneous collaboration between York U, the University of Holguin and the Medical University of Holguin. It is an offering the Faculty of Health hopes to strengthen and continue.

The 34 students in the Experience Cuba course were part of a cohort of more than 300 York University students participating in faculty-led study abroad programs this spring and summer. They received funding support through York International’s Sustainable Development Goals (SDGs) in Action Program, which is funded by the Government of Canada’s Global Skills Opportunity.

The course provided a look at how the Cuban health-care system flourishes amidst a landscape of economic crisis. The country has been under a United States trade embargo since 1962, resulting in a scarcity of many goods – including medicines and modern medical equipment. Nonetheless, many Cuban indicators of health are comparable to those in Canada, said Vorstermans.

“Cuba is an example of everything we want an equitable and universal system to look like, but in an environment of great scarcity,” Vorstermans said. “It’s a system that prioritizes preventive and primary care.”

Developed by Vorstermans and supported by Julie Hard, director of global and community partnerships in the Faculty of Health, the new course attracted so much interest that the Faculty chose to run two sessions back to back to accommodate more students.

While in Cuba, the students attended lectures about the health-care system at the partner universities and visited the neighbourhood network of clinics – the first stop for patients. They toured the medical school and learned about the curriculum, which also includes dentistry and traditional medicine.

York University students visiting the University of Holguin, listening to a talk about Cuba's history and revolutionary struggle.
York University students visiting the University of Holguin, listening to a talk about Cuba’s history and revolutionary struggle.

It was an eye-opening experience for the students, who were housed with Cuban families in a Holguin neighbourhood, took the university bus to campus, and visited many cultural sites during their visit.

“It was a two-week snapshot of Cuban life,” Hard said. “Most Canadians think of Cuban resorts and beaches, but living in a home in a country coping with scarcity was very different. It was an immersive cultural experience that went way beyond textbooks and the travel brochures.”

They learned about navigating fuel shortages and gained an appreciation for how hard people work to put food on the table. “The state makes sure there is enough,” said Hard, “but there isn’t the same selection to which we’re accustomed.”

The students were amazed by the efficiency of the Cuban health-care system, and couldn’t help but draw comparisons to Canada’s.

“The health care in Cuba is inclusive; it accommodates all types of people,” said El Salvador-born Alexa Rios, a first-year health studies student. “Everything is egalitarian, and everyone gets the same care…. If people with so few resources can create a welcoming system, why can’t we – with all of our opportunities – do the same?”

Sophia Desiri, another first-year health studies student, was very impressed by the strong emphasis on preventive care and the use of local clinics as the first line of defence against illness, rather than emergency rooms.

“This course opened my eyes to what health care really means, which is community,” she said. “The Cuban system looks at patients as people, with feelings and needs.”

Gurher Sidhu, a fourth-year global health student, noted the emphasis the Cuban system places on primary care, with integrated health-care teams that serve the local community at polyclinics.

“The system was designed logically, with common sense,” she said. “The family physicians, for example, live in their communities – so their patients are also their neighbours. If someone doesn’t show up for an appointment, they worry. I wonder how we could foster that commitment to care here.”

Sidhu hopes to take more time to reflect on what she experienced and to consider how lessons learned could be applied within the Canadian context. Looking back at her journal – which she was required to write in while abroad – might offer some insights. At a Knowledge Mobilization Fair held last month at York U, the students shared their takeaways with their families and other invited guests.

“We were very glad to partner with and support the Faculty of Health with the launch of the Experience Cuba summer abroad course this year,” said Helen Balderama, director of global engagement and partnerships at York International. “The insights and observations that were shared by the health students precisely demonstrate the whole point of global learning (and study abroad) programs: to be exposed to new ideas and experiences, reflect on them, and be moved to action or further reflection.”

As for Vorstermans and Hard, they plan to run the course again in 2025 and deepen their partnership with the two Cuban institutions.

“This was a transformative learning experience that was amazing to witness,” Vorstermans says. “We view these connections as the beginning of a long-term partnership that we co-create so it is reciprocal.”

Schulich ExecEd partnership to empower municipal leaders

Schulich ExecEd/City of Ottawa Masters Certificate in Municipal Leadership group
On June 7, the City of Ottawa hosted a Celebration of Learning event recognizing the 50 Schulich ExecEd Masters Certificate in Municipal Leadership program participants for their dedication and accomplishments.

The City of Ottawa has long recognized the pivotal role of skilful leadership in achieving its vision of prosperity, sustainability and resilience. For over a decade, York University’s Schulich ExecEd has been a trusted partner, helping to equip Ottawa’s leaders with the knowledge and tools needed to navigate the increasingly complex challenges of municipal leadership. This past year, Schulich ExecEd delivered an updated version of its Masters Certificate in Municipal Leadership program to 50 City of Ottawa managers.

Customized to meet the diverse needs of both new and seasoned leaders at the City of Ottawa, this 12-day learning program, which unfolded over 12 months, included three modules: Essentials of Municipal Leadership, Strategic Municipal Leadership and – the new addition – Future-proofing Municipalities.

“This program has challenged the participants to think about the type of leader they want to be – someone who encourages and develops people, who listens, who models integrity, who puts others first, and who acts with courage and care as we work together to build a truly great city,” said Wendy Stephanson, city manager. “It has also presented a wonderful opportunity for our leaders to broaden their skills and explore new and innovative ways of thinking.”

The new module epitomizes the City of Ottawa’s forward-looking vision, challenging participants to embrace complexity, leverage data, and lead through change with strategic foresight and digital acumen.

The cohort-based learning experience also provided networking and collaboration opportunities among leaders across different departments, fostering a culture of peer-to-peer learning and building collegial relationships to last beyond the program.

“The content was like a reassuring reality check,” said one participant. “Everyone is facing similar struggles and challenges, but all we have to do is redefine how we look at these and give ourselves some leeway in terms of how we define success.”

Last month, the City of Ottawa hosted a Celebration of Learning event, recognizing the 50 program participants for their dedication and accomplishments. With leaders from both the city and Schulich ExecEd in attendance, the celebration served as a testament to the transformative power of education and collaboration in shaping the leaders of tomorrow.

“In an era of unprecedented uncertainty, the need for skilled and agile leaders in the public sector has never been more apparent,” said Rami Mayer, executive director of Schulich ExecEd. “ExecEd’s Masters Certificate in Municipal Leadership program delves deep into the psychology of leadership, effective communication, cultures of innovation, political acuity and agile decision-making. Those are skills that municipal leaders of our future need to harness today to nurture their leadership strengths, and those of their teams, and deliver on their commitment to provide exceptional service to their communities.”

Through strategic partnerships like this one, municipal professionals are being empowered with the skills and knowledge necessary to continue to shape the future of the communities they serve.

Model EU brings students from across Canada to York U

Model EU at York U

By Elaine Smith

When political science major Sara Harsini heard York University was hosting a Model European Union (EU) for university students nationwide, she signed up to participate and convinced her third-year classmate, Nawal Alhawari, to join her.

Nawal Alhawari (left) and Sara Harsini (right).

The Model EU, a simulation of the work done by the European governing body, was held this spring and organized by Heather MacRae, an associate professor in York U’s Department of Politics. Sponsored by the Delegation of the European Commission in Canada, it brought 55 students from across the country to the Keele Campus to experience politics and diplomacy in action.

“It was an excellent experiential education exercise,” MacRae said. “The students had to do advance work, both reading and research, and then they put it into action. They learned a lot about how the EU works and a lot about climate change.”

The event was the second of its kind to be held in Canada; last year, it was held in Ottawa. According to MacRae, the goal going forward is to have universities assume the role of hosting.

The Hungarian Consulate hosted the opening reception, an event that brought students and diplomats together to hear an opening speech by EU ambassador Melita Gabrič and to discuss the issues of the day. Many of the conversations centred around the European Green Deal – the EU climate law requiring a 55 per cent reduction of emissions by 2030 and climate neutrality by 2050 – since it was the focus of the weekend’s sessions. The students were tasked with creating a resolution, addressing how they would achieve its goals.

Students worked in pairs to represent the governments of the 27 EU nations. Alhawari and Harsini chose to represent Austria, because they wanted to embody a nation that was forward thinking in its environmental policies. After researching green policies and Austria’s contribution to the EU, they were delighted to meet a representative from the Austrian Consulate at the reception.

“It was fantastic to meet him and discuss Austria’s green policies,” said Harsini. “A major part of our success came from his commentary and insights.”

Gabriele Alexandru, head of the political, press and information section at the EU Delegation to Canada, gave the opening talk the following day, before the students got to work on their Green Deal resolutions. The event was entirely student run, with a pair from the University of Victoria acting as Chairs.

“It’s an opportunity to hone so many skills, including negotiation, co-operation, public speaking and research,” MacRae said. “There’s an extra benefit getting to know people interested in similar issues from across the country. We’re building a community of European scholars.”

This was the first time Alhawari and Harsini had participated in a simulation exercise. They thoroughly enjoyed the experience and are considering trying a Model United Nations simulation next.

“We always have a notion that government work takes too long, but this shed light on the fact that every nation’s voice had to be heard,” said Harsini. “Now, I understand why it takes time.”

Added Alhawari, “The actual Green Deal already exists, so we were just adding to it. I realized that if the real EU was able to forge an agreement, so could we.”

MacRae liked the idea of giving students a sponsored opportunity to learn more about the EU.

“There is an EU study tour each summer, which our students can take part in, but it is expensive,” she said. “Since not all students can afford to go to Europe, we bring Europe to them.”

J.J. McMurtry, dean of York University’s Faculty of Liberal Arts & Professional Studies (LA&PS), believes the exercise was extremely valuable.

“Participating in opportunities such as the Model EU simulation is a vital component of experiential learning and internationalization at LA&PS,” he said. “These experiences enhance students’ understanding of global affairs, cultivate critical thinking, communication and collaboration skills. By actively participating in these activities, our students not only enrich their academic pursuits but also develop the necessary competencies to thrive in an increasingly interconnected and diverse world.”

By giving students a greater understanding of European governance, MacRae is helping to fulfil the University Academic Plan‘s goal of advancing global engagement and bring its new Internationalization and Global Engagement Strategy to life.

York U mature students take their studies abroad this summer

Map plane travel international world

By Elaine Smith

York University’s summertime, faculty-led study abroad opportunities continue to be popular post-pandemic, and it’s not only 20-somethings who are taking advantage of the chance to broaden their cultural horizons. Mature students, too, are registering for courses that take them across the globe.

York International, the University’s hub for both international students and international education programs, supports Faculties and academic units in offering study abroad opportunities led by York U course directors, and mature students are eager to participate.

F. Evnur Taran on a research trip in Georgia.

Human geography PhD student F. Evnur Taran, for example, studied in Mexico City last month. Meanwhile, undergraduate student Paula Kaston is off to York U’s Las Nubes EcoCampus in Costa Rica and Richard Smith has headed to China. None of them had studied abroad previously, but their life experiences made them confident that they would succeed in an unfamiliar environment.

“I’m excited,” says Taran. Called Free Trade, Unfree Labour and Environmental Justice in Continental North America, it looks at the current North American free trade agreement. Students in this intensive course, led by Faculty of Environmental & Urban Change (EUC) Professor Anna Zalik, spend a week studying with peers at the National Autonomous University of Mexico in Mexico City and reconvened the following week at York U.

“It’s an opportunity to be in a university in another country and see what their system is like,” says Taran.

Taran loves both travelling and learning. Once her children were grown, she earned a second bachelor’s degree at Glendon College. Next came a master’s degree in international development studies, which led her to apply for the PhD program in human geography.

“I’m living my second youth,” she says. “I love to study and to be active, and I’ll continue as long as life permits me.”

Kaston, who is retired, is finishing her bachelor’s degree in environmental sustainability. She decided that a course at York U’s EcoCampus would be a wonderful end to her undergraduate studies.

Years earlier, career opportunities lured Kaston away from her university studies, so she is fulfilling her long-term goal now by earning a degree. In fact, she has enjoyed the experience so much that she is continuing on to a master’s program in environmental science this fall.

“Environmental sustainability has been a passion of mine for a long time,” she says, “and when I found the York program, I decided to go full on.”

Kaston registered for a course called Conservation and Development for Social-Environmental Sustainability and Wellbeing, led by EUC professor and Las Nubes director Felipe Montoya. The course explores the ways Costa Rica is succeeding with sustainable development.

“I want to see what these initiatives that we read about really look like on the ground,” Kaston says.

Smith, who retired from York U last year as director of institutional planning, began taking language courses prior to retirement. This summer, he embarked on an intensive course in Mandarin – Intermediate Chinese Language and Culture in China: Shanghai as an International and Chinese Centre – taught by Assistant Professor Gang Pan in the Faculty of Liberal Arts & Professional Studies. It brought him to China at the end of May.

“I’m fascinated by how people in other countries do the same things in different and often surprising ways,” he says.

To help support his trip, Smith received a $2,000 award from the Government of Canada’s Outbound Student Mobility Pilot Program Global Skills Opportunity (GSO). The funding is meant to offset the cost of travel while increasing the participation of under-represented groups in international learning opportunities.

Smith and 10 of his classmates studied at Fudan University in Shanghai for a month, lived in the residences there and ate in the dining hall. Their course was intensive, with five hours of language classes daily, but the month-long session ended with a five-day trip to the cities of Suzhou, Hangzhou and Nanjing, as well as the Shaolin monastery (the birthplace of Buddhism) and the countryside of Zhejiang Province to experience first-hand the culture, history and landscapes – and put their language skills to the ultimate test.

“I’ve been dropped into cities with a different language before,” Smith says, “but here, it may be hard to find English speakers, so I’ll pretty much have to rely on my Chinese.”

Ashley Laracy, associate director of global learning for York International, urges students of all ages to follow in the footsteps of these mature students.

“Faculty-led study abroad programs create a supportive space for students to travel abroad with a group of their known peers,” she says. “We’re excited to see the diversity of our student population reflected in our global learning programs. Our Global Engagement Strategy outlines York’s commitment to building and facilitating opportunities that are inclusive and accessible to our students. Global learning is lifelong learning.”

This summer, York University has more than 300 students abroad as part of faculty-led programs. With the help of the GSO funding, the University has been able to increase its participation levels in summer study abroad initiatives, with more than 220 participating students receiving financial support towards their global learning.

For more information about York University faculty-led abroad opportunities, contact yuabroad@yorku.ca.

Project brings together dance students from York U, Japan

Lisa Sandlos in Japan with dance students

By Elaine Smith

Students from York University have an opportunity to collaborate with students from Japan’s Mukogawa Women’s University this month as the result of a globally networked learning (GNL) award granted to Lisa Sandlos, a contract faculty member in York U’s School of Gender, Sexuality & Women’s Studies and the Faculty of Education, by the GNL team at York International.

GNL is an approach to teaching and learning that enables people from different locations worldwide to work together on knowledge-making processes and research projects. It provides cross-cultural opportunities for students who might not have the chance to study abroad – a definite benefit in today’s global economy.

Sandlos will be pairing students in her summer course GSWS/DANC4528 3.0 – Feminism, Dance and The Body: Performance, Movement and Transformation – with students in a course at Mukogawa Women’s University taught by Naoko Murakoshi, who offers a seminar focusing on somatic movement, education and dance. The two women studied together in a professional training program at the School of Toronto Dance Theatre (now called the Dance Arts Institute) and were faculty colleagues at York U for several years before Murakoshi returned to teach in her native Japan.

Lisa Sandlos and Naoko Murakosh.
Lisa Sandlos in Japan with students.

Thanks to a Hyogo Overseas Research Network fellowship, Sandlos was able to travel to Japan this spring and plan the GNL exercise with Murakoshi in person.

“Because we are considering bodies, movement and dance, it was helpful to be together in a physical space with her students,” Sandlos said. “I was there doing research, but I also taught five classes and gave a lecture on gender, sexuality and sexualization in competitive dance.”

Murakoshi noted, “It was good to have Lisa here so we could create the GNL plans together. The process is very important, and we wanted to share our thoughts.”

The York U course, which began at the end of June, is six weeks long. Sandlos introduced the GNL component during the second class, and provided another assignment option for students who preferred not to participate.

As part of the GNL component, both students in each pair will create a video “about any aspect of their identity that they wish to share,” Sandlos said. “They will then observe their partner’s video and write a reflection on what they observe and what they have experienced. They will also reflect on what the body can tell us, especially through movement and dance.”

Once the students begin the project, they will be able to work either asynchronously or synchronously, but the 13-hour time difference will likely play a part in their decisions.

Through this project, the two professors hope their students will gain an understanding of the cultural and social dimensions of movement.

“Ideas about the body are social and cultural and aren’t fixed,” Sandlos said. “When we communicate cross-culturally, we realize that people collectively create their understanding about the world and the body. Movement is culturally coded and we need to understand the level of diversity that exists in order to communicate effectively.”

Murakoshi noted that bodies are socially conditioned. In Eastern philosophy and Japanese culture, she explained, small gestures can carry great meaning.

“This exchange will help the students start to reveal their own biases and understand that how they perceive things is societal,” said Murakoshi. “This is revealed clearly when they exchange movement, and I want them to experience that with peers.”

Sandlos hopes students will find the GNL project informative, not only as a cross-cultural exchange but as experiential education, which was her impetus for creating it.

Reeta Roy urges Faculty of Education graduands to ‘make a difference in the lives of learners’

Reeta Roy

Reeta Roy, president and CEO of the Mastercard Foundation – an international non-governmental organization focused on empowering young Africans with education – offered several calls-to-action to Faculty of Education graduands to help shape the future of education.

“You have an entire lifetime of impact ahead of you,” Roy promised graduands during their June 17 convocation, as she began her address to them. “Whether you stand in front of the classroom or you get to decide what is taught in the classroom, whether you focus on expanding access to education or you set standards of education, you will make a difference in the lives of learners.”

An advocate for the transformational power of education through her work at the Mastercard Foundation, Roy made several requests of graduands as they move ahead in their careers.

She urged them to lean into one of the most important qualities teachers can possess. “As educators, one of the most important things you do – and you will do – is to recognize promise and talent in others, even before they may perceive it in themselves,” she said. “You have the opportunity to truly see the whole person – not the boundaries and not the limitations around them.”

That, she explained, can lead to something educators are uniquely positioned to do. “More than just see them, you will enable their passions, develop their confidence and help them believe in themselves so they can walk their own journeys and create their own opportunities,” said Roy.

Kathleen Taylor, Reeta Roy, Rhonda Lenton copy
Pictured, from left to right: Chancellor Kathleen Taylor, Reeta Roy, President and Vice-Chancellor Rhonda Lenton.

She also called upon graduands to transform the reality of who deserves an education, as she noted there are many who struggle to access learning due to poverty, conflict, distance, disability, lack of teachers, gender and more.

Roy noted she has seen – and worked to change – this directly, through her work with the Mastercard Foundation, which advances the development of educational opportunities for African youth and their families, and looks to empower 30 million young Africans by 2030 with the creation of educational and economic opportunities.

Roy delivered her final call to action in the form of an anecdote. She recounted a trip to Moosonee, a small town in northern Ontario sometimes referred to as “the gateway to the Arctic.” She was doing work there with the Weeneebayko Area Health Authority, training Indigenous young people to become health professionals who would help the larger medical system embody Indigenous knowledge and world views about what is healthy and what is wellness.

During her visit, she encountered – in person, for the first time – an ice road.

She learned that during winters, communities transform rivers, lakes and other bodies of water into ice that’s strong enough to sustain trucks and cars transporting food, fuel and necessities to otherwise isolated communities. “I was just stunned by the sophistication and the technical know-how to create these roads,” Roy said. “The ice road reflected Indigenous technology based on traditional knowledge of living with the natural environment.”

At the same time, she marvelled at the cutting-edge knowledge being integrated into the unique type of infrastructure. As climate change threatens those ice roads, making it hard to predict where dangerous cracks might form, she learned that university researchers are applying emerging technologies – like sensors and artificial intelligence – to create better predictive models that can identity where cracks and ridges may form.

The ice road – its past, present and future – reminded Roy of education. “The ice road isn’t just a bridge across waters,” she said. “It’s a bridge connecting communities and cultures. It’s a bridge connecting traditional knowledge with new forms of knowledge, connecting the past and the present.”

In that realization, she found the lesson she wanted to impart on the Faculty of Education graduands she was addressing. “You can be that bridge,” she urged. “Be that bridge.”

Schulich ExecEd partnership to empower future leaders

Youth leaders

York University’s Schulich ExecEd is partnering with Skills/Compétences Canada (SCC), an organization dedicated to enhancing the involvement of youth and their communities in skilled trade and technology careers, to provide leadership training for the next generation of workers.

As part of the collaboration, Schulich ExecEd served as an education sponsor for this year’s Skills Canada National Competition, a multi-trade and technology competition for students and apprentices, which was held in Quebec City last month. Schulich ExecEd also served as the official 2024 training partner of the Skills Canada National Alumni Committee, comprised of 13 youth leaders from across Canada who will receive critical training in the areas of strategic communications, business case development and coaching.

Members of the Skills Canada National Alumni Committee.
The Skills Canada National Competition in Quebec.

“We take pride in our collaboration with Skills/Compétences Canada, serving as a sponsor and the official training partner of the National Alumni Committee for 2024,” says Rami Mayer, executive director of Schulich ExecEd. “The programming provided goes beyond theoretical knowledge, focusing on cultivating leadership skills crucial for empowering the next generation of youth.”

In an effort to bridge the gap between trade expertise and business acumen, Schulich ExecEd endeavours to equip future leaders with essential business skills such as management, leadership, finance, communications, data analytics and more. Through accelerated programming, Schulich ExecEd will provide tools to help ignite an entrepreneurial spirit, cultivate a resilient workforce and empower trades professionals to achieve desired growth levels in their respective fields.

“In today’s dynamic business landscape, young professionals are faced with multifaceted challenges that demand a comprehensive skill set,” says Mayer. “Through this meaningful partnership, we aim to empower these talented youth members with the business acumen necessary to navigate the complexities of tomorrow’s job market.”

Y-EMERGE partnership to combat climate change by advancing mathematical modelling

climate crisis dry desert BANNER

By Elaine Smith

The York Emergency Mitigation, Engagement, Response & Governance Institute (Y-EMERGE) has established a partnership with the Research & Innovation Centre at the African Institute for Mathematical Sciences (AIMS-RIC) in Rwanda that will bring AIMS PhD students to York University to pursue their research in mathematical modelling as a tool for addressing climate change.

The project, called Human Capacity Building in Climate Change and Health in Africa, is being jointly funded by York International (YI) and Global Affairs Canada’s Canadian International Development Scholarships 2030 program, marking the first external grant to Y-EMERGE. It is also the first time York International has matched funds on this scale in support of an international research endeavour.

“York International is delighted that our researchers were able to leverage C$25,000 in matching funds to secure a significantly larger external grant for an impactful international research collaboration,” said Vinitha Gengatharan, assistant vice-president of global engagement at YI. “The money will be used to top up scholarships for up to six female PhD students coming to York, as well as to provide emergency bursaries for any PhD student travelling to York for this program.” 

As part of the project, 10 PhD students from the AIMS Research & Innovation Centre will each spend a year at York between 2025 and 2028 to advance their work with mathematical modelling and climate change. Y-EMERGE will be hosting the program, with York International assisting in helping the students to feel at home. Participating students will have the opportunity to develop their research by working with experts in their areas of interest. 

Pictured, from left to right: Vinitha Gengatharan, assistant vice-president, global engagement at Y-EMERGE; faculty member Jianhong Wu; Sam Yala, president of AIMS Rwanda; York University President and Vice-Chancellor Rhonda Lenton; Amir Asif, vice-president research and innovation; Y-EMERGE faculty member Woldegebriel Assefa Woldegerima 
Pictured, from left to right: Vinitha Gengatharan, assistant vice-president of global engagement at Y-EMERGE; York University Professor Jianhong Wu; Sam Yala, president of AIMS Rwanda; York University President and Vice-Chancellor Rhonda Lenton; Amir Asif, vice-president research and innovation at York U; and York U Professor Woldegebriel Assefa Woldegerima. 

AIMS is no stranger to York U; the institutions have previously collaborated on infectious disease modelling for influenza and COVID-19.

For Professor Jude Kong, founder and director of the University’s Africa-Canada Artificial Intelligence & Data Innovation Consortium (ACADIC) and a native of Cameroon, this collaboration is a passion project. He believes a focus on climate change and health is imperative, as the African continent is already feeling the effects of climate change.

“We’ll take the modelling experience present at York’s Y-EMERGE, as well as ACADIC and AIMS, to ensure we build the capacity to model climate change in Africa,” said Kong. “Climate change is coming and the situation is worsening in Africa. It will affect health in a way that has never happened before, and we’ll be able to build responsible models with an understanding of the local dynamics. … We’ll be using local expertise, so the results will be locally relevant, decolonized and intersectional.”

Professor Jianhong Wu, director of Y-EMERGE, is equally committed to the project.

“We consider this to not just be the beginning of an intensive collaboration with the AIMS Research & Innovation Centre in particular, but AIMS in general,” he said.

Professor Wilfred Ndifon, president of the AIMS Research & Innovation Centre, added, “For us at the institutional level, we have achieved our successes thanks to partnerships like the one we have with York.”

To help facilitate this long-term partnership, Y-EMERGE is forming a college of mentors to work with the AIMS students and establishing an advisory board to guide the growing Africa-Canada collaboration in mathematical modelling.

“We want the students to not only get excellent training but to grow their careers and begin to build up their own networks,” Wu said. “The students who come to York to train will be ambassadors for collaboration between the African continent and Canada in mathematical sciences.”

Kong is excited by the opportunity to build capacity on his home continent through a “train-the-trainers” model.

“When these students return home, they will be sent to other AIMS centres to make data actionable,” he said. “We need homegrown talent, rather than people from the Global North, to teach others [in Africa]. York is one of the many institutions that have reached out to help AIMS change the paradigm, and it is committing funding because they don’t view this as a one-off.”