Tag: UN SDG 4

YSpace program gets boost for under-represented founders

hands holding out food banner

YSpace will receive more than $476,000 in new funding from Agriculture and Agri-Food Canada (AAFC) over the next two years to expand its Food & Beverage Accelerator program across the country and support over 100 racialized and women founders to scale and thrive in the industry.

YSpace created Ontario’s first food and beverage accelerator in 2019 to help grow consumer packaged goods ventures in the field. The five-month program provides customized workshops, expert mentorship and peer-to-peer circles to ventures as they develop their strategy, grow their network and scale their business.

To date, the YSpace accelerator has supported 93 ventures and over 200 entrepreneurs who are scaling into mass retail, raising funds and getting acquired. Many ventures in the program have seen exponential growth and established valuable connections in the industry.

YSpace Food Accelerator entrepreneurs gather at the September 2023 Canadian Health Food Association (CHFA) Pitch Competition. From left: Ari Alli – Noble Snacks, Charlene Li – EATABLE, Kieran Klassen – Heartwood Farm & Cidery, Dominique Mastronardi – The Happy Era, Rebecca Prime – Beck’s Broth, Muna Mohammed – eight50 Coffee).
YSpace Food Accelerator entrepreneurs gather at the September 2023 Canadian Health Food Association (CHFA) Pitch Competition.
From left: Ari Alli, Charlene Li, Kieran Klassen, Dominique Mastronardi, Rebecca Prime and Muna Mohammed.

One example is EATABLE, a company that produces all-natural gourmet popcorn with flavours inspired by classic cocktails, wines and spirits, which has expanded their retail footprint to over 1,600 doors across Canada and the U.S. “As part of the YSpace Food Accelerator, we connected with industry experts who helped us grow 19 times in revenues since our launch in 2019,” says Charlene Li, co-founder and CEO.

Another example is Zing, which creates vegan and gluten-free condiments and seasoning salts that are designed to be pantry shortcuts. It is available in over 400 retail doors across Canada and the U.S. “YSpace programming and mentorship helped our company develop and execute an effective retail strategy that allowed us transition from an e-commerce to an omni-channel business,” says co-founder and CEO Jannine Rane.

The new funding provided by the AAFC’s AgriDiversity Program will support under-represented groups in the food and beverage industry and help provide them with the resources to build their entrepreneurial and business skills. The program was created under the Sustainable Canadian Agricultural Partnership, a $3.5-billion, five-year agreement between the federal, provincial and territorial governments to strengthen the agriculture, agri‐food and agri‐based products sector.

“We are thrilled that our Food & Beverage Accelerator will soon be able to support racialized and women founders nationally,” says David Kwok, director of entrepreneurship and innovation at YSpace. “We have built a robust and impactful program, and now with the funding resources to serve these groups, we can expand not only our reach but impact across Canada.”

In his role as Canada’s minister of agriculture and agri-food, Lawrence MacAulay has seen first-hand how integral women are to creating a thriving economy. “A more diverse and inclusive labour force can provide significant benefits to the agriculture sector by supporting competitiveness and risk management, innovation and rural vitality, and sustainable growth,” he says.

The new Food & Beverage Accelerator program will build and implement specialized tools and resources to support the unique challenges faced by under-represented groups in the consumer packaged goods and agri-food sector. To achieve this, YSpace will be leveraging its expertise from both ELLA, which provides dedicated programming for women entrepreneurs, and the Black Entrepreneurship Alliance, which provides specialized streams for Black entrepreneurs to better engage with those communities. YSpace will also look to leverage those experiences and expertise to consciously expand its offering into other under-represented communities in consultation with those communities.

“This specialized and comprehensive programming designed for under-represented communities doesn’t quite exist yet on a national level and will fill an ecosystem gap in the consumer packaged goods and agri-food sector,” says Judy Wong, consumer packaged goods program advisor at YSpace. “This is incredibly important for both our economy and the entrepreneurial ecosystem to further drive growth and innovation in the agri-food sector.”

Further information about YSpace and its diverse programming for existing and aspiring entrepreneurs can be found through its website.

Open Education Month puts spotlight on accessible education

Faculty of Environmental & Urban Change students in class

March is Open Education Month, a time to celebrate open educational resources (OER), which are openly licensed, freely available educational materials that can be used, accessed, adapted and redistributed with limited restriction. York University’s engagement with OER has continued to expand and grow over the recent years, helping faculty create inclusive and adaptable learning environments while advancing a number of United Nations Sustainable Development Goals (UN SDGs) – specifically, UN SDG 4: Quality Education, UN SDG 10: Reduced Inequalities, and UN SDG 11: Sustainable Cities and Communities.

In an upcoming series of webinars scheduled for this month, Dominique Scheffel-Dunand, an associate professor in linguistics at York and co-lead for Camerise, York’s French-as-a-second-language (FSL) hub, will spearhead efforts to promote the use of Camerise, H5P, and Pressbooks for developing inclusive OER for FSL and English as a second language (ESL). Supported by a $5,000 award from eCampusOntario, Scheffel-Dunand and her co-presenter, education technology consultant Sushumna Rao Tadinada, will deliver these webinars in both English and French.

“The events that York is hosting and participating in for Open Education Month show that the University is making great strides to support the University Academic Plan’s priority of Access to Success,” said Sarah Coysh, associate dean of digital engagement and strategy at York University Libraries. “Open educational practices in the classroom help provide students with access to course learning materials from the first day of classes. Our York eCampusOntario OER Rangers have also been instrumental in helping to spread awareness of open education on campus and providing faculty, staff, and graduate students with training and guidance on embedding these practices into their teaching and outreach programs,”

The first webinar, titled “Creating Accessible Interactive OER with H5P for Language Teaching (FSL and ESL),” on March 14 from 8 to 9 a.m., will demonstrate the use of the Canvas (LMS) and H5P platforms to design massive open online courses (MOOCs) – open-access courses with unlimited participation – in both English and French, focusing on the values of openness and diversity.

The subsequent events will delve deeper into using Pressbooks and H5P to publish interactive and inclusive learning modules.

The second and third event, titled “Libérer la puissance de l’apprentissage interactif et inclusif avec Pressbooks et H5P en FLS et ESL,” will be offered first as a webinar and then as a hands-on workshop by Scheffel-Dunand and Tadinada Ra. Delivered in French, the sessions will illustrate using Pressbooks to publish collections of training modules developed with H5P and made accessible on Lumi, H5P.com, HTML or in PDF format. The two events focus on how to conceptualize the interoperability between various tools and publishing platforms such as H5P or Pressbooks to foster accessible and interactive learning, from K-12 to post-secondary education.

Interested individuals can attend the March 21 webinar from 8 to 9 a.m. or the March 28 hands-on workshop from 8 to 9:30 a.m.

“These webinars and workshop have been co-designed with Ontario educators to ensure stakeholders in FSL and ESL in the province and beyond explore how to author high-quality content and why it matters that such content be discoverable, reproducible and modified for localized contexts to meet community needs for language and culture,” said Scheffel-Dunand.

During the first week of March, eCampusOntario – a nonprofit organization supporting technology-enabled teaching, learning and innovation at Ontario’s publicly funded universities, colleges and Indigenous institutes – will also be hosting several webinars to promote OER and open educational practices. Charlotte de Araujo, an assistant professor in York’s Faculty of Science, and Stephanie Quail, acting director of the Libraries’ Open Scholarship department, were accepted into eCampusOntario’s OER Ranger program last August, making them York’s institutional champions of the use of OER.

De Araujo will be speaking at the eCampusOntario Zoom webinar titled “Designing and Publishing OERs: Creator Panel Discussion” on March 7 from noon to 1 p.m.

“The OER Ranger program has provided us with the opportunity to share the benefits of OERs with our academic community, promoting a collaborative dialogue between stakeholders and encouraging OER integration in our teaching practices,” says de Araujo. “Being able to implement OERs, whether it is a textbook chapter or an ancillary resource to review course content, can be one solution to help alleviate cost challenges, enabling students to freely revisit course material, fostering lifelong learning for all stakeholders.”

Quail adds, “Being an eCampusOntario OER Ranger has provided me with the opportunity to build my network of open education advocates across Ontario, while also co-creating events at York University with my fellow ranger to support faculty, staff and student engagement with open educational practices.”

As York University continues to champion OER and open educational practices, it exemplifies its commitment to accessible and inclusive education, paving the way for innovative pedagogy and community-driven learning initiatives.

Black Studies program expands to include major, minor options

Two Black students at York University

York University is entering a new phase in its commitment to Black Studies with the expansion of its existing program to include major and minor degree options under the continued guidance of Professor Andrea A. Davis.

A professor of Black cultures of the Americas in the Department of Humanities, Davis will lead the development of the major with Paul Lawrie, a professor in the Department of History and the Black inclusion advisor in the Faculty of Liberal Arts & Professional Studies (LA&PS).

Andrea Davis
Andrea Davis
Paul Lawrie
Paul Lawrie

The Office of the Dean in LA&PS and the program development and curriculum innovation specialist in the Office of the Vice-Provost Academic are also involved in supporting the creation of what Davis calls “a very ambitious and exciting new degree program.”

“This new development,” Davis says, “marks a significant advancement in the University’s dedication to providing a comprehensive education that authentically reflects Black histories and experiences within academia.”

Under her leadership, York previously introduced the Black Canadian Studies Certificate in 2018, demonstrating a commitment to fostering inclusive educational environments. At the time, it was only the second Black Studies program in Canada to offer the study of Black Canada through humanities and arts approaches, including cultural studies, history, literature and music.

The expanded program will build on the foundation laid by the Black Canadian Studies Certificate, offering students a broader and more in-depth exploration of Black experiences across various academic disciplines, including arts, media, performance and design.

“We have made significant progress in mapping a unique, 21st-century curriculum, with cohesive learning outcomes and assessments, and we will be expanding consultation shortly with colleagues, students and affiliated programs,” Davis says.

Central to her pedagogical approach is the belief in education as a transformative force that extends beyond academic achievement. The goal is to empower students to critically examine the intersectionality of race, gender and class, fostering a deeper understanding of societal structures and inspiring them to become catalysts for positive change within their communities.

By delving into contemporary issues such as environmental sustainability, social justice and cultural identity, the expectation is that students will develop critical-thinking skills essential for addressing the pressing challenges of the modern world.

Presently in the development stage, the proposal for the new, expanded program is expected to be ready for the various approval stages within LA&PS by the spring of this year. Announcements of signed agreements between LA&PS and two historically Black colleges and universities in the U.S. are also expected to happen by this time.

“Without giving away too much, the curriculum will remain embedded in the humanities and expressive cultures,” Davis says. “The goal is to make it completely accessible and to include international student exchanges and teaching and research partnerships, as well as carefully mapped work-integrated learning opportunities.”

Continuing Studies Building earns gold for sustainable design

School of Continuing Studies Building

Further solidifying York University’s place as an international leader in sustainability, York’s School of Continuing Studies Building has achieved LEED Gold certification from the Canadian Green Building Council. LEED, which stands for Leadership in Energy & Environmental Design, is the global building industry’s premier benchmark for sustainability.

School of Continuing Studies Building
School of Continuing Studies Building exterior.

The six-story, 9,012-square-metre, 50-classroom building, which opened last spring at 68 The Pond Road on York’s Keele Campus, was designed by global architecture firm Perkins&Will, led by architects Safdar Abidi and Andrew Frontini. Its twisted design is said to symbolize the school’s twist on the traditional mission of continuing studies – that is, to solve Canada’s most pressing labour challenges by connecting employers to a highly skilled talent pool through innovative program offerings.

“Our stunning, architecturally twisted learning facility emphasizes sustainable practices, safeguards the environment and lowers operating costs,” said Christine Brooks-Cappadocia, assistant vice-president, Continuing Studies. “This purposeful design, with its abundant natural light and other innovative features, is welcoming and promotes a healthy atmosphere so we can focus on what matters most: excellence in programming and a vibrant community for student interactions.”

Some of the building’s most notable environmental features include: a self-generating heat recovery system; an infrastructure-ready, solar-powered water heater; a high-performing façade system for weather resistance; and daylight harvesting to offset electric lighting requirements. The building is believed to be well positioned to achieve net-zero emissions in the future due to its low energy consumption and ability to accommodate solar photovoltaic panels that convert sunlight into electricity.

School of Continuing Studies Building
School of Continuing Studies Building front view.
School of Continuing Studies Building
School of Continuing Studies Building side view.

But contrary to popular belief, LEED is not only about energy-efficient design. It also considers occupant wellness, an area where the School of Continuing Studies Building focused much attention. Designed with the principles of diversity, equity and inclusion in mind, the building houses a lactation room for nursing mothers and a payer room, plus guide rails, automated doors, standing desks, screens for the visually impaired, elevators and large, wheelchair accessible hallways.

“LEED is a comprehensive sustainability objective,” explained Norm Hawton, director of design and construction for Facilities Services at York, “ranging from site selection and recycling of materials to designing for energy performance, minimizing waste, encouraging wellness – from daylighting to healthy commuting, by providing bicycle racks and showers – and thinking holistically about how this building will contribute to a sustainable lifestyle.”

According to Hawton, the LEED Gold certification could not have been achieved without the contributions of the School of Continuing Studies students, instructors and staff who were instrumental to both the scoping and design phases of the project, the University administrators, consultants, and construction and design teams.

“It was the collaborative participation by all throughout the project, from the initial building concept through to successful operations supporting continuing education, that led to LEED quantify the success of the School of Continuing Studies Building in this way,” he said.

In addition to this new sustainability certification, the building has also been recognized for its interior design achievements. Last October, the Association of Registered Interior Designers of Ontario (ARIDO) named it one of the most vibrant, innovative and inspiring educational spaces of the year – a true testament to York’s visionary leadership in the higher-education building space.

Teaching Commons seeks presenters for upcoming TiF conference in May

Speaker giving a talk in conference hall at business event. Audience at the conference hall.

By Elaine Smith

With a new vice-provost teaching and learning and an interim director of the Teaching Commons in place, York University’s annual Teaching in Focus (TiF) conference this May will have a slightly different look and feel, and a theme reflective of the times.

Mandy Frake-Mistak, the Teaching Commons’ interim director, and her team are seeking presenters for the two-day conference, which will be held in person this year on May 8 and 9. The theme for this year’s conference is Engaged Teaching in Times of Crisis and proposals are due on Feb. 29.

In addition to crisis-related presentations, there are opportunities for presentations about Academic Innovation Fund projects and experiential education/work-integrated learning. Presenters may speak individually, in teams or as panel members, and all faculty and graduate students are encouraged to consider taking part.

“Based on feedback from the Task Force on the Future of Pedagogy, we know that faculty members want more opportunities to communicate about what they’re doing in the classroom, and TiF will continue to be a great place for that to happen,” says Chloë Brushwood Rose, vice-provost teaching learning. “However, we also want to offer opportunities for conversations around philosophical and critical issues in teaching and learning, not only about practices. We want to highlight people who are thinking in interesting ways and from a range of perspectives about teaching and learning, especially in complex times.”

People are grappling with conflicts in the classroom and conflicts in the world simultaneously, explains Brushwood Rose. The role of the University, she believes, should be to provide a space to talk about pedagogy more broadly.

Frake-Mistak shares that view.

“When we see crisis on a global scale, we can’t help but bring it home, and it shapes how we process information and our dealings with our peers,” she says. “We are trying to support people through this. It’s one thing to share resources, but what about what happens in the classroom?”

And that is where TiF comes in.

The conference will also feature TiF Reads, a panel reminiscent of the popular Canada Reads competition on CBC Radio. Presenters can champion a teaching- or learning-related book, journal article or other resource that inspired them during the past year and attendees will vote for a winner.

“TiF has been a mainstay on our calendar since 2013 and we want to champion it so it is continually growing and getting better,” says Frake-Mistak. “We want to recognize the community who have dedicated their livelihoods to teaching and learning; there are so many unsung heroes. It’s an opportunity to bring people together to champion teaching and learning and propel it forward.”

Brushwood Rose agrees.

“We look forward to TiF being as well attended and energizing as ever.”

Take this opportunity to fill out a presenter’s application form.

Exhibit celebrates Chinese New Year

Chinese New Year dragon BANNER

York University’s Department of Languages, Literatures & Linguistics (DLLL) has mounted a Chinese New Year display as part of the World Cultures Celebrations initiative to appreciate and respect cultural diversities and festivals around the world.

Chinese New Year display
Chinese New Year display.

The Chinese Studies program is exhibiting artistic calligraphy, artifacts, drawings and narratives in the DLLL office, in S580 Ross Building, to present the traditions, customs and festivities of the holiday.

Chinese New Year celebrates the beginning of the Chinese lunar calendar to honour deities and ancestors. This festival is widely rejoiced in China and in Chinese diasporic communities around the world. Traditional customs include family reunion dinners, dragon or lion dancing, firecrackers, red envelopes, paper cutting and couplets with blessings of good health and fortune.

“The Chinese program organized the Chinese New Year display to enhance Chinese cultural literacy in the York community to destabilize stereotypes and to co-construct a multicultural society in Canada,” said Professor Jessica Tsui-yan Li, co-ordinator of the program. “This exhibition offered students valuable experiential education opportunities to explore the cultural meaning and practices of the New Year of the Dragon.”

Chinese language instructors Professor Gang Pan, Anna Hui Wang, Jenny Jing Zhang and Renee Rui Wang worked together with their students to put together the display, which is free and open to the entire York University community during business hours until Feb. 16.

Public matters: York partners on project advocating for public education systems

classroom with desks and chairs BANNER

York University has joined together with five other organizations to create the Public Education Exchange (PEX), an initiative to investigate the future of public education by making research more available, providing policymakers with valuable insights and engaging the public.

Sometimes organizations are formed from a single source of inspiration – an idea, a spark, a challenge, a singular moment or movement. PEX’s inception was not triggered by a single event, but a recent shift in public education.

Private actors – whether parents, religious institutions, businesses or other non-governmental organizations – have become increasingly involved in public education systems. In tandem, there has been the emergence of new policies and practices in public schools that risk undermining public education and exacerbating inequalities.

Sue Winton
Sue Winton

With this shift, information and dialogue is needed, but hasn’t always been available. PEX was created to help provide that.

“The decision to pursue the PEX came from the challenges I faced accessing research on education privatization across Canada and concerns about the possibility for accelerated privatization during the COVID-19 pandemic,” says Sue Winton, the PEX project director, York Research Chair in Policy Analysis for Democracy and a professor in the Faculty of Education.

PEX is a collaboration between the University of Windsor, the University of Manitoba, the Canadian Teachers’ Federation, the British Columbia Teachers’ Federation and the Canadian Centre For Policy Alternatives. The joint effort secured funding from a Social Sciences & Humanities Research Council Partnership Development Grant in the spring of 2023 to pursue its mission of connecting researchers, advocates, policymakers, and the public to foster dialogue and knowledge exchange. “It’s about making information accessible to everyone and creating spaces for meaningful conversations,” Winton asserts.

education-privatization-illustration
An infographic featured on the PEX website.

The initiative is still in its early stages, with plans to build a network of collaborators, researchers and advocates across the country, but it has already made notable progress. For instance, the project’s website serves as the online hub for the network and features information and resources. However, Winton envisions the PEX as more than just a website; it will be a dynamic network of individuals engaging through online webinars, in-person meetings and community-based dialogues.

Through these offerings, Winton explains, PEX will look to advocate for a robust public education system that prioritizes collective benefits over individual gains. “We believe in highlighting the successes and potentials of public education while pointing out the potential damage caused by privatization policies,” she says. “The focus is on fostering a system that embodies equity, reflects democratic values and prioritizes the collective well-being of society.

“I truly believe that by coming together and sharing our insights, we can shape a future where public education remains a cornerstone of our democratic society,” she adds.

Call for nominations: Robert J. Tiffin Student Leadership Award

Students walking on Keele Campus in winter

The heart and soul of a university is made up of so much more than academics alone – it is the passionate teachers, the dedicated staff, and the students who go above and beyond to help make their community a more welcoming, inspiring place. The Robert J. Tiffin Student Leadership Award recognizes those students, whose leadership has contributed to the growth, development and vitality of York University. All York students, faculty, staff and alumni are encouraged to submit nominations for this award. 

Established in 2012, the award is named after Robert J. Tiffin, who served as York’s vice-president of students, for nine years. Through his strong leadership, dedication and integrity, Tiffin transformed his team into one of the leading student service organizations in the country, serving one of Canada’s largest student populations. 

Award nominees must be current undergraduate or graduate students who exhibit leadership, dedication, integrity, enthusiasm and the pursuit of excellence through their endeavours. Winners will be selected based on leadership and/or involvement in the York community and outstanding academic achievement. Recipients will be honoured at an awards reception, have their name permanently added to the awards display in the Vari Hall Rotunda, receive a certificate and have the award noted on their transcript. 

Winners – as was the case last year – span a range of faculties, degree programs, disciplines and fields.

Nomination packages are submitted online, using templated questions, and must include the following: 

  • a primary nominator submission (maximum of 500 words); 
  • a secondary nominator representing one nominating constituency (York University students, staff, faculty or alumni) not represented by the primary nominator (maximum of 350 words); 
  • a candidate submission that describes how co-curricular involvement at York University has affected their post-secondary experience and helped to enhance the quality of life on campus (maximum of 500 words); and 
  • a current resumé/CV, including detailed descriptions of involvement at the University, submitted by the student. 

The nomination package deadline is Friday, March 15. Submissions must be completed through the online submission form. 

Visit the Robert J. Tiffin Student Leadership Award website for more information. For any other questions, email the Office of the Vice-Provost, Students at vpstudents@yorku.ca.

CHREI workshops to spotlight anti-racism and Black inclusion

group of diverse York students

Engaging in the work of equity and inclusion requires reflection and capacity building, which is why in celebration of Black History Month, the Centre for Human Rights, Equity & Inclusion (CHREI) is offering a series of four workshops (three in English, one in French) throughout the month.

Titled “A Spotlight on Intersectional Anti-Racism Work and Black Inclusion,” the series is tied to CHREI’s ongoing Rights, Equity, Decolonizing, Diversity & Inclusion (REDDI) Mini-Series of workshops. Those who attend three sessions can receive a special course certificate.

The ongoing workshop series focuses on various themes and topics covering human rights, equity, diversity, and inclusion and is open to all faculty, staff and students at York University. Sessions are interactive and instructor-led by members of the CHREI education team.

Acknowledging and Addressing Racism
Feb. 5, 1 to 2:30 p.m.

This workshop will help participants gain an understanding of how to recognize racism, how it can manifest and its impacts. Participants will learn strategies to address barriers to inclusive spaces and become familiar with relevant tools, policies and legislation.

Register for the Acknowledging and Addressing Racism workshop.

Black Inclusion: Historic and Current Efforts to Dismantle Anti-Black Racism
Feb. 14, 1 to 2:30 p.m.

This session will follow the birth and development of anti-Black racism globally and locally, and the efforts to dismantle it. Through case studies and scenarios, participants will gain tools to respond to anti-Black racism in effective and sustainable ways.

Register for the Black Inclusion workshop.

Do the Work: Intervening on Racism
Feb. 26, 10 to 11:30 a.m.

This workshop will be highly participation-based and will ask attendees to design strategies and tools to intervene in moments of racial discrimination, harassment and microaggressions. Prior familiarity with these concepts is recommended.

Note: Participants are strongly encouraged to participate in at least one of the workshops above before attending this session.

Register for the Do the Work workshop.

[En Français/In French] Reconnaître et aborder le racisme
29 février, 10h00 à 11h30

Cet atelier aidera les participants à comprendre comment se manifeste le racisme, et quels sont ses impacts. Les participants découvriront des stratégies visant à éliminer les obstacles aux espaces inclusifs et s’exerceront à interrompre les commentaires racistes.

Register for the Reconnaître et aborder le racisme workshop.

Visit the REDDI Workshop Series website for more details.

Faculty of Health helps students take their learning global

airplane landing at dusk banner

The world, as the saying goes, is a classroom, and a special award from the Faculty of Health is making it easier for students to access it. The Global Health Travel Award provides students with funding to help cover travel and accommodation expenses, empowering them to pursue global learning opportunities that can make an impact on their academic and career paths.

The Global Health Travel Award is among several opportunities the Faculty of Health extends to support its students looking to pursue global learning, and it ties to the University’s larger active efforts to reduce financial barriers to international experiences for students, encouraging the development of global citizenship, interpersonal skills, adaptability and more.

The award is given to Faculty of Health undergraduate students who want to complete a global health project as part of a single-term (11-week) international placement that meets the requirement of their academic program.

During the Winter 2024 term, nine students will be able to travel to countries such as Jordan, Ghana, Kenya, Denmark, Germany and Belize thanks to the award. They will gain experiences echoing those of the following current and past students from the Global Health Promotion & Disease Prevention program within York’s School of Global Health whose journeys illustrate the impact the international opportunity and award can have.

Autumn Langford, current student

Langford, who will be graduating following the completion of her practicum, recently won the travel award to journey to Kenya to focus on HIV prevention, particularly among adolescent girls. There, she’ll observe and seek to understand how Kenyan communities address health issues, acknowledging the unique differences from handling HIV in Toronto.

Langford credits the bursary for being pivotal to the opportunity because she is juggling part-time work to cover her other expenses. Without it, her Kenya plans might have faced a financial roadblock. It covered essential needs and unforeseen expenses, such as mandatory immunization for global travel, ensuring her health and safety during the stay.

Daniel Ramlogan, alumnus

Ramlogan saw his academic journey at York culminate with a global health practicum in the Middle East. With the $5,000 of support from the award, he was able to travel to Amman, Jordan, to pursue a placement with the Jordan Health Aid Society International.

The relief from financial concerns, which he describes as a significant weight lifted off his shoulders, allowed Ramlogan to fully engage in the cultural and learning experience. In the process, his passion for research and program development were sparked, resulting in two successful projects: workshops on gender-based violence and sexual health in Amman, and a grant for the Za’atari refugee camp’s medical facilities. Recognized by the Jordanian government and donors, Ramlogan’s contributions continue to positively impact lives, even after his departure.

Mahilet Girma, alumna

The funding Girma received from his award allowed her to travel to Brazil to pursue an opportunity to work with MSF (Doctors Without Borders). There, she played a key role in crafting a training module for community health workers, and she emerged from the experience more confident and with more polished social and professional skills. Her journey wasn’t just an academic and professional, though – it ignited personal growth.

To learn more about awards issued, visit the Global Learning website.