Workshop series brings SDGs to forefront of teaching and learning
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A series of one-hour workshops at York University will launch in the new year and share ways in which educators can infuse the United Nations Sustainable Development Goals (UN SGDs) into teaching and learning.
The series explores how educators might speak to the SDGs through curriculum, teaching practices, course design and assessments. The outcomes are developed to raise awareness of the importance of sustainable development and prepare students with the knowledge, skills and attributes to tackle the world’s greatest challenges.
The Sustainable Development Goals (SDGs)-in-the-Classroom Curricular Innovation Hub is part of the SDG Teach In, a campaign to put the SDGs at the centre of all stages of education, and across all disciplines. The SDG Teach In, hosted by Students Organizing for Sustainability United Kingdom (SOS-UK), is a student-led education charity focusing on sustainability with a belief that change is urgently needed to tackle the injustices and unsustainability in our world.
The 2023 campaign will run from March 1 to 31, 2023, and encourages educators to pledge to include the SDGs within their teaching, learning and assessment during the campaign and beyond. Educators can pledge to take part now via the SDG Teach in pledge form.
Study reports public control over energy policy required to avert climate crisis
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A new paper authored by York University PhD student Erin Flanagan and Professor Dennis Raphael explores the future of the environment in this time of climate crisis.
The study builds upon research from Flanagan’s major research paper completed as part of her MA degree in health policy and equity, at the Faculty of Health’s School of Health Policy and Management.
Based on the authors’ review of different ways of resolving the crisis, the paper concludes that averting a catastrophe will require gaining public control over energy policy and countering the power and influence of fossil-extracting industries.
“In theory, this could be accomplished through existing policy instruments, but in reality, it may require the establishment of a post-capitalist eco-socialist state,” says Raphael.
while what this state will look like is uncertain, certain features can be envisioned, he said. These would initially include:
universal access and social justice: ending energy poverty while reducing energy consumption and prioritizing the needs of communities, households, and marginalized people;
renewable, sustainable, and local energy: shifting to renewables by leaving fossil fuels in the ground, divesting from fossil fuels, and investing public funds in local renewable energy systems to create thriving communities;
public and social ownership: bringing energy production under democratic control, within new forms of public ownership by municipalities, citizens’ collectives, and workers;
fair play and creation of green jobs: building renewable energy through fairly paid, unionized jobs; and
democratic control and participation: empowering citizens and workers to participate in energy policy by democratizing governance and instituting complete transparency.
The authors state that to accomplish this, Canadians are required to understand that the current features of the country’s economic system make dealing with the climate crisis almost impossible and make the provision of health-promoting living and working conditions difficult.
Bracing for Impact series returns in-person with ‘Future of AI’ event
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IP Osgoode, Reichman University and Microsoft announce the return of Bracing for Impact in-person events for the first time since 2019.
This year’s conference theme is “The Future of AI for Society.” Bracing for Impact 2022 will run from 9 a.m. to 5:30 p.m. on Nov. 9 at Osgoode Hall Law School.
Throughout the day, three panels – each an hour in length – will examine the burgeoning roles of artificial intelligence in our daily lives. Areas of focus include: AI in the urban development of smart cities, AI in legal practice and the importance of legal data, and AI in healthcare. These panels are followed by the launch of the York University Centre for Artificial Intelligence and Society and the award ceremony for the IP Osgoode David Vaver Medal of Excellence in Intellectual Property, which annually recognizes one graduating Osgoode student’s exceptional achievements in intellectual property law.
For more panel details, including a full list of guest speakers, click here.
Between the panels are two intermissions – during which attendees will have an opportunity to meet and greet SPOT, the famous AI robot dog from Boston Dynamics – as well as a lunch break.
Lior Zemer, dean of the Harry Radzyner Law School at Reichman University, will be joined by Justice Marshall Rothstein, formerly of the Supreme Court of Canada, for a special luncheon keynote. Their collaborative presentation on “ghetto copyright” demonstrates the failure of today’s legal apparatus and contemporary academic discourse in protecting and advancing the property rights of Jewish prisoners who directly documented the horrors of the Holocaust. Zemer and Rothstein will spark a provocative debate over legal and moral rights in these works of art, music, drama and authorship.
Admission is free and includes breakfast, lunch, refreshments throughout the day and a reception in the evening. The event will also be livestreamed on the Osgoode Hall Law School YouTube channel. You can also register to receive an email reminder with the link on the morning of the event.
In-person registration is currently full. To join the in-person event waiting list please proceed through the Eventbrite registration to be notified if a seat becomes available.
If you are no longer able to attend in-person, please advise event organizers via the Eventbrite page to edit your registration.
Applications for Glendon’s Research Apprenticeship Program and G21 courses are open
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Glendon Campus will be recruiting more than 30 undergraduate students to partake in the Research Apprenticeship Program (RAP) and the new G21 course during the 2022-23 school year.
With funding from the Academic Innovation Fund (AIF) and support from other on-campus partners, the Glendon Research and Innovation Office has created opportunities for students to pursue their diverse interests and passions by providing them with an impressive range of research experiences on campus. These initiatives aim to encourage students to participate in enriching, experiential learning opportunities.
Glendon students have the option to engage in two unique opportunities to conduct hands-on research. Students in RAP work as research assistants on the projects of faculty members, while students participating in the G21 courses pursue their own independent passion project under the supervision of a faculty member. In both areas of interest, Glendon professors serve as invaluable mentors to all participating students.
All students are welcome to submit an application RAP. Glendon’s incoming cohort of first year Top Scholar students, a group of high school students entering Glendon with an average of 90 per cent or higher, are given priority to participate in the first year of the program.
As part of the application process, students will be asked to answer questions based on their research interests and engagement both inside and outside of the classroom. Students will also be asked to indicate their top three choices of faculty members with whom they wish to work in a research assistant capacity. Student researchers in the program are expected to complete five hours of apprentice-related work per week. Each student will be granted a bursary of $1,500 for their work.
Students interested in pursuing an independent research passion project in the G21 courses must ensure that their project aligns with one or more of the United Nations Sustainable Development Goals (SDGs). Participation in the G21 is limited to upper-level Glendon students, who will enroll in the course entitled “G21 Passion Project / Projet passion G21” on the Glendon course website page, which is coded 4669 and can be found under the course listings for History, Linguistics, Drama and Creative Arts, Canadian Studies, Philosophy, Psychology, and International Studies.
Students majoring in other programs may enroll in the social science version of the course. As part of the application process for the G21 course, students will be asked to submit a short proposal detailing the independent research project that they wish to pursue, and they will identify a faculty supervisor.
At this year’s Glendon Research Festival, a number of talented students presented their research findings and engaged in a stimulating question period at the end of the session. One student centered their research on SDG 11 by analyzing the critical role of public art in creating sustainable cities and communities, while another student focused their research on SDG 4 through their insightful analysis on the integration of students with down syndrome and dyslexia in an L2 classroom (a setting where their dominant language is not spoken).
In the G21 courses, students will receive a course credit and have access to research funds for their projects.
Both programs equip students with an invaluable skill set to conduct intense research, which includes enhancing their critical thinking, editing, presentation and writing talents. Students are also encouraged to cultivate networking skills through their participation in various research-oriented workshops that are organized throughout the academic year. It is through their engagement in RAP and G21 courses that many Glendon students can explore their research interests and develop a passion for conducting research.
Undergraduate opportunities like the RA program and G21 courses demonstrate the benefits that come from engaging students in research projects beyond traditional, formal classroom settings. The skills and knowledge the students acquire will help them prepare for future academic and work endeavours.
Students building a compost at the experiential learning partner farm, Native Plants in Claremont as part of a previous CEWIL-funded REAL project
CEWIL partners with post-secondary institutions, community members, employers, government and students to champion work-integrated learning. The 4REAL experiential learning opportunity will focus on local climate change solutions through the lens of the United Nations Sustainable Development Goals (SDGs), specifically regenerative agriculture and gardening, value-added food production, sustainable building construction, renewable energies, electric mobility, Indigenous knowledge and environmental education, including arts-based learning.
This innovative project will enable 224 post-secondary students from across the country to receive a $1,200 scholarship. In addition, it will cover the costs of trainers, safety equipment, transportation and more.
The project lead is Faculty of Environmental & Urban Change (EUC) Associate Professor Jose Etcheverry, who is also the Co-Chair of Sustainable Energy Initiative (SEI) and director of the International Renewable Energy Academy (IREA). Project coordination will be led by master’s of environmental studies graduate Dale Colleen Hamilton, and administration by York University master’s of environmental studies student Codrina Ibanescu.
“Our goal with this grant is to provide practical and memorable experiences, and to allow people from all different walks of life to participate in seeing and creating the world that they would like to see,” said Etcheverry.
4REAL is linked to York University’s renewable energy course to offer undergraduate and graduate credits. Participants may also receive a United Nations Sustainable Development Goals certification based on their level of achievement, issued by the International Renewable Energy Academy and the Rural Urban Learning Association.
4REAL will begin July 18 and conclude Sept. 30. The timing of the project is flexible, with options available for all interested students and partners to remain involved as a team for subsequent initiatives. Interested students can sign up through the Eventbrite link.
The Beausoleil First Nations and Six Nations alongside REAL team members who built design elements of the Climate Solutions Park, an ongoing project that began during previous REAL rounds in Penetanguishene, Ontario
The project aims to provide practical training in renewable energies and regenerative agriculture as pivotal climate change solutions. The project offers opportunities to select and train a group of student leaders to undertake SDG-focused projects and work collaboratively with community partners to develop practical deliverables in areas such as: regenerative agriculture, scientifically proven climate change solutions, renewable energies for farm and general use, arts for environmental education, ethical entrepreneurship, and Indigenous reconciliation.
“We must make peace with our own actions if we would like to speed up change for the climate. We all have to come to peace with our own responsibility for our community, and collectively open our consciousness to create something different if we are to contribute to the well-being of future generations and climate solutions. It starts with us. We are all one ecosystem, and we need to manifest our natural abilities for greatness,” said Jacqueline Dwyer, 4REAL community partner and founder of the Toronto Black Farmers and Growers Collective.
This opportunity will ensure students obtain the practical skills needed by diverse employment sectors, represented by 4REAL’s numerous community partners. Students will explore their professional and personal development needs, positioning them for employment in high-demand local sectors such as food production, energy, transportation, housing, and environmental education.
A solar installation training offered with Relay Education in February 2020 as part of a previous REAL project. Each of the three cohorts welcomed more than 50 students
4REAL participation can be entirely online, but with a strong preference for some in-person experiential learning at our various farm and green industry sites in the Guelph, Toronto and Georgian Bay areas. Students will work in groups informed by mentors and collaborating with strategic partners and other local community stakeholders to design and implement practical strategies to tackle selected SDGs; and will curate their experiences for online knowledge mobilization.
“Each student which enters this training has the opportunity to empower themselves towards their greatest potential, and importantly, their own self-actualization. Education, to me, has always been a liberatory practice aimed to awaken and free my mind, and I believe this training offers just that. We must allow seeds of hope and inspiration to plant trees that will water future generations for many years to come. Everyone has a purpose, and it is up to all of us to discover what that is. I’ve learned that when we join together with like-minded individuals, anything becomes possible,” said Ibanescu.
For further details about how to participate in 4REAL, email csp@123mail.org.
Emerging themes in social determinants of health theory and research highlighted in commentary
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In an invited commentary to the International Journal of Health Services, Professor Dennis Raphael of York University together with Ontario Tech University Associate Professor Toba Bryant outlined seven emerging themes in social determinants of health theory and research.
Dennis Raphael
These themes go beyond traditional notions that carrying out high-quality research and presenting them to policymakers will lead to health-promoting public policy. Instead, the authors identify significant barriers to having this research put into practice by governmental authorities increasingly under the sway of corporate and business influence. The corporate and business sector commonly calls for reduced government spending, lack of regulation of the workplace, and reduced taxes on the corporate and business sector, positions at odds with the findings of this research.
The seven themes are:
Models of Public Policy Change (traditional models of public policy change do not represent how public policies actually come about);
The Political Economy of Health (public policy is increasingly under the sway of political and economic interests whose desires are not aligned with the needs of most Canadians);
Unionization and Collective Agreement Bargaining (these processes are key to promoting health but neglected in health promotion research and action);
Corporate Domination of the Base and Superstructure of Society (it is increasingly apparent that the corporate and business sector are shaping both economic and political processes as well as all aspects of civil society);
Neoliberalism, Redistribution and Service Delivery (increasing acceptance of neoliberal approaches to governance are leading to greater inequities in the distribution of resources necessary for health as well as degrading of health and social services);
Communication and Polemic (it is necessary to raise the volume on these issues as traditional communication approaches are not working); and
Social Welfare States or Socialist States (it is becoming apparent that many of the barriers to having the social determinants of health addressed are rooted in Canada’s form of capitalism. The environmental crisis is leading to questioning whether a climate catastrophe can be avoided under our present economic system.)
In the conclusion of their commentary, Raphael and Bryant state: “The apparent inability of government authorities to control the power and influence of the corporate sector is yet another reason for a reconsideration of the current economic system and whether capitalism is capable of maintaining, much less improving, the quality and equitable distribution of the social determinants of health.”
Finally, Raphael points out that most of the work cited in the paper was conducted with graduate students in York University’s Graduate Program in Health Policy and Equity. The paper “Emerging Themes in Social Determinants of Health Theory and Research” is available at https://journals.sagepub.com/doi/10.1177/00207314221109515.
Apply now to be an Agent of Change
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The Agents of Change Program is accepting project proposal applications until Sunday, July 3 at 11:59 p.m. It offers students the opportunity to gain beneficial entrepreneurial experience and make impactful changes in their local communities.
The program aims to support innovative student-led community initiatives that uniquely address the social determinants of health (SDH) and United Nations Sustainable Development Goals (UN SDGs). It offers students start-up funding, one-on-one coaching, mentorship, training and networking opportunities.
The Agents of Change Program was established by an alumni donor in 2013, driven by the goal to promote applied learning opportunities and develop students’ transferable skills. A project-based learning approach is adapted by the program to foster student engagement to real-world problems through their personal, community-oriented and health-related initiatives.
Successful applicants will have the opportunity to run their projects in a year-long timeline that begins in August 2022 and ends in May 2023. Calumet and Stong Colleges will be reviewing the project proposals.
Eligibility to apply for Agents of Change:
A York University undergraduate/graduate student returning for the academic year of 2022-23;
Good academic standing with York University; and
If applying as a group: – maximum number of group members is five. – majority of the team (over 50 per cent) must be from the Faculty of Health.
The proposed Agents of Change Initiative ideas must address the following:
Project vision: Your vision should be specific, measurable, action-oriented, realistic, and timely (S.M.A.R.T.);
Goals, deliverables, and timeframe: How will you implement your vision in the months to follow? What projects do you aim to complete during your timeframe?;
Target population of the project: Who is the intended demographic for your project? Please justify the need for your initiative with research;
Uniqueness: What makes your project innovative and unique? Ensure your project does not replicate services on campus. If services are duplicated, does your project complement or expand already existing initiatives?;
Adaptability: Does your project demonstrate the flexibility required during this time of COVID-19? How will you work around these limitations (delivering services online)?; and
For the past nine years, the program has achieved noteworthy outcomes and impact through more than 25 student-led initiatives focused on meeting the health-related needs of vulnerable or marginalized community members.
Past Agents of Change initiatives have covered a broad range of categories, including supporting physical and mental health, gender inequity in health leadership and homelessness. The current Agents of Change projects are innovative in addressing SDH and are actively participating in achieving the UN SDGs. Learn about past projects on the Calumet College webpage.
Call for applications to the Provostial Fellows Program
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La version française suit la version anglaise.
Dear colleagues,
The Office of the Provost and Vice-President Academic is issuing a call for applications to the Provostial Fellows Program between now and May 4. The call is open to all tenured faculty members who are interested in working directly with the provost and relevant senior leadership on a project or initiative geared towards advancing the University Academic Plan, including York’s Sustainable Development Goal (SDG) Challenge.
Indigenous faculty and those from equity deserving groups are encouraged to apply. The program is intended to give tenured faculty a chance to gain hands-on experience in University leadership. Those who are interested in applying or who have a particular project in mind should consider the following:
projects may relate to any of the six UAP priorities, and also seek to enhance and intersect with the University-wide challenge to elevate contributions to the UN Sustainable Development Goals;
proposed projects should also seek to provide an opportunity for personal professional growth and learning, as well as the exploration of leadership at the Faculty or institutional level; and
projects do not need to target a Fellow’s home Faculty.
The University Academic Plan 2020-2025 identifies six academic priorities
Here is a look at what last year’s Provostial Fellows have achieved. Details on the program, how to apply and the relevant timelines can be found here on the Provost & Vice-President Academic site. I encourage all tenured faculty who are interested in advancing academic priorities while working to build a better future and create positive change at York and beyond to apply.
Sincerely,
Lisa Philipps Provost & Vice-President Academic
Appel aux candidatures pour le programme rectoral de bourses
La version française suit la version anglaise.
Chers collègues, chères collègues,
Le Bureau de la rectrice et vice-présidente aux affaires académiques lance un appel aux candidatures pour le programme rectoral de bourses à partir d’aujourd’hui et jusqu’au 4 mai. Cet appel est ouvert à tous les membres permanents du corps professoral qui aimeraient travailler directement avec la rectrice et les hauts dirigeants concernés sur un projet ou une initiative visant à faire progresser le Plan académique de l’Université (PAU), y compris le défi des ODD de York.
Les membres du corps professoral autochtones et issus de groupes dignes d’équité sont encouragés à poser leur candidature. Ce programme vise à donner aux professeurs permanents la chance d’acquérir une expérience pratique de leadership à l’Université. Les personnes intéressées par une candidature ou qui ont un projet particulier en tête devraient prendre en compte les points suivants :
Les projets peuvent porter sur l’une des six priorités du PAU et doivent aussi viser à renforcer et à appuyer le pari de l’Université de rehausser ses contributions aux objectifs de développement durable des Nations Unies;
Les propositions de projets doivent également être une occasion de croissance, de perfectionnement professionnel et de découverte du leadership facultaire ou universitaire; et
Les projets ne doivent pas nécessairement cibler la faculté d’attache du postulant ou de la postulante :
Le Plan académique universitaire 2020-2025 identifie six priorités académiques
Voici un aperçu de ce qui a été réalisé l’année dernière dans le cadre de ce programme. Vous trouverez plus de détails au sujet du programme, du processus de candidature et des dates limites sur le site Web de la rectrice et vice-présidente aux affaires académiques. J’encourage tous les membres permanents du corps professoral qui souhaitent faire avancer des priorités académiques tout en contribuant à la construction d’un avenir meilleur et à la création de changements positifs – à York et au-delà – à y postuler.
Sincères salutations,
Lisa Philipps Rectrice et vice-présidente aux affaires académiques
York Capstone Day celebrates innovation and creativity
Funded by the Business in Higher Education Roundtable, the annual showcase welcomes students from any Faculty at York to present their completed capstone projects. Bringing project partners and mentors as well as York community members together, the event celebrates the innovation, creativity, ambition and impact of York students.
Both pre-capstone and capstone students are welcome to share their research-design projects in thematic panels throughout the day and compete for five campus-wide monetary prize awards, including:
Sustainable Development Goals Award The award will be presented to the team whose project demonstrates an exceptional commitment to advancing the United Nation’s Sustainable Development Goals (SDGs) in keeping with York University’s SDG Challenge as outlined in the current University Academic Plan. Learn more.
Equity, Diversity, and Inclusion Award The award will be presented to the team whose project demonstrates an exceptional commitment to advancing equity, diversity and inclusion in alignment with priorities identified by York University. Learn more.
High Impact Award The award will be presented to the team whose project exhibits the greatest potential to demonstrate a long-term, positive impact for stakeholders and society as a whole. Learn more.
BEST Lab Award The prize will be presented to the team whose project demonstrates exceptional innovativeness and inventiveness, impact in addressing an important societal issue, and the viability of the project. Learn more.
Emerging Leaders Award The award will be presented to the team whose project touches on at least one of the main award themes of sustainability; equity, diversity, inclusion; high-impact; or technology. Learn more.
Interdisciplinary student panels with alumni and partners will form the primary events of the day. There will also be a variety of professional development and networking opportunities for students, created in partnership with Career Education and Development, York University Libraries, and Innovation York.
Most of the projects shared at Capstone Day come from the Project Commons, an interdisciplinary lending library of SDG-linked, real-world projects for any York classroom. Professors who check out projects from the Commons receive one-on-one support from experiential education (EE) experts, who help them customize the project(s) for their classroom and its unique learning goals. Participating students are connected with project partners eager to support student learning. To learn more about the Project Commons and how it can help you infuse the SDGs and EE into your classroom, click here to book an appointment.
Capstone Day is a free and open event for all York community members. Participation applications are due Friday, April 1. Event registration will open in April. Visit the YCN webpage for more information.
York presents first Sustainable Development Goals virtual teach-in day
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In collaboration with York University’s Teaching Commons and in advance of the 10th annual Teaching in Focus conference, the York University SDGs-in-the-Classroom Community of Practice offers its first United Nations Sustainable Development Goals (UN SDGs) virtual teach-in half-day.
The event, Teaching the Sustainable Development Goals: The World’s Challenges Can Be Found in Your Classroom, takes place May 10 from 9:45 a.m. to 2 p.m. online.
The event is open to those beginning to explore how the 17 UN SDGs might intersect with the subjects in their classrooms or those who have deep research and teaching familiarity with these goals. The half-day teach-in will include panel discussions, interactive sessions and experiential learning about teaching the SDGs. Together, organizers and participants will share approaches to working with the SDGs as a learning framework, discover strategies for engaging students with SDG-focused lessons, and share experiences as teachers and learners in the SDG classroom.
Organizers are planning an SDG-tasting, where participants can drop into virtual classrooms and experience 30-minute activities instructors use to infuse the SDGs in their program. Live coaching is also available for those who would like ideas on how to get started on infusing the SDGs into their own classroom.
Co-Chairs of this event are Professors Cheryl van Daalen-Smith, Sandra Peniston and PhD student Nitima Bhatia.
Visit this page for more information, or register for the event here.
