Tag: VP Academic

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York University to address budget deficit over next three fiscal years 

Arial view of Kaneff

La version française suit la version anglaise. 

The following is a communication from York University:

York University, like many post-secondary institutions across Canada, is facing short-term financial pressures related to a variety of internal and external factors. Fortunately, the University maintains healthy reserves to help mitigate enrolment fluctuations, support strategic opportunities and priorities that will continue to advance our vision and reduce our exposure to future risks.  

The key drivers of the revenue shortfall include provincial operating funds that have been outpaced by inflation, a decline in international student enrolment exacerbated by slow visa processing times and a concurrent three-year tuition freeze. York has a clear plan to respond to the challenges we face. A number of immediate measures are being taken to reduce the expected gap in revenue compared to expenditures that will see the budget balanced by 2025-26. The aim is to strengthen our enrolment, diversify revenue, and to minimize the impact on the high-quality education we provide where reductions in expenditures are necessary.   

Consequently, to bridge the gap, administrative units will face an average of 2.5 to 4 per cent reduction in expenditures, with the Faculties and School of Continuing Studies absorbing up to a 2 per cent expenditure reduction. Budget reductions include a temporary pause or reduction in employee professional development, limiting the hiring of tenure stream faculty and staff to only urgently needed appointments, and a reduction in advertising that is not directly related to strategic enrolment management. It will also include the deferral of minor renovations and some equipment renewals. 

Strategies to drive new revenue will also be enhanced including program innovation, expanding capacity in high-demand programs, advancing 21st century learning such as microcredentials, launching our Markham Campus, student success and retention initiatives, strengthening our global engagement and internationalization strategy, implementing our Decolonizing, Equity, Diversity and Inclusion (DEDI) Strategy, building our profile and reputation, increasing our success in research and commercialization, intensifying University Advancement, and progress on our Campus Vision and Strategy. While each of these will contribute to our future financial sustainability, it will take time to realize the full benefit of our efforts.

“York University has seen tremendous success and growth over the past few years, and I am confident we can maintain our momentum while navigating this short-term challenge. Our leadership in advancing the United Nations Sustainable Development Goals and our commitment to decolonization, equity, diversity and inclusion has helped propel York as the first-choice university for domestic students. These successes are a testament to the dedication and perseverance of our community and their commitment to driving positive change,” says Rhonda Lenton, president and vice-chancellor. “It will be important for us not to lose sight of our long-term goals and delivering on our vision to provide students with access to a high-quality, research-intensive learning environment committed to the public good.” 

Based on current university application data, York is in a strong position for the 2023-24 academic year with domestic first choice applications up 11.2 per cent. Converting these applications to enrolled students will have a positive budget impact. 

“Mitigating current financial pressures require all Faculties, divisions and units to do their part,” says Lisa Philipps, provost and vice-president academic. “We will work with units and Faculties to ensure their individual goals, plans and initiatives are supported through a temporary pause of some activities. We have faced these challenges in the past with success and have identified a strategic way forward that allows us to continue to advance the priorities set out in the University Academic Plan.” 

L’Université York va gérer son déficit budgétaire au cours des trois prochaines années fiscales

L’Université York, tout comme de nombreux autres établissements d’enseignement supérieur au Canada, fait face à des pressions financières à court terme liées à divers facteurs internes et externes. Fort heureusement, l’Université conserve des réserves saines pour atténuer les fluctuations des inscriptions, appuyer des possibilités stratégiques et les priorités qui continueront à faire progresser sa vision et à réduire son exposition aux risques futurs.

Les principaux facteurs à l’origine de ce manque à gagner sont les fonds de fonctionnement provinciaux qui ont été insuffisants pour faire face à l’inflation, la baisse des inscriptions d’étudiants internationaux exacerbée par la lenteur du traitement des demandes de visa et le blocage parallèle des frais de scolarité pendant trois ans. York a un plan d’action clair pour répondre aux défis auxquels elle est confrontée. Plusieurs mesures immédiates sont actuellement mises en place pour réduire l’écart attendu entre les recettes et les dépenses, et cela permettra d’équilibrer le budget d’ici 2025-2026. Même si des réductions de dépenses sont nécessaires, l’objectif demeure de renforcer nos effectifs, de diversifier nos revenus et de minimiser l’impact sur l’enseignement de qualité que nous offrons.  

Par conséquent, pour combler ce déficit, les unités administratives devront réduire leurs dépenses de 2,5 à 4 % en moyenne, tandis que les facultés et l’École de formation continue devront absorber une réduction des dépenses allant jusqu’à 2 %. Les réductions budgétaires prévoient une suspension temporaire ou une réduction du développement professionnel des employés, l’embauche de professeurs et d’employés permanents restreinte à des nominations indispensables, et la réduction de toute publicité n’ayant pas de lien direct avec la gestion stratégique des inscriptions. Elles comprennent également le report de rénovations mineures et du renouvellement de certains équipements.

Les stratégies visant à générer de nouveaux revenus seront également consolidées, notamment : l’innovation en matière de programmes; l’augmentation de la capacité de programmes très recherchés; la promotion de l’apprentissage au 21e siècle (comme les microcrédits); le lancement de notre campus Markham; les initiatives de réussite et de rétention étudiante; le renforcement de notre engagement mondial et de notre stratégie d’internationalisation; la mise en œuvre de notre stratégie de décolonisation, d’équité, de diversité et d’inclusion (DEDI); l’amélioration de notre profil et de notre réputation; l’augmentation de nos succès en matière de recherche et de commercialisation; l’intensification des activités d’avancement de l’Université; et la progression de notre Vision et stratégie du campus. Chacun de ces éléments contribuera à notre future viabilité financière, mais il faudra un certain temps pour que nos efforts portent leurs fruits.

« L’Université York a connu un succès et une croissance extraordinaires au cours des dernières années. Je suis convaincue que nous continuerons sur notre lancée tout en relevant ce défi à court terme. Notre leadership dans la promotion des objectifs de développement durable des Nations Unies et notre engagement envers la décolonisation, l’équité, la diversité et l’inclusion ont contribué à faire de York un choix privilégié pour les étudiantes et étudiants nationaux. Ces succès témoignent du dévouement et de la persévérance de notre communauté et de son engagement à susciter des changements positifs, déclare Rhonda Lenton, présidente et vice-chancelière. Il est important de ne pas perdre de vue nos objectifs à long terme et de concrétiser notre vision, à savoir donner à la communauté étudiante l’accès à un environnement d’apprentissage de haute qualité, axé sur la recherche et engagé en faveur du bien public. »

Sur la base des données actuelles sur les demandes d’inscription, l’Université York est en bonne posture pour l’année universitaire 2023-2024 avec des demandes nationales de premier choix en hausse de 11,2 pour cent. La conversion de ces demandes en inscriptions aura des incidences budgétaires positives.

« Pour atténuer les pressions financières actuelles, toutes les facultés, divisions et unités doivent faire leur part, déclare Lisa Philipps, rectrice et vice-présidente aux affaires académiques. Nous travaillerons avec les unités et les facultés pour nous assurer que leurs objectifs, plans et initiatives individuels sont appuyés par une suspension temporaire de certaines activités. Dans le passé, nous avons relevé ces défis avec succès et nous avons tracé une voie stratégique nous permettant de continuer à faire avancer les priorités définies dans le Plan académique de l’Université. »

Passings: Connie Vince

passings

Connie Vince, a dedicated member of the York University community for over 40 years, passed away peacefully on May 14. Vince’s remarkable commitment and service to the University left an indelible mark on the institution and the countless lives she touched.

Vince’s passion for her work at York University was evident throughout her four decades of service. She contributed wholeheartedly to the University’s growth and success until her retirement from the Office of Institutional Planning & Analysis (OIPA) in 2018. Her unwavering dedication and strong work ethic inspired her colleagues.

Beyond her professional achievements, Vince will be remembered for her infectious warmth, joy and genuine love for those around her. Her ever-present smile and jolly nature brought comfort and happiness to all who had the pleasure of knowing her. Vince possessed a remarkable capacity to uplift and support others, always ready with a kind word or a helping hand. She leaves behind a legacy of compassion and kindness that will continue to resonate within the York University community.

Vince’s memory will forever be cherished by her colleagues, friends and the countless lives she influenced. Her dedication to York University, coupled with her remarkable ability to spread love and joy, will be deeply missed.

She is described by former colleagues as patient and kind, devoted and as the “heart” of the OIPA unit.

Vince is survived by her children Diana Evangelista, Stephanie Adamason (Josh), her grandchildren Nolan, Luke, Charlotte, Cole and her brother Tommy Schmidt (Shelda). She was predeceased by her parents Thomas and Gertrude Schmidt.

Memories and expressions of sympathy can be shared at https://www.dignitymemorial.com/en-ca/obituaries/thornhill-on/connie-vince-11288631.

Announcement of appointment of the vice-provost, teaching and learning

Vari ariel winter

La version française suit la version anglaise. 

Dear colleagues,

I am pleased to inform members of the York University community that Chloë Brushwood Rose will commence a three-year term as vice-provost, teaching and learning on July 1.

Chloe Brushwood Rose
Chloe Brushwood Rose

Professor Brushwood Rose is a faculty member in Education and currently serves as graduate program director in Gender, Feminist and Women’s Studies at York. She has previously served as associate dean academic in Education and as Chair of the Senate Committee on Academic Standards, Curriculum and Pedagogy (ASCP). At the core of all her administrative leadership and service activities is a commitment to strengthening the University’s openness to a greater diversity of perspectives, programs and students.

Her research interests span several fields, including community-engaged research and education, media and arts-based education, and gender, feminist and sexuality studies. She holds a PhD from York University, an MA from the Ontario Institute for Studies in Education at the University of Toronto and is a registered psychotherapist.

Professor Brushwood Rose is co-author of Community-based Media Pedagogies: Relational Approaches to Listening in the Commons (Routledge, 2016), exploring how teaching and learning with digital media in community-based settings cultivates the experience of a “commons,” or mediating space between self and world.

She is widely published in journals, including Psychoanalysis; Culture & Society; Qualitative Studies in Education; Visual Studies; the International Journal of Leadership in Education; and Gender and Education, and is the co-editor of a recent special issue of the Journal of Teaching and Learning, focussed on the impacts of COVID-19 for children, youth and education.

We are very excited to welcome Professor Brushwood Rose into this role at a pivotal time for teaching and learning development at York University. She and her team will support University-wide conversations about pedagogical advancement, secure external resources to support innovation, and celebrate outstanding exemplars and achievements in teaching and learning across the University and beyond. The vice-provost teaching and learning works closely with the Teaching Commons and collaborates with the Division of Students and Faculties to foster the growth of work integrated learning, capstone courses and other experiential education opportunities for York students.  

Professor Brushwood Rose is succeeding Will Gage who will complete his final term as associate vice-president teaching and learning on June 30. I would like to sincerely thank Will for the enormous contributions he has made to York University in this role through a time of sweeping changes in higher education. He was ahead of his time in championing the purposeful development of technology enhanced learning, helping to establish York at the forefront of accelerating pedagogical trends. Will has led or supported myriad other initiatives such as the growth of experiential learning, development of the award-winning virtual student advisor now affectionately known as SAVY, enhancing supports for the scholarship of teaching and learning, and strengthening communication of teaching and learning achievements. The York community will continue to benefit from his contributions for years to come.

Please join me in welcoming Professor Chloë Brushwood Rose to the Division of the Provost & VP Academic, in the Office of Teaching and Learning. We are very much looking forward to working with her and benefitting from her leadership and experience.

Sincerely, 

Lisa Philipps
Provost & Vice-President Academic

Announcement of appointment of the vice-provost, teaching and learning

Chers collègues, chères collègues,

J’ai le plaisir d’informer les membres de la communauté de l’Université York que Chloë Brushwood Rose exercera un mandat de trois ans à titre de vice-rectrice de l’enseignement et de l’apprentissage, à compter du 1er juillet 2023.

Chloe Brushwood Rose
Chloe Brushwood Rose

La professeure Brushwood Rose est membre de la Faculté d’éducation et est actuellement directrice du programme d’études supérieures en Études des femmes, du genre et du féminisme à York. Elle a précédemment occupé les fonctions de doyenne associée de l’enseignement et de présidente du Comité du Sénat sur les normes académiques et pédagogiques et les programmes (ASCP). Au cœur de tous ses services et activités administratives se trouve un engagement à renforcer l’ouverture de l’université à une plus grande diversité de perspectives, de programmes et d’étudiants.

Ses recherches portent sur plusieurs domaines, notamment la recherche et l’éducation communautaires, l’éducation basée sur les médias et les arts, ainsi que les études du genre, du féminisme et de la sexualité. Elle est titulaire d’un doctorat de l’Université York, d’une maîtrise de l’Institut d’études pédagogiques de l’Ontario de l’Université de Toronto et est psychothérapeute agréée.

 Mme Brushwood Rose est co-autrice de Community-based Media Pedagogies: Relational Approaches to Listening in the Commons (Routledge, 2016), qui explore la manière dont l’enseignement et l’apprentissage avec des médias numériques dans des contextes communautaires cultivent l’expérience du « commun », ou de l’espace de médiation entre le soi et le monde. Elle a publié de nombreux articles dans des revues comme Psychoanalysis; Culture & Society; Qualitative Studies in Education; Visual Studies; International Journal of Leadership in Education et Gender and Education et est corédactrice d’un numéro spécial récent du Journal of Teaching and Learning consacré à l’impact de la COVID-19 sur les enfants, les jeunes et l’éducation.

Nous nous réjouissons d’accueillir la professeure Brushwood Rose dans ce rôle à un moment charnière pour le développement de l’enseignement et de l’apprentissage à l’Université York. Son équipe et elle soutiendront les discussions à l’échelle de l’Université sur les progrès pédagogiques, obtiendront des ressources externes pour appuyer l’innovation et souligneront les exemples et les réalisations remarquables en matière d’enseignement et d’apprentissage dans l’ensemble de l’Université et au-delà. La vice-rectrice de l’enseignement et de l’apprentissage travaille en étroite collaboration avec Teaching Commons et collabore avec la Division des affaires étudiantes et avec les facultés pour favoriser le développement de l’apprentissage intégré au travail, des cours de base et d’autres possibilités d’apprentissage expérientielle pour la population étudiante de l’Université York.  

Mme Brushwood Rose succède à Will Gage, qui achèvera son dernier mandat de vice-président associé de l’enseignement et de l’apprentissage le 30 juin 2023. Je tiens à le remercier sincèrement pour l’énorme contribution qu’il a apportée à l’Université York dans cette fonction, à une époque où l’enseignement supérieur connaissait de profonds changements. Il était en avance sur son temps lorsqu’il s’est fait le champion du développement ciblé de l’apprentissage assisté par la technologie, contribuant ainsi à placer York à l’avant-garde des tendances pédagogiques accélérées. Il a dirigé ou soutenu une myriade d’autres initiatives comme le développement de l’éducation expérientielle, la mise en place du conseiller virtuel étudiant primé, aujourd’hui affectueusement connu sous le nom de SAVY, l’amélioration du soutien à la recherche sur l’enseignement et l’apprentissage, et le renforcement de la communication sur les réalisations en matière d’enseignement et d’apprentissage.  La communauté de York continuera à profiter de ses contributions pour les années à venir.

Veuillez vous joindre à moi pour souhaiter la bienvenue à Chloë Brushwood Rose au bureau de la rectrice et vice-présidente aux affaires académiques, division de l’enseignement et de l’apprentissage. Nous avons hâte de travailler avec elle et de profiter de son leadership et de son expérience.

Sincères salutations, 

Lisa Philipps
Rectrice et vice-présidente aux affaires académiques

Members appointed to Task Force on the Future of Pedagogy

Group Of Students Meeting For Tutorial With Teacher

Twenty members of the York University community have been selected to serve on a new Joint Task Force on the Future of Pedagogy with a mandate to re-examine the 2020-2025 University Academic Plan priority 21st Century Learning.

The task force – announced in February by the Senate Academic Policy, Planning & Research (APPRC) and Academic Standards, Curriculum & Pedagogy (ASCP) Committees together with the Provost and Vice-President Academic Affairs – includes senior and junior tenure-stream faculty members from across Faculties and campuses. It will draw on the expertise of contract course directors, a teaching and learning librarian, an undergraduate and graduate student and non-academic staff from the Teaching Commons and University Information Technology units.

This year, the task force will host a number of community-wide consultations to get a sense of what the University can prioritize to scale up successful innovations that enhance quality learning experiences.

York Provost and Vice-President Academic Lisa Philipps said “There is a need in this moment for the University to take stock of how to scale up approaches to teaching and learning that prepare students to navigate a world where change is the only constant. Quality must remain at the core of the innovation that is taking place and the task force is really championing this.”

Task force co-chair Anita Lam, associate dean, teaching and learning, says she is delighted to serve alongside Michael Moir, Chair of APPRC.

“Given the ambitious timeline, the task force will be reviewing various environmental scans and literature reviews, as well as gathering key insights from collegial discussions with faculty members and through consultations with students,” says Lam. “My hope is that we will be able to provide empirically grounded, pedagogically sound recommendations to help the university prioritize its actions to facilitate and support 21st century learning across a diverse range of teaching and learning contexts.”

The task force will examine the role of in-person learning as a core part of what York University offers along with how the University can support the growth of high-quality technology-enhanced learning to create added flexibility for students, while protecting instructor time for pedagogically valuable activities.

It will also prioritize advancing decolonization, equity, diversity and inclusion in the design of future pedagogy along with the United Nations Sustainable Development Goals (UN SDGs). Finally, it will examine ways to grow experiential learning and work-integrated learning opportunities for students and maintain academic integrity in an era of technological disruption.

The group will convene in the coming weeks. Its success in meeting the goal to deliver a strong set of recommendations will depend on the individual and collective contributions from faculty members, course directors, staff and students. The community will be invited to share their ideas in planned focus group consultations led by the task force when dates are announced.

Everyone is invited to watch for announcements on opportunities to collaborate on an initiative that will help shape the University’s teaching and learning plans at this critical juncture for the University. To support the feedback gathered by the group, progress reports from Senate committees will also be shared with the community at appropriate intervals.

When the work is complete, the task force will issue a final report that includes key recommendations to support the achievement of the 2020-2025 University Academic Plan priority 21st Century Learning: Diversifying Whom, What, and How We Teach.  

York shows global leadership achieving UN Sustainable Development Goals

Photo of Keele Campus with SDG wheel in the bottom right

In time for Sustainable Development Goals (SDG) Week Canada, York is releasing its second annual report highlighting how the University is an agent of positive change around unprecedented global challenges, from climate change to a global pandemic, poverty, systemic inequality and political polarization.

This year’s UN SDG Report and accompanying website highlight stories of progress, community ambition and a commitment to answering the call on a community-wide SDG Challenge. It also reflects why York has remained in the top 6 per cent among global universities for four years in a row in the Times Higher Education Impact Rankings.

“York faculty, course directors, researchers, staff and students have really taken on the SDG Challenge. Our research, academic innovation, student learning experiences and global partnerships are having an impact that can be felt around the world and I am tremendously proud of this,” said Lisa Philipps, provost and vice-president academic.

Graphic shows the 17 UN SDGs
The United Nations 17 Sustainable Development Goals

This report also demonstrates why York is the University to host Congress 2023, under the theme ”Reckonings and Re-Imaginings.” The theme for Congress calls on scholars to imagine a more just world, reflecting on lessons learned from Truth and Reconciliation, Black Lives Matter, the evidence of Indigenous children buried at former residential schools, the death of George Floyd and more recently Tyre Nichols, mass protests in the streets for racial justice, and increasing calls for awareness about climate change and the state of the planet.

Stories profiled this year include Collette Murray’s work to address racism in Ontario’s cultural arts curricula, (UN SDG 10) a statement of York’s commitment to the Indigenous Framework and decolonizing research (UN SDG 16) and Advancing YU (UN SDG 8), a program to advance mentorship and skills development by connecting alumni with third- and fourth-year Black and/or female students.

The report and website highlight a fraction of the work happening across the community. Some meaningful stories and metrics have been selected to demonstrate how Canada’s third largest university is advancing the 17 UN SDGs and tackling the biggest challenges of our times. With each year’s report, the University will feature more of the work that reflects how the University Academic Plan and corresponding SDG Challenge are at the core of York’s commitment to driving positive change.

Join the many activities happening across York for SDG Week Canada, learn more about York’s progress on the UN SDGs (following #YorkUSDGs) or register here to attend Congress 2023, hosted by York University and the Federation of the Humanities and Social Sciences from May 27 to June 2.

The countdown to Congress 2023 is on

Featured image VARI Hall drone image of the commons and Ross Building

By Elaine Smith

A celebration featuring speeches, performances and community connections on Jan. 25 marked the official launch of York University’s Countdown to Congress 2023.

The event drew the community together ahead of York hosting the largest academic gathering in Canada, in partnership with the Federation for the Humanities and Social Sciences this spring.

The launch previewed how scholarship, art and community will come together at Congress 2023 to create impact. The event is being sponsored at York by Lisa Philipps, provost and vice-president academic, and Amir Asif, vice-president research & innovation.

Andrea Davis, professor of humanities and the convenor of Congress 2023, opened the launch by reminding attendees that the Congress 2023 theme, Reckonings & Re-Imaginings, includes both acknowledging “that these Americas are built on violence and erasure” and “inviting dialogue across our disciplinary, cultural, historical and geographic boundaries about which actions we might take together … to produce a different set of relationships and a different kind of world.”

According to Rhonda Lenton, York’s president and vice-chancellor, “Congress 2023 provides a crucial opportunity for us to reflect on how Canada can continue to strengthen our impact on the United Nations Sustainable Development Goals (UN SDGs) including understanding the intersection of race, gender, Indigenous and geopolitical issues.”

Iris Moon
Iris Moon, a jazz vocalist, performed “I’m Gonna Lock My Heart and Throw Away the Key” and “Misty” at the event

The audience was treated to samples of art and community engagement. Fourth-year students in the School of the Arts, Media, Performance & Design (AMPD), Iris Moon, a jazz vocalist, and Tricia Bent, a pianist, offered two musical selections: “I’m Gonna Lock My Heart and Throw Away the Key” and “Misty.” Members of Culture Philippines of Ontario – dancers Justine del Rosario and Alvin Gadong and musicians Carlo Lopez and Francis Tortola – also performed Paunjalay, a pre-nuptial dance from the Indigenous Yakan community in the southern Philippines. York professor Patrick Alcedo, Chair of the Department of Dance, is a cultural consultant and research collaborator for their Mississauga-based dance company.

Joel Ong, associate professor of computational arts in AMPD, presented a video offering a brief glimpse into the living virtual archive of the Firgrove neighbourhood that borders the Keele campus – an area that has been subject to ongoing urban redevelopment upheaval. During Congress 2023, the Gales Gallery will showcase this mixed-media oral narrative project about Firgrove, as “part of our assiduous relationships and partnership building with our friends in the Jane-Finch community,” said Ong.

Lenton expressed her appreciation for everyone planning Congress 2023 and its related events, noting, “We are incredibly grateful for your vision and support in making this significant opportunity a reality as we look forward to welcoming the world to York University.”

York University and the Federation for Humanities and Social Sciences will host Congress 2023 from May 27 to June 2. Register here to attend or volunteer in a variety of roles to support Congress.

Announcement of appointment of interim assistant vice-president, continuing studies (AVP)

The south west corner of the new building that will house York University's School of Continuing Studies

La version française suit la version anglaise. 

Dear colleagues,

I am pleased to inform members of the York University community of the appointment of Christine Brooks-Cappadocia as interim assistant vice-president (AVP), continuing studies, effective Feb. 1, until the completion of the search for the next AVP has concluded.

Christine Brooks-Cappadocia
Christine Brooks-Cappadocia

Christine previously served as the executive director, programs & partnerships, the director of professional education and director of marketing & enrolment management in the School of Continuing Studies.

The school’s Continuing Professional Education division is considered to be among the most innovative in the country, receiving unprecedented enrolment and program growth during her tenure. Recently, she has been focusing on supporting the transformation of the English Language Institute in the post-pandemic market. Christine is especially proud of the success of the school’s international students who have built careers in Canada and of the programs that help recent and mid-career professionals thrive in emerging roles.

Prior to joining York’s School of Continuing Studies in 2014, Christine spent six years building and managing the marketing department at McMaster’s Centre for Continuing Education. Her career highlights include supporting the launch of the York University School of Continuing Studies; the establishment of two endowed bursaries to support non-traditional students; the creation of several programs which are the first of their kind in Canada; launching a foundation to support at-risk youth; the development of the communications department for St. Joseph’s Healthcare Foundation in Hamilton; and the management of a high-profile event featuring former U.S. President Bill Clinton and former Ontario Premier Bob Rae.

She has been privileged to serve in several governance roles in non-profit organizations including as president and founding board member of the International Association of Business Communicators’ (IABC) Golden Horseshoe chapter, the vice-president of Community Arts Ontario, and as a founding board member of the Coalition of Ontario Voluntary Organizations.

Christine has earned several awards for marketing from the Association of Healthcare Philanthropists, the International Business Communicators, and the Learning Resources Network (LERN). Christine holds a bachelor of fine arts from York University and a master of management, innovation and entrepreneurship from Queen’s.

Please join me in welcoming Ms. Brooks-Cappadocia to the School of Continuing Studies. We are looking forward to working with her and benefitting from her leadership and experience.

Sincerely, 

Lisa Philipps
Provost & Vice-President Academic

Annonce de la nomination de la vice-présidente adjointe à la formation continue (VPA) par intérim

Chers collègues, chères collègues,

J’ai le plaisir d’informer les membres de la communauté de l’Université York de la nomination de Christine Brooks-Cappadocia au poste de vice-présidente adjointe (VPA) à la formation continue par intérim, à compter du 1er février et jusqu’à ce que la recherche du ou de la prochaine VPA soit terminée.

Christine Brooks-Cappadocia
Christine Brooks-Cappadocia

Elle a précédemment occupé les postes de directrice générale des programmes et des partenariats, de directrice de la formation professionnelle et de directrice du marketing et de la gestion des inscriptions à l’École de formation continue.

La division de formation professionnelle continue de l’École est considérée comme l’une des plus innovantes du pays et a connu une croissance sans précédent des inscriptions et des programmes pendant son mandat. Récemment, elle s’est attachée à soutenir la transformation de l’Institut de langue anglaise sur le marché post-pandémique. Elle est particulièrement fière de la réussite des étudiantes et étudiants internationaux de l’École qui ont bâti leur carrière au Canada et des programmes qui aident les professionnels récents et en milieu de carrière à s’épanouir dans des carrières émergentes.

Avant de se joindre à l’École de formation continue de York en 2014, Mme Brooks-Cappadocia a passé six ans à mettre sur pied et à gérer le service de marketing du Centre de formation continue de McMaster. Parmi les faits saillants de sa carrière, citons le soutien au lancement de l’École de formation continue de l’Université York, la création de deux bourses d’études pour soutenir les étudiantes et étudiants non traditionnels, la création de plusieurs programmes qui sont les premiers du genre au Canada, le lancement d’une fondation pour soutenir les jeunes à risque, le développement du département des communications de la St. Joseph’s Healthcare Foundation à Hamilton et la gestion d’un événement très médiatisé mettant en vedette l’ancien président américain Bill Clinton et l’ancien premier ministre de l’Ontario Bob Rae.

Elle a eu le privilège d’assumer plusieurs rôles de gouvernance au sein d’organismes sans but lucratif, notamment en tant que présidente et membre fondatrice du conseil d’administration de la section Golden Horseshoe de l’International Association of Business Communicators (IABC), vice-présidente de Community Arts Ontario et membre fondatrice du conseil d’administration de la Coalition of Ontario Voluntary Organizations.

Mme Brooks-Cappadocia a remporté plusieurs prix de marketing de l’Association for Healthcare Philanthropists, de l’International Association of Business Communicators et du Learning Resources Network. Elle est titulaire d’un baccalauréat en beaux-arts de l’Université York et d’une maîtrise en gestion, innovation et entrepreneuriat de l’Université Queen.

Veuillez vous joindre à moi pour accueillir Christine Brooks-Cappadocia à l’École de formation continue. Nous avons hâte de travailler avec elle et de nous enrichir de son leadership et de son expérience.

Sincères salutations, 

Lisa Philipps
Rectrice et vice-présidente aux affaires académiques

Welcome to the January 2023 issue of ‘Innovatus’

Header banner for INNOVATUS

Happy New Year! Welcome to the January 2023 issue of “Innovatus,” a special issue of YFile dedicated to teaching and learning innovation at York University.

This month, we offer an overview of the Academic Innovation Fund, a unique experiential learning initiative coming out of the Glendon campus, two unique forms of professional development and ChatGPT.

Will Gage
Will Gage

This issue offers a digest of sorts in that it does not have a specific Faculty in the spotlight. Instead, we opted to provide a wide array of interesting stories. The lead story focuses on the Academic Innovation Fund. The deadline for submissions is approaching and we thought you would find an overview of some of the past projects that received funding. It is interesting to see how the innovations arising out of the projects are now part of the fabric of the teaching and learning tapestry at York University.

There are also two interesting stories on professional development. One focuses on a reading group and the other on how a development tool known as Sandbox is inspiring new forms of professional development.

As well, Glendon, through its work with the Toronto French School, is deepening the experiential education for students who are studying French language with a view of a possible teaching career.

And finally, ChatGPT, a new artificial intelligence platform, has dominated the news of late. This story explores how York University is harnessing the power and potential of this new technology.

I hope the ideas presented in this issue are both informative and inspiring.

Sincerely,

Will Gage
Associate Vice-President, Teaching and Learning

Faculty, course directors and staff are invited to share their experiences in teaching, learning, internationalization and the student experience through the “Innovatus” story form, which is available at tl.apps01.yorku.ca/machform/view.php?id=16573.

In this issue:

AIF funds a wide range of teaching and learning projects
Over the years, York University’s Academic Innovation Fund (AIF) has promoted an inspired shift in teaching, learning, the student experience and internationalization of the curriculum.

Glendon’s partnership with Toronto French School is an EE success
The partnership offers a win-win for students at Glendon and the Toronto French School. The collaboration between the two institutions has led to a full-year experiential education opportunity in the form of a professional work placement course.

Reading for teaching offers new perspectives and connections
The new Reading for Teaching program offers an informal, collegial space to engage with colleagues from across York University and it is the result of an inspired collaboration between an educational developer and a teaching and learning librarian.

Coming soon: Innovative professional development online
Although she realizes that faculty members across Ontario may never binge-watch professional development videos focused on learning innovations, Michelle Sengara hopes the learning modules being created will still be a hit with dedicated teachers.

How will AI tools such as ChatGPT shape teaching and learning? 
ChatGPT, an artificial intelligence (AI) tool that has dominated the headlines of late, has been labelled as a transformational force in academia. How are York faculty harnessing this powerful tool?

York University maps courses that teach about Sustainable Development Goals

Image shows a hand holding a pine cone against a lush backdrop of greenery

York University is internationally recognized for its contributions to addressing the United Nations Sustainable Development Goals (UN SDGs) through teaching, research, stewardship, and partnerships. York’s annual SDG report is a snapshot of some of the work the University is doing in collaboration with Canadian and international partners to advance the Global Goals.

“The University is making determined and substantial strides towards the goals, through the power of higher education,” says York University’s Provost and VP Academic Lisa Philipps.  

As the world rapidly approaches 2030, youth have been mobilizing to compel global leaders to take urgent action on the SDGs. “As a global SDG leader, York University and its students are already playing an integral role in this movement,” adds Philipps.

To continuously improve the support offered to students and graduates who are tackling these challenges, York University has embarked on a process of understanding how its courses address or are linked to the SDGs. This initiative maps York courses with one or more of the SDGs, as appropriate, and the University is making this information available to the community on its SDG website.

The goal is to better inform students about learning opportunities related to the SDGs, to understand York’s strengths and curricular assets across the disciplines, and to increase awareness and deepen SDG-related conversations at the University and beyond.

Teaching the SDGs: the number of York courses related to each Global Goal

The above graphic shows the number of courses that relate to each of the United Nations 17 SDGs

Lessons learned from mapping courses

In consultation with OSDG, an open access tool developed by the United Nations Development Program’s SDG AI Lab and the EU-based thinktank PPMI, York analysts were able to undertake this process. They looked at both undergraduate and graduate courses offered in both English or French across all Faculties and all courses offered at the time of this analysis.

This approach looked at the use of more than 20,000 keywords and with the help of machine learning identified courses that are related to one or more of the SDGs through course titles and official descriptions. The University learned about the OSDG tool from University College London.

York University is the OSDG’s first official North American partner, as the organization works with a range of global partners such as the University of Hong Kong. York analysts consulted other universities in Ontario, British Columbia, California, England and New Zealand, organizations like York that are recognized for their global leadership on SDGs. Those consultations focused on learning about best practices for mapping and sharing SDG-relevant courses with their respective communities.

In total, analysts identified 1,635 courses (38 per cent of all courses), that are related to at least one SDG. Mapping for SDG 17 is still in development. All Faculties were represented among the mapped courses and the above table shows the number of courses that were identified as being related to each SDG.

The OSDG’s machine learning-enabled course mapping functionality flagged SDG-related courses when they specifically referenced the SDGs in the curriculum or where the curriculum empowered students to independently tackle an SDG theme within or outside of the classroom.

Many courses also mapped to more than one SDG – in fact, 285 courses were simultaneously mapped to two SDGs and 43 courses mapped to three SDGs. The process of mapping courses to the SDGs is iterative and analysts recognize that it is reliant upon the use of specific keywords and phrases found in current courses descriptions. As course descriptions continue to evolve, the analysis will be updated.

This approach will continue to improve over time, as new keywords are contributed to the OSDG’s bank. The full list of mapped courses will be published by Spring 2023 on York’s SDG website for the benefit of prospective and current students. The University will invite feedback in the lead up to publishing these courses and will continue to welcome ongoing feedback thereafter to ensure the mapped list of courses are kept up to date, and remain helpful for the York community.

The current analysis will serve as a starting point to improve the process of capturing SDG-related courses and advancing SDG education, and research on the SDGs, as outlined in the University Academic Plan.

Feedback from former Provostial Fellow and Professor Cheryl van Daalen-Smith, associate dean, academic; the Sustainability Office; the UNESCO Chair in Reorienting Education Towards Sustainability; and the Vice-Provost Students team has also been invaluable during this initial mapping endeavor. This Provostial initiative was supported by the Associate Vice-President Teaching & Learning, the University Registrar, the Office of Institutional Planning and Analysis and York International.

Welcome to the September 2022 issue of ‘Innovatus’

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Welcome back to campus! 

It’s a pleasure to be able say those words as we kick off the 2022-23 academic year with our first issue of “Innovatus,” a special issue of YFile. The theme of this issue of our monthly teaching and learning newsletter is The Future of Teaching and Learning.  

Will Gage
Will Gage

As many of us have been, I’m reflecting on how rapidly the world of teaching and learning changed with the onset of the pandemic. It pushed a lot of us into a space that was uncomfortable, but we adapted remarkably well to remote instruction. We may still be uncomfortable as we return to that “old, but new again” experience of being in the lecture hall. We should all keep in mind, too, that our students may be uncomfortable. It’s not surprising to realize that many of them have never attended York University in person – their introduction to the university classroom has been virtual until now. Now, it’s time to see how we’ll move forward, keeping the best of both the in-person and online experiences to continue improving the quality of our teaching and our students’ learning experience.  

In collaboration with partners across the University, we’re trying some new things, including hyflex, to bring an equitable learning experience to students who are either in the lecture hall or elsewhere. Meanwhile, colleagues in a variety of fields are experimenting in other ways, such as new ways to think about assessment. It will be fascinating to see where the world of higher education goes over the next decade or so, and that’s the whole experience of research in teaching and learning. Change is a constant and we’re using the new foundation we created during the pandemic to build something better for all of us. 

In this issue, six of our colleagues from different faculties and campuses speculate on the future of teaching and learning, relating it to how their own practices are evolving. We hope their ideas offer you not only food for thought, but the incentive to approach the future with creativity and curiosity. 

Sincerely, 

Will Gage 
Associate Vice-President, Teaching and Learning 

Faculty, course directors and staff are invited to share their experiences in teaching, learning, internationalization and the student experience through the “Innovatus” story form, which is available at tl.apps01.yorku.ca/machform/view.php?id=16573.

In this issue:

Teaching, not tools, is key to education, says Glendon course director
Valerie Florentin, a course director in the School of Translation at Glendon Campus, always liked to help people understand things and was interested in teaching “as far back as I can remember.” Today, with a PhD under her belt, she teaches translation and also works as a freelance translator.

AMPD professor loves teaching, the classroom, virtual or not
Ian Garrett, a theatre professor in the School of the Arts, Media, Performance and Design (AMPD), considers the impact of technology and its role in driving positive change in post-secondary education.

Professor looks toward the future of teaching and learning in post-pandemic world
The pandemic lockdown has brought new opportunities in teaching and learning and the student experience, including how technology can be used to enhance learning, and questions about who governs the data. Assistant Professor Sarah Rotz from the Faculty of Environmental and Urban Change ponders the pros and cons of technology.

An augmented/virtual reality revolution is just beginning, says Faculty of Science professor
Chemistry Professor Kyle Belozerov uses virtual reality in his classroom. In this insightful Q-and-A, he considers the importance of science, technology, engineering and mathematics (STEM) in understanding the complexities of our modern world.

Can interconnected classrooms without walls shape the future of teaching and learning?
French Studies Associate Professor Dominique Scheffel-Dunand has written an insightful essay that explores the future of teaching and learning from a variety of perspectives and offers a futuristic view of the university in 2040.

Technology opens new doors, says humanities professor
Donald Ipperciel, a philosophy professor and former principal of Glendon Campus, has 26 years of experience in the classroom. He is also fascinated by the changing technology available to educators, including the benefits to teaching that are associated with artificial intelligence and virtual reality.