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’

Header banner for INNOVATUS

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.

York University moves up in world university rankings

Featured image shows Keele Campus as viewed by a drone

By Elaine Smith

The 2023 Quacquarelli Symonds (QS) World University Rankings reinforce York University’s role as a leading North American public university with a global reach to right the future.

York University moved up two spots to be ranked 61st among North American public universities by the prestigious QS World University Rankings. York’s improving position in the rankings signals its position as a leading international research and teaching university that is driving positive change to right the future.

Rhonda Lenton
Rhonda Lenton

The QS Rankings evaluate universities in all of the disciplines. “I am delighted to learn about York’s continuing upward movement in major rankings,” says Rhonda Lenton, York University president and vice-chancellor. “This performance, in the face of increasing global competition, is the result of our collective efforts to enhance our research activities,  strengthen the undergraduate student experience, internationalization, and our societal impact.”

Many of the major world university rankings measure research, teaching and international outlook. A select few also measure employability and societal impact. In addition to data submitted by universities, rankings also obtain data from other sources, such as reputational surveys.

However, a robust commitment to research  plays a major role in how universities perform in all major world university rankings and York University is one of Canada’s leading research-intensive universities.

Amir Asif
Amir Asif

“Research excellence should conscientiously improve student learning outcomes, create societal impact, foster interdisciplinarity, and inspire a collaborative ethos,” says Professor Amir Asif, vice-president, research and innovation. “The teaching, research, and stewardship missions of the university are intertwined.”

The 2023 QS World University Rankings by Subject have not been released yet, but York had a strong performance in QS WUR by Subject in 2022. In the five broad QS subject areas, the University was ranked among the top 50 in two and in the top 100 in another two areas among North American public universities. The 2022 QS World University Rankings also ranked York University 63rd among North American public universities.

Lisa Philipps
Lisa Philipps

University leaders anticipate that the rankings will continue to reflect its growth and diversity. The number of universities ranked this year grew from 1,300 to almost 1,500. Among Canadian universities ranking in the top 500 among global universities, York University was one of two Canadian universities to improve its rank.

“York is launching its new Markham Campus in 2024 and has aspirations to build on the Vaughan Healthcare Centre Precinct with a new School of Medicine and integrated health programming,” says Professor Lisa Philipps, provost and vice-president academic. “York’s ranking performance resonates well with its plans for increasing our impact  in the coming decade.”

Advancing caring conversations with students and colleagues

Glendon students

La version française suit la version anglaise.

Dear colleagues, 

There have been many troubling events taking place in the world recently that our community members may find distressing or triggering, including mass shootings, hate and racism-fuelled violence, new discoveries of historical violence such as mass burials of residential school children, and international conflicts and war. Our staff, students, faculty members and course instructors will react to and process these events in many different ways.  

We are a stronger community when we demonstrate how much we care about one another. As such, we are encouraging faculty and instructors to be aware of current events and to be sensitive to colleagues’ and students’ experiences and reactions during this time, which may include heightened emotions or withdrawal. We have included some suggestions below on checking in with students or colleagues, as well as some resources for referrals. As an important and valued member of our community, we hope that you will also take the time to look after your own well-being and seek supports when you need them. 

Checking in with students and colleagues 

In addition to the suggestions below, faculty and instructors may wish to become familiar with the Guide on Identifying and Responding to Students in Distress to advance caring conversations, and to know where you can direct students who may need additional support. 

Suggestions for advancing caring conversations in the classroom: 

  • Acknowledge that there is a lot happening in the world, and reference current events that may be affecting some members of the community, if you feel comfortable doing so. 
  • Acknowledge that everyone processes and reacts to trauma, distressing events, and stressors in different ways. 
  • Acknowledge that you care about our community. 
  • Share resources for support. 

Suggestions for advancing caring conversations in individual interactions: 

  • If you are initiating an interaction, choose an appropriate time and place.  
  • Remember that not everyone is going to be comfortable talking about their feelings and experiences, and acknowledge this in your conversations.  
  • Acknowledge the context that is prompting the check-in. 
  • Listen without interruption or judgement, and with respect and compassion. 
  • If a conversation comes to a point where you feel a trained professional is needed, make a referral and offer your continued support. 
  • What you say is as important as when you say it. Take a few moments to consider what it is that is concerning you and how you want to approach the conversation. Try to focus on what you have observed or what has prompted the conversation of care and concern, rather than what you think the individual is feeling. 
  • Following up after a check-in conversation can be as important as the initial interaction, though do so without pressure or expectation. Knowing that you genuinely care and that you are there to listen can have a profound impact on someone’s future well-being. 

Sometimes we hesitate to begin a conversation with someone whom we are concerned about because we feel we may not be equipped to help them. However, just a few minutes of effective listening may be enough to make someone feel cared about. It is impossible to know exactly what is happening for the person, which makes planning difficult. Come prepared to listen and be aware of the different sources of information and support available should the person need it. It is important to recognize that you are not a counsellor or a therapist, but that you can show your concern, and you do not need to have all of the answers.

Please remember that there are a variety of supports available for faculty, instructors, students, and staff on the Well-Being at York website. Counselling services for students are available through Student Counselling, Health & Well-Being and additional tips for approaching conversations with students can be found here. Support is also available for survivors and those affected through the Indian Residential Schools Survivors Society at 1-800-721-0066 or on the 24-hour crisis line at 1-866-925-4419.   

Thank you for showing concern for the York community at this time. Your time and thoughtful consideration of what others may be experiencing are very much appreciated. 

Sincerely, 

Lisa Philipps
Provost & Vice-President Academic  
 


Comment favoriser des conversations bienveillantes avec la communauté

Chers collègues, chères collègues, 

De nombreux événements troublants se sont produits récemment dans le monde, notamment des fusillades de masse, des actes de violence alimentés par la haine et le racisme, de nouvelles découvertes de violences historiques comme les enterrements collectifs d’enfants des pensionnats, ainsi que des conflits internationaux et des guerres. Les membres de notre communauté peuvent trouver ces événements stressants et déclencheurs et y réagir et les gérer de différentes manières.   

Nous sommes une communauté plus forte lorsque nous montrons à quel point nous nous soucions les uns des autres. Par conséquent, nous encourageons le corps professoral et le corps enseignant à tenir compte des événements actuels et à prêter attention aux expériences et aux réactions de leurs collègues, étudiants et étudiantes durant cette période; cela peut se traduire par des émotions à fleur de peau ou un repli sur soi. Vous trouverez ci-dessous quelques suggestions pour prendre des nouvelles de vos étudiants, étudiantes et collègues et leur faire des recommandations. Vous êtes un membre important et précieux de notre communauté; nous espérons que vous aurez également votre bien-être à cœur et que vous solliciterez de l’aide au besoin. 

Comment prendre des nouvelles de vos étudiants, étudiantes et collègues 

En plus des suggestions ci-dessous, les membres du corps professoral et du corps enseignant peuvent consulter le Guide d’identification et d’intervention auprès des étudiants en détresse (en anglais)afin de favoriser des conversations bienveillantes et de savoir comment orienter les étudiants et étudiantes qui ont besoin de plus de soutien. 

Suggestions pour des conversations bienveillantes en salle de classe : 

  • Reconnaissez qu’il se passe beaucoup de choses dans le monde; faites allusion aux événements actuels qui peuvent affecter certains membres de la communauté, en fonction de votre niveau de confort. 
  • Reconnaissez que chaque personne a une façon différente d’assimiler et de réagir aux traumatismes, aux événements pénibles et aux facteurs de stress. 
  • Mentionnez que vous vous souciez de notre communauté. 
  • Partagez des ressources de soutien. 

Suggestions pour favoriser des conversations bienveillantes lors d’interactions individuelles : 

  • Si vous êtes à l’origine d’une interaction, choisissez un moment et un lieu appropriés.  
  • N’oubliez pas que tout le monde n’est pas forcément à l’aise pour parler de ses sentiments et de ses expériences; tenez-en compte dans vos conversations.  
  • Reconnaissez le contexte qui motive cette prise de contact. 
  • Écoutez avec respect et compassion, sans interruption ni jugement. 
  • Si la conversation arrive à un point où vous pensez que l’intervention d’un professionnel qualifié est nécessaire, faites une recommandation et offrez votre soutien continu. 
  • Ce que vous dites est aussi important que le moment où vous le dites. Prenez quelques instants pour réfléchir à ce qui vous préoccupe et à la façon dont vous souhaitez aborder la conversation. Essayez de vous concentrer sur ce que vous avez observé ou sur ce qui a provoqué cette conversation de bien-être plutôt que sur ce que vous pensez que la personne ressent. 
  • Le suivi d’une conversation de contrôle peut être aussi important que l’interaction initiale, mais faites-le sans pression ni attentes. Le fait de savoir que vous vous souciez sincèrement d’une personne et que vous êtes là pour l’écouter peut avoir un impact profond sur son bien-être futur. 

Nous hésitons parfois à entamer une conversation avec une personne qui nous inquiète parce que nous croyons ne pas être en mesure de l’aider. Quelques minutes d’écoute efficace peuvent toutefois suffire pour que quelqu’un se sente soutenu. Il est impossible de savoir exactement ce qui se passe pour la personne et cela rend la planification difficile. Soyez prêt à écouter et connaissez les différentes sources d’information et de soutien disponibles au cas où la personne en aurait besoin. Il est important de reconnaître que vous n’êtes pas un conseiller ou un thérapeute, mais que vous pouvez montrer votre préoccupation; vous n’avez pas besoin de connaître toutes les réponses.

N’oubliez pas qu’il existe de nombreuses ressources de soutien disponibles pour le corps professoral, le corps enseignant, la communauté étudiante et le personnel sur le site Web Well-Being at York. Des services de counselling sont disponibles auprès des Services de santé, de counseling et de bien-être étudiant ainsi que des conseils pour aborder les conversations avec la communauté étudiante ici. Les survivants et les personnes concernées peuvent obtenir du soutien auprès de la Indian Residential Schools Survivors Society en composant le 1-800-721-0066 ou le 1-866-925-4419 pour la ligne d’écoute téléphonique 24 heures sur 24.   

Merci de vous soucier de la communauté de York en cette période. Le temps et l’attention que vous consacrez à ce que d’autres personnes peuvent vivre sont très appréciés. 

Sincères salutations, 

Lisa Philipps
Rectrice et vice-présidente aux affaires académiques 

York welcomes the seventh North American Schelling Society conference to campus  

Laptop and coffee cup

NASS 7: Schelling and Philosophies of Life will be hosted at York University in a hybrid format, with an in-person meeting from May 24 to 26 in the Accolade East building at the Keele Campus and in an online meeting from May 30 to June 1.  

Friedrich Wilhelm Joseph von Schelling
Friedrich Wilhelm Joseph von Schelling
Image: Wikimedia Commons

The North American Schelling Society (NASS) hosts a conference every other year in a different North American location. NASS7 has been postponed for two years due to the COVID-19 pandemic. 

The theme of this year’s conference is “Schelling and Philosophies of Life.” Life is presented in diverse ways in Friedrich Wilhelm Joseph Schelling’s many works. Schelling’s nature philosophy gives prominence to organic life. Yet his emphasis on the activity of nature draws attention to the dynamic vitality of all natural phenomena. Many value Schelling’s work for its rich openings to spiritual life or the life of the mind. Some read his philosophy as a conspiracy of life and as exposing the tensions at the heart of philosophical systems. The conference also explores the connections of Schelling’s work to the philosophy of art and the history of philosophy. 

The conference will feature speakers from across North America as well as from across Europe. The North American Schelling Society is pleased to welcome several members of the Japanese Schelling Society for the first time to one of its meetings. 

Several York University graduate students will present papers at the conference. PhD students Robert O’Shea Brown, Cecilia Inkol and Chris Satoor in the Graduate Program in Humanities, are participating in the conference. Tyler Gasteiger and Shavez Imam, from the Graduate Program in Social and Political Thought, are also giving talks. Associate Professor Joan Steigerwald from the Department of Humanities is the organizer of the conference. Associate Professor Jay Goulding in the Department of Social Sciences is also presenting a paper at the in-person meeting. Conference details and schedules are available on the NASS website.  

Adrian Johnston, Chair and distinguished professor at the Department of Philosophy at the University of New Mexico at Albuquerque and a faculty member at the Emory Psychoanalytic Institute in Atlanta will provide a keynote address during the NASS 7 conference. Johnston is the author of a number of books which address contemporary issues in philosophy, psychoanalysis, psychology, materialist theory, neuroscience and political theory. His current research interests have turned to Schelling’s nature philosophy.  

Participants who cannot attend in person will have access to the in-person presentations through the conference website. In-person participants may also participate in the virtual meeting. The website will have discussion forums for ongoing conversations. The conference website for this hybrid meeting is being maintained by York University Learning Technology Services. 

This event is sponsored by a Social Sciences and Humanities Research Council (SSHRC) Connection Grant; the Faculty of Liberal Arts & Professional Studies; Department of Humanities; Vice-President Research and Innovation; Vice-President Academic and Provost; Faculty of Graduate Studies; Social and Political Thought graduate program; Department of Philosophy; Department of Political Science; and Faculty of Education. 

Further information about NASS7 can be found online. Registration is available through Eventbrite.  

Vaccination will be required for students living in York’s residences

Featured image shows students walking

As a return to York’s campuses is planned for this fall, the health and safety of the community continues to be top priority. With COVID-19 vaccines expected to be widely available over the summer months, members of the York community will be eligible to receive their first and second doses.

Vaccines play an important role in protecting people and those around them and as such, York University is requiring all students living in residence for the 2021-22 academic year to be vaccinated. This requirement is supported by Toronto Public Health, as it is recognized that vaccines are a safe and effective way to protect those who come in contact with others, especially in shared spaces. Through this commitment to protecting health and safety, the goal is to help students return this Fall to the residence life experience they have come to know and expect.

This requirement is specific to students living in residence because of the close quarters shared and will not apply to students living off campus or in York University Apartments. Students who cannot be vaccinated for medical reasons or on grounds protected under the Ontario Human Rights Code may request an exemption.

Students arriving from outside of Canada will be required to meet federal and provincial government quarantine requirements before moving into residence. The University will facilitate vaccines for all students who require them.

More details about this vaccine requirement are available in frequently asked questions on the Better Together website and will be shared directly with students who plan on living in residence this fall.

Please join the Town Hall on Thursday, June 17 at 3:15pm, for questions on this topic and the plans to safely return to York’s campuses this fall.