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CivicLabTO Academic Summit will focus on post-COVID recovery

Scenic view of Toronto sunrise

York University will host the inaugural CivicLabTO Academic Summit on Toronto’s post-pandemic recovery on Nov. 23 and 24.

The conference will be held in partnership with the City of Toronto. Joining York University and the City of Toronto in the CivicLabTO Academic Summit are eight other higher education institutions. The two-day event is free and will be held in a virtual format.

A banner showcasing the CivicLab TO academic summit, all content in the banner is repeated in the story

“York University will host the inaugural CivicLabTO Academic Summit on Toronto’s post-pandemic recovery, renewal and resilience,” said York University President and Vice-Chancellor Rhonda L. Lenton. “At York, we know that our success in affecting the kind of systemic changes necessary to build inclusive, resilient and safe communities relies on our ability to collaborate with government, community organizations, the private sector and other institutions of higher education. And York has a lot to contribute to these partnerships – including significant expertise in the fields of inequality, climate change, the environment, homelessness, and health and health governance. We look forward to working together with our CivicLabTO partners to ensure that the diverse community of Toronto continues to flourish.”

CivicLabTO program features more than 60 presenters through 13 sessions plus student-led arts and cultural programming. These sessions will highlight how collaboration between academics and city government can ultimately lead to stronger public policy in the ever-changing urban environment with a focus on greater equity and inclusion.

The following thematic areas form the pillars of the City of Toronto’s coordinated recovery and rebuilding efforts, while also serving as the focal point for the academic summit sessions:

  • Public Health
  • Planning and Adapting Public Space
  • Stronger, Safer, More Just Communities
  • Arts, Culture, and Recovery
  • Housing and Health
  • Transit and Transportation
  • Technology, Innovation, and Equity
  • Climate Change and Green Recovery
  • Economic Resiliency

As a connecting thread, interwoven throughout the summit, the panel discussions will speak to the equity-related work and opportunities within these thematic areas and address important questions such as:

  • How is an equity perspective central to and/or considered in the work you are speaking to today?
  • What are examples of tools or approaches you are using to integrate a population focus, neighbourhood focus, and other equity-related considerations to this work?
  • Are there any data gaps present in this space, particularly if we are going to make an impact on Toronto residents, given the inequities we know exist?
  • Whose voice is and needs to be at the table to ensure full perspectives?

A focus on equity will be essential to Toronto’s approach to recovery and its ability to build resilience. Prior to the onset of the COVID-19 pandemic, the City of Toronto, while working with its partners, had developed and implemented various strategies and commitments to ensure Toronto is a leader in fairness and equity. COVID-19 has highlighted existing inequities through the disproportionately negative social, economic, and health impacts on vulnerable communities, potentially setting back the progress that was being made through the implementation of Toronto’s varied actions. As the city and post-secondary institutions enter into the recovery phase, unless there is a focus on equity and inclusion, the very people who were disproportionately affected by stresses before the pandemic will become more vulnerable.

To learn more or to register for this virtual event, visit the CivicLabTO website.

UN SDGs essential to 2022 Academic Innovation Fund grant applications

Image shows a lightbulb against a blackboard with chalk drawings of idea bubbles

It’s time once again for faculty to put on their innovative thinking caps and turn their creative teaching and learning ideas into Academic Innovation Fund proposals.

Lisa Philipps
Lisa Philipps

The Academic Innovation Fund, created in 2010, supports implementation of projects that advance York University’s institutional priorities outlined in the University Academic Plan, Strategic Mandate Agreement and the Institutional Integrated Resource Plan.

Provost Lisa Philipps encourages faculty and staff to take advantage of this excellent opportunity to see their innovative ideas come to life. “The AIF sends an important signal to faculty that at York we have an aspirational culture around teaching and we value the effort and creativity of our faculty in developing new, high-quality learning experiences for our students,” she told YFile earlier this year.

This year, all AIF applicants are encouraged to embed strategies that explicitly advance the United Nations’ 17 Sustainable Development Goals within curriculum in keeping with the University’s commitment to sustainability and as described in our UAP.

Will Gage
Will Gage

“The York University Academic Plan 2020-2025: Building a Better Future promises that the York community ‘will challenge ourselves as a University to deepen our collective contributions to the United Nations’ 17 Sustainable Development Goals (SDGs),’ and the AIF is a perfect vehicle for turning that challenge into action,” said Will Gage, associate vice-president, teaching and learning.

There are three categories of funding available to AIF applicants: Category I funding supports larger-scale academic innovation projects; Category II funding supports course development projects, including perpetual course model initiatives; and Category III funding supports the scholarship of teaching and learning projects. In addition, applicants are encouraged to focus on the themes of:

  • eLearning within undergraduate or graduate degree programs using blended or fully online strategies (see eLearning Common Language document), and/or
  • experiential education (EE) within undergraduate or graduate degree programs through community focused and/or work focused EE strategies with a focus on virtual and remote EE approaches (see EE Common Language document), which might include or focus on entrepreneurialism in the curriculum, and/or
  • student success and retention strategies within the curriculum in undergraduate degree programs in all years of study, and/or
  • internationalization within undergraduate or graduate degree programs; internationalization of curriculum implies integrating an intercultural dimension into the learning and teaching process so that students can acquire an appreciation and understanding of international perspectives and competencies.

AIF proposals should be submitted to the Office of the Dean, where they will be reviewed, approved and ranked. Faculties are encouraged to set internal application deadlines that will enable the proposals to be provided to the Office of the Associate Vice-President Teaching and Learning by email at avptl@yorku.ca by 4 p.m. on Friday, Feb. 11, 2022.

The AIF Steering Committee, chaired by Gage, will review all proposals and provide recommendations to the Provost & Vice-President Academic for final approval.

“The AIF is invaluable in helping faculty members advance their priorities, putting a focus on technology-enhanced learning, and creating champions of teaching and learning among the faculty, who then serve as role models for their colleagues,” said Gage. “This coming year, as we factor in the SDGs, AIF projects will also be making a significant contribution to advancing the University’s commitment to sustainability.”

Visit the AIF website for additional information and application package.

York University signs the Scarborough Charter

Vari Hall New Featured image

Together with more than 40 Canadian post-secondary institutions and sector partners, York University is proud to sign the Scarborough Charter. The charter is a national pledge to ongoing action against anti-Black racism and further progress toward Black inclusion.

Last year, Canadian universities, colleges, and other sector partners came together to have a national conversation on anti-Black racism and Black inclusion, and to develop concrete actions for change in higher education. On Nov. 18, York University President and Vice-Chancellor Rhonda L. Lenton signed the charter on behalf of York, affirming the University’s ongoing commitment will be supported by tangible actions.

A collage image of 25 post-secondary leaders signing the Scarborough Charter
Presidents of post-secondary institutions and sector partners have signed the Scarborough Charter, a national pledge to ongoing action against anti-Black racism and further progress toward Black inclusion

“The charter affirms our collective commitment to addressing the systemic anti-Black racism that pervades academia, and to foster pan-Canadian communities of learning that build inclusive, substantive equality,” said Lenton. “York is proud to be actively supporting this critically important work and driving progress and change where the positive impact of our actions will be felt directly by our communities.”

Earlier this year, York launched Addressing Anti-Black Racism: A Framework on Black Inclusion and the accompanying “Draft Action Plan on Black Inclusion – For Further Consultation,” two documents that will also guide the University’s approach to combatting anti-Black racism, both on and off campus.

“Colleges and universities have a pivotal role in dismantling the deeply ingrained structures of power and privilege that allow anti-Black racism to thrive and I’m pleased that York is signing on to the Scarborough Charter, an important commitment to ongoing collective action,” said Sheila Cote-Meek, vice-president equity, people and culture.

Science professors receive grants for projects with Indigenous focus

Four Faculty of Science professors have received grants from the Office of the Vice-Provost Academic’s Indigeneity in Teaching & Learning Fund (ITLF). The fund offers resources to assist faculty with bringing Indigenous perspectives and knowledges into their teaching.

Four Faculty of Science professors received grants from the ITLF to advance three projects that incorporate Indigenous knowledges and perspectives into teaching and learning. Professors Tamara Kelly, Paula Wilson, Amenda Chow and Pamela Sargent are recipients of the grants.

The following projects were funded in the Faculty of Science:

Tamara Kelly

Discussions on Indigenizing the Science Curriculum

Led by Biology Professor Tamara Kelly, this project will create a one-day conference that will explore ways to Indigenize the science curriculum. It will form part of the Faculty of Science’s response to the Calls to Action of the Truth and Reconciliation Commission of Canada and The Indigenous Framework for York University: A Guide to Action. The conference will raise awareness of what Indigenizing the curriculum might mean in the context of science programs and courses, and to consider concrete examples. An additional desired outcome of the conference is that faculty members, staff and students will be inspired to reflect on how to better ensure that courses and departments are welcoming and supportive to Indigenous community members, and that programs include Indigenous scholarship and perspectives.

Paula Wilson
Paula Wilson

Improving Student Supports for Indigenous Science Students

Led by Biology Professor Paula Wilson, this project will focus on learning more about the Indigenous student experience within the Faculty of Science with the long-term goal of improving academic and social supports for Indigenous science and engineering students. Bethune College offers academic support services and leadership opportunities for science and engineering students, with a special focus on first-year transition and first-year experience. It is unclear if Indigenous students use the services, if they feel welcome and included in the community, or how they can be better supported. The findings from this project will be used to improve programming in two thematic areas: to explore and/or establish new ways of supporting Indigenous undergraduate students through Bethune programming, share findings with faculty and graduate students, and to contribute to a more inclusive campus environment that values the plurality of Indigenous knowledge and scholarship.

From left, Amenda Chow, Pamela Sargent
From left, Amenda Chow, Pamela Sargent

Exploring the interplay between Indigenous art and mathematics

Led by Professors Pamela Sargent and Amenda Chow in the Department of Mathematics & Statistics, this project will be a series of workshops featuring local Indigenous artists who use mathematics in their artistic works. The workshops will be conducted in collaboration with University of Waterloo’s Faculty of Mathematics and topics will include bead work that requires mathematical concepts such as counting, logic and patterns, or illustration that uses symmetry, geometry and tessellations. Mathematics is also present in Indigenous storytelling, language and music. The workshops will be experiential and engaging with hands-on, fun educational activities. They will provide all participants with concrete connections between the discipline of mathematics and Indigenous knowledge and culture and offer examples of how Indigenous knowledge can be incorporated into the mathematics curriculum. The workshops will be open to all members of the York University, University of Waterloo and Indigenous communities.

New USC website, telephone line simplify access to information and services

Woman laptop computer FEATURED

Access to consistent, high-quality information and services, as simple as the click of a button – that’s the premise of the University Services Centre’s (USC) new website and telephone line.

The York University community can now call the USC telephone line to access services from Pension and Benefits, General Accounting, Accounts Payable and Accounts Receivable and Procurement Operations.

When calling the telephone line, service requests will automatically be routed to the correct team or individual to create a seamless experience. In addition to service access, the telephone line also provides information on call duration and wait times to help users understand their place in the queue. This effort to provide transparency of expected wait time is in response to community feedback collected throughout USC consultations.

Students huddled around a laptop
The new website features a catalogue of all available services, easy-to-digest content and quick links to additional resources to make accessing services as simple as possible

For those seeking information about USC services, the new website is the best place to start. It features a catalogue of all available services, easy-to-digest content and quick links to additional resources to make accessing services as simple as possible.

“We’re excited to be able to share the new USC website with our community,” said John Pastorcic, manager of procurement operations in the USC. “With streamlined access to information, our hope is that clients will feel more confident accessing the services we offer and that every interaction with the USC is a positive one.”

The launch of these new platforms mark the latest step in York’s implementation of a shared services entity to improve the service experience for the community. It builds on ongoing efforts to consolidate high-volume administrative activities from across functions to make services easier to access, faster and more consistent.

These platforms will contribute to transforming service delivery across York and play an important role in developing a culture of service excellence across the University, a goal identified in the University Academic Plan. Their design is consistent with the principles laid out in York’s vision for service excellence, enabling the University to be accountable for providing enhanced value to students, faculty, instructors and staff by delivering simple, efficient and forward-looking services.

“This is a hallmark moment for York,” said Charles Frosst, assistant vice-president, University Services Centre. “The launch of these new platforms brings us closer than ever to our vision of ensuring every individual who interacts with the USC has a service experience that exceeds expectations.”

The USC website will be regularly updated to reflect the Centre’s growing catalogue of services as new teams join. In the coming months, the USC also has plans to introduce a new digital ticketing system that will further optimize service delivery for the community.

The design and implementation of the USC is part of the Service Excellence Program, a three-year initiative focused on improving processes, structures, systems and culture to make York University a better place to work and learn.

For more information, contact the Service Excellence Program.

To access services using the USC telephone line, call 416-736-5212. To learn more about the USC and the services offered through the centre, visit the USC website.

Research shows what’s driving social accountability narratives on social media

Twitter icon on smart phone

New research from York University’s Schulich School of Business shows the combination of financial data and values-based messaging are key components in driving social accountability narratives on social media platforms such as Twitter and Facebook. 

Accounting Professors Greg Saxton and Dean Neu at the Schulich School of Business co-authored the research paper, which used machine learning and data analytics to code and analyze nearly 300,000 tweets associated with the release of The Panama Papers in 2016. The data revealed the tax avoidance schemes employed by politicians, wealthy business people and sports stars. Titled, “Twitter-based Social Accountability Processes: The Roles for Financial Inscriptions-based and Values-based Messaging,” the paper was recently published in the Journal of Business Ethics. 

According to the paper, the combination of financial data and messages about ethical values, “help to construct and sustain a normative narrative about social accountability.”

“While numbers may spark outrage and drive initial participation in a social accountability conversation, appealing to ethical values also plays a key role in building and sustaining the conversation,” says Saxton. “If you’re a social movement organizer, for example, you need to understand what types of messages resonate with highly active users and lead users – the influencers of an accountability network.” 

Saxton also argues the results are important for large companies being “cancelled” by social accountability networks: “If your company is being targeted by these social media networks, you need to appreciate who these key network players are and what values are motivating them to mobilize against you. Ordinary users follow the leaders and thus it is critical to understand who these leaders are and what is driving them to engage.”  

York U in the news: lunar eclipse, growth in AI and more

An image of a woman with a laptop that shows the YFile website

This week in tech; lunar eclipse; natalie norman; experimental comedy
York University Professor Paul Delaney spoke to iHeartRadio Nov. 19.

Gujjar politics and the Mihir Bhoj controversy
York University student Yugesh Kaushal contributed to the Times of India Nov. 19.

Canadian universities, colleges sign charter to address anti-Black racism
York University was mentioned in CP24 Nov. 18.

YorkU releases report on key areas for growth in AI, society
Amir Asif, vice-president research and innovation at York University, was featured in Academica Top Ten Nov. 18.

Some York University students don’t want to return to in-person classes in 2022
York University was mentioned in BlogTO Nov. 18.

TikTok says it’s cracking down on dangerous challenges. Will it be enough?
York University Professor Kate Tilleczek was quoted in CBC News Nov. 18.

Queen’s Law and Osgoode students nab IP writing challenge prizes
York University student Lindsay Paquette was mentioned in Canadian Lawyer Nov. 18.

Amrit Kaur is excited for ‘Brown girls in Brampton’ to see ‘The Sex Lives of College Girls’
York University graduate Amrit Kaur was featured in CTV’s eTalk Nov. 18.

Mindy Kaling: ‘College Girls’ explores ‘horny exploits’
York University graduate, Amrit Kaur, was featured in UPI Nov. 18.

Canadian universities, colleges sign charter to address anti-Black racism
York University was mentioned in the Globe and Mail Nov. 18.

Brothers partner with tennis clubs to give new life to old balls
York University student, Cooper Waisberg, was featured in the Toronto Star Nov. 17.

Dysfunctional board ‘kryptonite’ in Rogers’ CEO search: Governance expert
York University Professor, Richard Leblanc, spoke to BNN Bloomberg Nov. 17.

Toronto ramps up holiday vaccination campaign
York University was mentioned on CityNews Nov. 17.

‘Defamation Not A Heinous Crime, Will Order Release Of Leena Manimekalai’s Passport’: Madras High Court
York University student, Leena Manimekalai, was mentioned in Live Law, India Nov. 17.

Covid lockdown in India didn’t cut air pollution as much as thought, finds study
York University postdoctoral researcher, Leigh Crilley, was featured in Telegraph India Nov. 17.

Air Pollution Didn’t Drop In Covid Lockdown, Rather Ozone Levels Rose
York University’s Associate Professor Cora Young, and postdoctoral researcher Leigh Crilley, were featured in Ahmadabad Mirror Nov. 17.

Air pollution didn’t drop during Covid lockdown in India as thought: Study
York University’s Associate Professor Cora Young, and postdoctoral researcher Leigh Crilley, share new study with Daiji World Nov. 17.

‘Air pollution didn’t drop in COVID lockdown’
York University Associate Professor, Cora Young, was quoted in Hitavada Nov. 17.

Magic Mushrooms May Show Therapeutic Promise
York University Professor Robert T. Muller was published in Psychology Today Nov. 17.

Brain Power expands into Hamilton, offering programs for gifted students
York University graduate, Karine Rashkovsky, was mentioned in Insauga.com Nov. 17.

Brain Medicine: How Learning a New Language Boosts Cognitive Health
York University Professor, Ellen Bialystok, was quoted in Zoomer Nov. 16.

Charlie West

Charlie West

MSc candidate Charlie West examines permafrost thaw slumping in lakes in the Mackenzie Delta region

Welcome to the November 2021 issue of Innovatus

Yfile Featured Story Headers_Innovatus.
Innovatus

“Innovatus” is a special issue of YFile devoted to teaching and learning innovation at York University.

Will Gage
Will Gage

Hello and welcome to the November 2021 issue of “Innovatus.” This issue focuses on innovation in teaching, learning and the student experience in the Faculty of Health.

So I will begin my column with a confession. Wow! I wish I could turn back time, just for a week or two, to be a student again. No time traveling in this wish, instead I would love to take a younger me through courses that offer escape rooms, role playing, videography and visualization as tools for teaching. The impact of the kind of experiential education offered by the stories in this issue of “Innovatus” is beyond remarkable and not something that was ever a part of my undergraduate or graduate learning experience.

While the pandemic has challenged each of us in so many ways, if there’s a glimmer of a silver lining, it is the extraordinary innovation shown by the faculty profiled in this issue, and by professors, course directors and teaching assistants across York University, all of whom have redefined the pandemic-induced impossible into new and exciting ways to teach and learn.

In this issue, we offer some really interesting reading. We have a story about using the escape room phenomenon in a virtual environment to teach nursing students how to deal with new and interesting challenges. There’s two great reads about the power of videography to teach global health and role-playing games to teach leadership. Another story shows how students are empowered to drop their fear of statistics and embrace its power to drive visualization of data. I know that you will enjoy each story as much as I have.

As I wrote before, throughout this dreadful pandemic there have been opportunities in the quiet moments to reflect about new ways of learning and the Faculty of Health shows the power and potential of innovation in action.

I would also like to use this quiet moment as you read this column to shout out that on Monday, Nov. 22, my office will be releasing the next call for submissions to the Academic Innovation Fund, which has transformed teaching and learning at York University. Watch your inboxes for the YFile announcement!

In this issue

Dean’s message: Faculty of Health focused on rewarding educational experience
As this issue of “Innovatus” illustrates, we live in a world where rapid and continuous change is the norm. The ability to learn and acclimate are essential. Given this, the pandemic inspired the Faculty of Health to adapt and advance its teaching and learning objectives in new ways.

Virtual escape rooms enliven nursing classes
Remote course delivery didn’t prevent one Faculty of Health nursing professor from finding creative ways for her York University nursing students to improve their clinical decision-making skills.

Course offers helping of global health promotion with side of video skills
Students taking the Promoting Global Health course received an unexpected serving of video skills, thanks to a challenging and innovative course assignment delivered by their instructor.

Role-play exercises add experiential education component to leadership course
Undaunted by the pandemic, after reshaping her course to include role-playing exercises, an intrepid Faculty of Health professor took up the challenge offered by remote learning and took students into a virtual role-playing learning experience with stellar results.

Helping psychology students visualize and apply statistics
In her third-year course on statistics, a Faculty of Health psychology professor and her teaching assistant help students overcome their fear about statistics by empowering them to understand the power and potential of data.

Please keep your comments and reflections coming to me because I read every one. If you have an interesting story to suggest, please send it along. 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.

My sincere thanks to everyone who contacted me about our September and October issues, I am so grateful to receive your comments and delighted that you enjoyed the stories.

Sincerely,

Will Gage
Associate Vice-President, Teaching and Learning

Dean’s message: Faculty of Health focused on rewarding educational experience

Collage showing DNA, medicine and more

By Paul McDonald

As this issue of “Innovatus” illustrates, we live in a world where rapid and continuous change is the norm. The ability to learn and acclimate are essential. Given this, the pandemic inspired the Faculty of Health to adapt and advance its teaching and learning objectives in new ways.

Paul McDonald
Paul McDonald

Over the past 20 months, our faculty members and students have risen to the challenge of rapidly using remote course delivery by seeing it as an opportunity to be creative while remaining committed to high-quality, mission-relevant education. We were determined to ensure students had the opportunity to complete their programs and develop the attributes they need for personal and career development. We have worked continuously throughout the pandemic to enhance the educational quality and delivery of courses.

The Faculty of Health is proud to support innovations in teaching that target 21st-century teaching and learning initiatives that contribute to the student experience and academic success. The need for adaption and change will not end with the pandemic. That is why we selectively embrace technology and new ways of thinking about learning and student success. The aim is to provide our students with rich, varied and rewarding educational opportunities.

This past year we have had a number of faculty members engage their students in creative ways. We are pleased to showcase a few of our stories in this issue to share examples of technology-enhanced learning and some of the experiential education opportunities made available to students in the Faculty of Health.

As you read “Innovatus,” you’ll discover that experiential education can flourish online through role playing. You will see how a recent leisure activity, the escape room, can be transformed into a virtual learning experience; how videos can help relay health promotion messages; and how psychology students can learn that there is little to fear and much to learn from statistics.

Our faculty members are endlessly inventive, and their students are flourishing as a result. I am excited to share their innovations and their passion for teaching and learning with you. I hope you are as inspired as I am.