Over the course of two weeks, several athletes with connections to 91亚色 took part in the 2024 Olympic Games in Paris and walked away notable contributions that added to the collective success of Canada winning a country-best 27 medals this summer.

In the Women鈥檚 Canoe Single 200m event, 91亚色 U Faculty of Health student Katie Vincent became the first Canadian to ever win Olympic gold in any women鈥檚 canoe or kayak event. She did so while setting a new world record for best time. Vincent also won a bronze medal in the Women鈥檚 Canoe Doubles 500m for the second Olympics in a row.

Alumnae Brandie Wilkerson and Melissa Humana-Parades earned a silver medal in Women鈥檚 Beach Volleyball, representing Canada鈥檚 first medal in the women鈥檚 event and the country鈥檚 best result in the sport overall. It was an even more impressive accomplishment given the pair have only been competing as partners since October 2022, and this marked their first Olympics together as a team.

As a member of Canada鈥檚 women's rugby sevens team, Asia Hogan-Rochester 鈥� who played with the 91亚色 Lions women鈥檚 rugby team in 2018 鈥� captured a silver medal during the Olympics, marking the country鈥檚 best Olympic result in the sport to date. 

Among other 91亚色-affiliated competitors at the 2024 Olympics, shooting athlete Shannon Westlake 鈥� a 91亚色 U alumna 鈥� ranked 32 in the qualification round of the women鈥檚 5m rifle three positions; accomplished judo athlete Shady Elnahas, who competed as a wrestler at 91亚色 U in 2017, made it to the round of 16; and beach volleyball player Dan Dearing, who played with the Lion鈥檚 men鈥檚 volleyball team from 2011 to 2013, nearly made it to the round of 16 with his partner.

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W. Andy Knight, alumni

Knight, who received his PhD in political science from 91亚色, is a renowned and award-winning University of Alberta Distinguished Professor in the Political Science Department specializing in global governance, the United Nations and more. In addition to being a prolific author 鈥� with over 16 books, 80 chapters in edited volumes and 68 journal articles 鈥� he is a Fulbright Distinguished Chair in International and Area Studies at Yale University, a fellow of the Royal Society of Canada, as well as the inaugural provost fellow in Black excellence and leadership at his university.

Andre Smith, alumni

Smith, who completed a bachelor鈥檚 degree in accounting from 91亚色, is the founder and CEO of Flip & Floss, a digital platform that teaches and empowers today鈥檚 youth with financial literacy and money management skills. The company 鈥� founded in 2020 鈥� already has over 5,000 users and 1,000 workshops.

Previously, Smith has received the CBC Toronto Community Champions award (in 2020) and was the BMO Black Entrepreneur of the Year Award, Technology Industry.

Nadine Williams, alumni

Poet, author and arts educator Nadine Williams has published four collections of poetry, two children鈥檚 books and 16 volumes of literature for Black History Month that are part of Canadian school curriculums. She is frequently called upon as a speaker and presenter, having shared her work at Citizenship & Immigrants Canada ceremonies and at events with prestigious attendees like former U.S. first lady Michelle Obama, Jamaica鈥檚 former prime minister Portia Simpson and Canadian Prime Minister Justin Trudeau. She is also using an art installation project called The Fabric of Our Being to raise awareness about the United Nations鈥� International Decade for People of African Descent project.

Other recognitions Williams has received include being named on a list of 100 Accomplished Black Canadian Women in 2022, being given the 2024 Women Who Inspire Change Award from the Jamaican Canadian Association and earning a parliamentary mention for contributions to Black history in Canada.

Gervan Fearon, former faculty

Fearon, who once served as a 91亚色 associate professor and associate dean of the Faculty of Liberal Arts & Professional Studies, is the current president of George Brown College in Toronto.

Fearon was recognized for his contributions as a prominent education advocate, driving and leveraging the transformative power of learning to improve social and economic mobility.

His career鈥檚 work has previously earned him the Queen Elizabeth II Platinum and Diamond Jubilee Medal, the Micha毛lle Jean Foundation Influencer Award and an appointment to the Order of Ontario.

Visit the the to find out more about the winners.

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91亚色's Centre for Human Rights, Equity & Inclusion (CHREI) is kick-starting the Fall 2024 term by offering staff, faculty and students a new REDDI (Respect, Equity, Diversity, Decolonization and Inclusion) Mini-Series: Promoting Accessibility and Proactive Accommodations. In this four-workshop series, which will run from Oct. 3 to 22, participants will learn important concepts and skills to challenge the various forms of ableism.

The workshops on accommodation provide participants with a deeper understanding of the key principles that guide the accommodation process, and insights into universal design approaches.

CHREI鈥檚 accommodation sessions are offered in partnership with Student Accessibility Services and the Teaching Commons. to earn a REDDI Mini-Series Certificate.

As promised, CHREI is offering more REDDI Core Series sessions throughout November. This fall鈥檚 sessions include:

• Employment Equity Principles towards Inclusion;
• Understanding Freedom of Expression at 91亚色; and
• Advancing Organizational Change to Foster a Culture of Belonging.

Register for all three and earn your REDDI Core Series Certificate. Learn more about our REDDI series certificates on the .

is now available on YU Learn.

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The Nursing Simulation Centre (NSC) in 91亚色's School of Nursing hosted two community engagement events this summer to help local youth gain knowledge and interest in the health-care profession. The first event 鈥� part of the NSC鈥檚 collaboration with the Faculty of Science鈥檚 Science Engagement Programs 鈥� brought close to 70 elementary school students, in Grades 7 and 8, to the centre for an experiential learning opportunity aligned with their summer camp curriculum. The second event welcomed members of the Canadian Black Nurses Alliance, who led a hands-on workshop for high-school students.

"The School of Nursing鈥檚 Simulation Centre is excited to work with nursing students to support future health-care professionals," said Laura Nicholson, a professor in the School of Nursing and director of the NSC. "Annually, since 2018, the Nursing Simulation Centre has been working with high-school student groups and various camps to showcase elements of nursing to prospective students."

As part of the Science Engagement Programs visit to the NSC 鈥� a collaboration celebrating a decade of inspiring the next generation of health-care professionals 鈥� students from 91亚色 U's Mini-Med School 1.0 and 2.0 summer camps were treated to a morning full of engaging experiences complementing their camp curriculum focused on exploring the science behind the health-care system. The objective for the Mini-Med School 1.0 workshop participants was to learn how to take a pulse, while the Mini-Med School 2.0 students learned how to measure blood pressure.

The NSC was able to host these prospective future health-care leaders because of the support provided by the enthusiastic team of facilitators made up of 91亚色 U graduates and current students from direct-entry, collaborative and second-degree undergraduate nursing programs. The facilitators were organized by Igor Kabanov, director of the Nursing Student Tutoring, Ambassadorship & Mentorship Programs (NSTAMP), a student-led peer support organization that provides services to help ensure nursing students have a positive experience at 91亚色 U.

For the other NSC community outreach initiative this summer, the centre worked closely with James Ehiagwina, president of the 91亚色 chapter of the Canadian Black Nurses Alliance (CBNA-YU), and the wider CBNA team to plan and implement a three-hour workshop for high-school students from the Greater Toronto Area.

Outreach and planning for the workshop were supported by the 91亚色 U-TD Community Engagement Centre (CEC), which seeks to support Faculties in community engagement initiatives. The CEC also provided bus tickets for student attendees, in an effort to reduce barriers to participation. Facilitated by members of CBNA and NSTAMP, the workshop taught participants how to put on personal protective equipment and assess a patient, among other practical skills.

"This summer, the sessions were facilitated by record numbers of nursing graduates and current students," said Nicholson. "The professionalism, knowledge and skill displayed by the facilitators was outstanding. They displayed not only passion for the nursing profession but a commitment to educating the next generation."

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In addition to work focused on the political economy of oil and gas in Alberta, Angele Alook 鈥� a professor in 91亚色's School of Gender, Sexuality & Women鈥檚 Studies and a member of Bigstone Cree Nation in Treaty 8 territory 鈥� has been pursuing interdisciplinary projects that underscore how critical Indigenous Peoples鈥� rights and knowledge systems are to developing solutions to the climate crisis and achieving climate justice.

Among Alook鈥檚 efforts are serving as an academic delegate for the Indigenous Climate Action organization and as a member of the Social Sciences & Humanities Research Council-funded Just Powers project, which looks to create socially just approaches to decarbonizing energy transitions.

Alook鈥檚 projects are often driven by the desire to champion Indigenous voices and knowledge systems. For example, for Just Powers, she directed a documentary called Pikopaywin: It is broken, which examines energy projects in Treaty 8 territory by sharing the perspectives and insights of Indigenous traditional land users, environmental officers and elders 鈥� notably from the Bigstone Cree Nation.

Recently, Alook attended the annual meeting of the United Nations' Local Communities & Indigenous Peoples Platform (LCIPP) Facilitative Working Group, which took place in Bonn, Germany. The event aims to facilitate the integration of diverse knowledge systems, practices, and innovations in designing and implementing international and national actions, programs, and policies in a manner that respects and promotes the rights and interests of local communities and Indigenous Peoples.

By attending the event, organized by the United Nations Framework Convention on Climate Change (UNFCCC), Alook鈥檚 objective was to produce a series of educational videos showcasing Indigenous climate leaders discussing false solutions, just transition and youth engagement 鈥� all critical elements to understanding climate progress and effectively moving the needle. Faculty of Environmental & Urban Change Professor Martha Stiegman and research assistant Ana Cardoso were also in attendance to support Alook with data collection, filming and note-taking.

"We are actively engaged in the Indigenous Peoples Caucus [of the United Nations] to uphold the principles of safeguarding Indigenous Peoples' rights, promoting ethical and equitable engagement with knowledge systems, ensuring direct access to Indigenous Peoples for climate finance, and advocating for full and effective participation," said Alook.

At the meeting, Alook and her team conducted interviews with youth representatives, elder knowledge keepers, policy experts and members of Indigenous organizations. Their conversations spanned regions, engaging with people from Chad, the Philippines, the Arctic Circle, the Inuit Circumpolar Council, the M茅tis National Council, the Assembly of First Nations in Canada and the Indigenous Environmental Network in the U.S.

Alongside Alook, Stiegman and Cardoso was Indigenous student Ashton Gladue, who is currently pursuing a degree in communications and media studies in 91亚色 U's Faculty of Liberal Arts & Professional Studies. 

"It was a fantastic learning opportunity for Ashton," said Alook. "He got to be in UNFCCC spaces, learn about Indigenous research methods and film educational videos with Indigenous climate leaders from all over the world, including elders and youth."

She added, "There was a special moment when a well-known knowledge keeper and climate leader spoke directly to Ashton during filming. In that moment, we realized we weren't just filming an interview but experiencing intergenerational knowledge transfer and revitalization of knowledge systems."

Beyond that powerful interaction, Alook believes her team's participation in this event 鈥� and others like it 鈥� is an active demonstration of Indigenous research methodologies in action, and one that she hopes will contribute to the gradual decolonization of climate change policy.

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The latest issue of 91亚色鈥檚 nationally recognized, student-run literary magazine, Existere, features new fiction, non-fiction, art and poetry from a diverse array of Canadian literature鈥檚 rising stars. Available for purchase now at the 91亚色 Bookstore, Existere, vol. 43 includes work by Francesca Ekwuyasi, who was awarded the Writers鈥� Trust Dayne Ogilvie Prize for LGBTQ2S+ Emerging Writers in 2022; acclaimed poet Ellen Chang-Richardson; Saeed Teebi, a finalist for the 2022 Atwood Gibson Writers' Trust Fiction Prize; and Fiddlehead Poetry Book Prize winner Fawn Parker. The issue's cover was created by Kate Sinclair, lead designer at Penguin Random House Canada.

While previous issues of Existere relied on open calls for international writers, the latest issue presents a curated mix of local and national contributors. The new approach is the result of intentional editorial direction and decision-making by new faculty advisors 鈥� Matthew Bucemi and Christopher Morris, both assistant professors in the Writing Department 鈥� and new student editors currently enrolled in the Writing Department.

Bucemi, whose professional experience in publishing includes serving as a founding managing editor for Sutherland House, wanted to lead the magazine in this different direction. Having taken on the role of faculty advisor in Summer 2023, he leveraged his experience and connections to implement a new approach that prioritized experiential education and community engagement.

With Bucemi鈥檚 guidance, students reimagined the magazine鈥檚 mandate to emphasize dynamic art that reflects Canada鈥檚 equally dynamic communities. Students actively identified local and national artists and directly solicited submissions that fit the new mandate.

Morris, a published poet and former technical writer, also lent expertise to Existere鈥檚 student editors who implemented the magazine鈥檚 reimagined vision. 鈥淲ith Dr. Bucemi鈥檚 insights from his time as an editor and with student leaders who truly love art, literature and collaboration, Existere has quickly become a unique professional development opportunity for 91亚色 students, as shown by the high quality of this latest issue," said Morris.

Earlier this summer, the magazine's student leadership team hosted a launch party on 91亚色 U's Keele Campus to celebrate the release of the new issue. Held at Founders Assembly Hall, more than 50 guests were in attendance to hear readings from contributors and to help the magazine raise over $400 for future publications.

Reflecting on their achievement, the student leadership team expressed gratitude and pride. 鈥淲e know how difficult it can be to navigate school and Existere,鈥� they said, 鈥渆specially while we found our footing with the revamp鈥� We truly feel we鈥檝e made something amazing this year.鈥�

Existere was founded and first published at Vanier College in 1978. The journal is currently stewarded by 91亚色鈥檚 Writing Department as a venue to showcase emerging and established Canadian talent 鈥� and as a place for 91亚色 students to gain valuable, hands-on, pre-professional experience in editing and publication production.

To support the magazine, visit .

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YSpace, 91亚色's innovation hub, has partnered with 91亚色 Region to launch the new ELLA Incubator program, an initiative designed to empower aspiring women entrepreneurs in the technology industry by offering essential resources and mentorship to help them grow and scale their business ventures beyond their launch.

YSpace ELLA was created to support women entrepreneurs in launching and growing their businesses. Since 2020, it has achieved significant success, supporting over 150 women entrepreneurs in raising over $10 million in capital, generating over $20 million in revenue and creating numerous jobs.

The ELLA Incubator program is part of YSpace鈥檚 broader Project JumpSTART initiative, which focuses on driving economic development and innovation within 91亚色 Region. The collaborative effort brings together YSpace, the Schulich School of Business鈥檚 Office of Innovation & Entrepreneurship, the Treefrog Accelerator and 91亚色 Region to foster a supportive environment for entrepreneurs.

The new program is membership based, offering participants access to networking events, educational workshops and webinars, regular check-ins with advisors and more.

"Our goal is to provide women entrepreneurs with the tools, mentorship and community they need to achieve their business aspirations,鈥� says Nicole Troster, ELLA entrepreneurship manager. 鈥淭he ELLA Incubator is dedicated to create an environment where innovative ideas can flourish.鈥�

David Kwok, director of entrepreneurship and innovation at YSpace, adds: "The ELLA Incubator program represents our commitment to fostering innovation, supporting women entrepreneurs.鈥�

The ELLA Incubator is part of YSpace's broader mission to cultivate a vibrant entrepreneurial ecosystem, fostering collaboration between industry leaders and emerging entrepreneurs. This program is now open to women entrepreneurs in the technology sector, with a primary focus on companies that are based in or looking to expand into 91亚色 Region.

To learn more about the ELLA Incubator program and how to apply, visit YSpace's ELLA Incubator web page.

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Three researchers from the Lassonde School of Engineering at 91亚色 have received support for innovative interdisciplinary research projects from the Lassonde Innovation Fund (LIF), an initiative that helps advance work that addresses global challenges and United Nations Sustainable Development Goals.

This year鈥檚 LIF initiatives focus on a range of topics, spanning from green roof innovation to exploring planetary skies. Through these projects, faculty members are committed to advancing scientific research and creating solutions for a more just and sustainable world.

Learn more about this year鈥檚 LIF projects below.

Project: 鈥淎ssessing Hydraulic and Thermal Performance of Green Roof鈥� by Magdalena Krol

Krol, an associate professor of civil engineering, will leverage her expertise, and that of civil engineering Professor Usman Khan, as well as the testing capacity of the , to compare the performance of conventional roofs against green roofs.

Green roofs have the ability to both mitigate flood risk by retaining storm water and reduce energy costs of buildings and homes. Currently, there is limited research that critically evaluates the performance difference between conventional and green roofs, creating a significant knowledge gap in urban sustainability.

This project 鈥� a first of its kind 鈥� aims to bridge the gap by constructing modules of both roof types and monitoring their behaviour under realistic conditions such as fluctuating temperature, precipitation and humidity. Using various tools and technologies, data will be collected over time to analyze specific performance indicators, including storm water retention and energy dissipation.

Establishing a thorough understanding of green roof efficiency is crucial for further development of design guidelines and encouraging the adoption of these systems in urban areas.

Project: 鈥淚nterpretable Learning of Bio-signaling Systems via Data-driven Graph Analysis鈥� by Gene Cheung

A professor of electrical engineering and computer science, Cheung鈥檚 initiative will build on existing research exploring the use of a graph-based tool to evaluate and classify biological signals, as well as evaluate the response of cells, in the eye.

In collaboration with Andrew Eckford, an associate professor in the Department of Electrical Engineering & Computer Science, as well as Yuji Nakatsukasa, an associate professor at the University of Oxford, the researchers will apply their expertise to refine the graph-based classifier to determine exactly which cells are responding to particular visual information.

This advanced tool has the potential to increase understanding of the visual system, helping inform the development of assistive technologies for visual impairments. The project also serves as a foundation for future work that aims to extend analyses to more diverse and complex biological signals.

Project: 鈥淧erceiving Planetary Skies through Space, Time, and Experience鈥� by John Moores

Moores, an associate professor in the Department of Earth & Space Science & Engineering, will pursue a project that blends art and science to create space-themed immersive experiences inspired by data gathered from planetary skies. This research is driven by the idea that engaging with planetary data in a more captivating way can help reshape our understanding of other planets.

Moores will work in collaboration with Sarah Rugheimer, an associate professor in the Faculty of Science; Jennifer Steeves, a professor in the Faculty of Health; and Ian Garrett, an associate professor in the School of the Arts, Media, Performance & Design.

The project includes three objectives: utilizing radiative heat transfer techniques to model alien skies, developing immersive exhibits that simulate exotic space environments, and analyzing individuals鈥� psychological and physiological responses to these space-themed displays.

This interdisciplinary research promises to investigate, inform and inspire, fostering a deeper connection between space and humanity, while advancing understanding of planetary skies.

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The 91亚色 SDGs-in-the-Classroom Toolkit, designed to assist the interdisciplinary infusion of sustainable development goals (SDGs) in academic curriculums, recently earned a prestigious spot as an international finalist for the Green Gown Awards, which recognize exceptional sustainability initiatives. It serves as culmination of the pioneering journey to create it.

The seed of the SDG toolkit began in 2021 with Provostial Fellow and Professor Cheryl van Daalen-Smith. She wanted to create shared practices to promote and enable the infusion of all 17 SDGs into classrooms across 91亚色 campuses and disciplines.

A community of practice was formed with over 60 educators and the decision was made that a toolkit could be a useful communal resource. Tracy Bhoola, a SDGs project coordinator and manager in the Graduate Supervisory Support Hub and former ESL instructor, as well as doctoral student and research assistant Nitima Bhatia, were enlisted to create a comprehensive online tool that would help faculty across 91亚色 better integrate SDGs into learning environments through discussions, lessons or curriculums.

But what should that toolkit look like?

Bhoola and Bhatia first turned to faculty, creating a survey asking participants what they would want out of the SDG toolkit, how they would use it, and what would make it most user-friendly.

鈥淲e wanted to know how we can make things easier and simpler for everybody so that they can access it,鈥� says Bhatia.

The survey provided two guiding principles: faculty wanted relevant resources to be accessible in three clicks or less, and that they be organized by discipline and individual SDG.

鈥淭hat forced us to make sure we were organized and ask, 鈥楥ould we get people what they wanted,鈥欌�� says Bhoola.

The pair began researching what toolkits may already exist at other academic institutions to gain inspiration from how they were organized. They found nothing comparable to what they had in mind for 91亚色. As for possible resources to include in the toolkits, most were only applicable to elementary education 鈥� not college or university.

It fell then to Bhatia and Bhoola to be something of pioneers, investing uncountable hours to not only find existing resources and materials, but then adapt them for the university level curriculums. Along the way they leveraged their unique experiences and perspectives as teacher and student to aid the project, assessing resources based on how they might use them.

The pair also continued to draw on faculty feedback, not just from the survey but ongoing collaborations. 鈥淭hey needed to be involved because if people are asked questions and are involved in each step of the process, they're invested more,鈥� Bhoola says.

After six months of work, the SDGs-in-the-Classroom Toolkit launched in June 2022, featuring lesson plans, case studies, classroom support materials, reports, course design guidance and more.

Since its launch, the toolkit has been accessed by educators and students from over 50 countries, expanding its pool of collaborators along the way. Within Canada, for example, George Brown College reached out to partner on expanding the toolkit鈥檚 experiential education section, the University of Calgary鈥檚 Haskayne School of Business added to the business section, and the University of British Columbia contributed to the wellness section. International institutions have reached out to provide content as well.

鈥淚t's nice to have that collaboration and build on that community, so it's not just the 91亚色 community 鈥� it鈥檚 beyond,鈥� says Bhoola.

The external collaborations following the toolkit鈥檚 launch have been important too in contributing to one of the team鈥檚 major ongoing goals. 鈥淚t鈥檚 not just that we got these resources and we created this toolkit and that鈥檚 it,鈥� says Bhatia. 鈥淲e wanted it to be a living and breathing thing.鈥�

As the toolkit moves forward and evolves, that鈥檚 something Bhoola and Bhatia want to remind internal collaborators too, urging faculty to continue sharing how they鈥檙e using the toolkit, what resources they like and if there鈥檚 something missing that they would like to see.

As Bhatia and Bhoola reflect on the year since the tool launched 鈥� and the recent Green Gown Awards finalist nomination 鈥� they feel grateful for the engagement. 鈥淚t validates our efforts, and the hours upon hours that we've put into it,鈥� says Bhoola.

It also gives them a push, says Bhatia. 鈥淚t keeps inspiring us, giving us the motivation and encouragement to keep going.鈥� Bhoola agrees: 鈥淚t reinforces our commitment towards the SDGs and our toolkit.鈥�

That commitment remains strong, especially as both are very cognizant of the stakes and potential impact the SDGs can have.

鈥淚f we can help bring those to them, or put them into the classroom, that's what's going to drive the change in the future,鈥� says Bhoola. 鈥淲e need to make sure that we're constantly there for teachers and students so that they can right the future.鈥�

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As part of its obligations under the , the University is required to conduct a workforce analysis to identify areas of under-representation of equity-deserving group members in its workforce. Each year, 91亚色 presents this analysis in the Annual Employment Equity Statistical Report. The report covering January 1, 2023 to December 31, 2023, is now available.

The report highlights representation at 91亚色 for the four federally designated groups under the Employment Equity Act (women, Indigenous peoples, racialized persons, and persons with disabilities) and community members identified as 2SLGBTQIA+. It also highlights some of the employment equity initiatives undertaken in 2023.

This year, the data revealed some improvements, including the year-to-year increase in representation of racialized persons and persons with disabilities among total employees over the last three years (2021 to 2023).  

In general, the data showed that while the overall representation rates for women continue to exceed the external availability data, numbers for Indigenous peoples, racialized persons, and persons with disabilities show a general trend of representation rates falling below the external availability data provided by Statistics Canada. 

Recently, there has been a notable increase in awareness of the potential uses of employment equity data within the University community, as requests for employment equity data by units and Faculties have increased. Responding to this need, a new 91亚色 University employment equity dashboard will launch later this year. The dashboard aims to increase access to data for the entire community in order to assist in the implementation of some of the recommendations highlighted in the Decolonizing, Equity, Diversity and Inclusion Strategy. 

Because it is important to obtain accurate data for the dashboard to be truly useful in supporting evidence-based decision making, community members鈥� participation in the Employment Equity Survey is critical to ensure the report and the new dashboard are being truly representative of the community.

Those who have not yet completed the improved version of the employee self-identification survey yet, or would like to change their responses, can access it via within your 鈥淧ersonal Details鈥� tab. The more people who complete the survey, the more accurate the data will be for both the Annual Report and the soon to be launched dashboard.

To find out more about Employment Equity at 91亚色 and to view past reports, visit the Employment Equity and Diversity website.

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