91亚色 Biology Professor Kohitij Kar, in the Faculty of Science, will host the recipient of a prestigious (MSCA) Postdoctoral Global Fellowship in his lab for two years starting this November to advance cutting-edge work in artificial intelligence and visual tracking.  

The recipient, from the University of Udine in Italy, received a fellowship valued at C$340,000 from MSCA, which empowers researchers wishing to carry out their work abroad.

Dunnhofer is an award-winning researcher at the Machine Learning & Perception Lab in the Department of Mathematics, Computer Science, & Physics of the University of Udine.

His fellowship project, titled 鈥淭owards primate-like artificial neural networks for visual object tracking,鈥� will focus on studying algorithms at the intersection of artificial intelligence and neuroscience in the field of visual object tracking. Visual object tracking is the use of algorithms in continuously recognizing objects, such as people and vehicles, and has applications in fields like autonomous driving, robotics and medicine.

The project will draw on Kar鈥檚 expertise as a Canada Research Chair in Visual Neuroscience and his experience leading the Visual Intelligence & Technological Advances Laboratory, which is a core part of the Vision: Science to Technology Application Program, the Centre for Integrative & Applied Neuroscience, and the Centre for Vision Research at 91亚色. His research lies at the intersection of neurophysiological investigations of visual intelligence in non-human primates and artificial intelligence systems. He is using his findings to develop artificial intelligence systems that mimic the primate brain in hopes of developing treatment strategies for neurological disorders.

As typically encouraged by the Marie Curie fellowships, Dunnhofer will augment his expertise in computer vision with Kar鈥檚 lab鈥檚 expertise in studying computations within biological vision systems like non-human primates.

For more information about the fellowship program, visit the .

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91亚色鈥檚 Faculty of Liberal Arts & Professional Studies (LA&PS) is gaining recognition for its Bridging Program for Internationally Educated Professionals (IEPs), designed to assist newcomers to the country in navigating the complexities of the Canadian job market.

Within the Bridging Program, there are two options on offer: the Foundations Program, which includes courses created exclusively for IEPs, focusing on professional communication, leadership, internet technology (IT), as well as law and management skills in the Canadian context; and certificate programs focusing on either Canadian business or information technology, which allow students to gain a Canadian university credential and take courses toward professional accreditation. Both routes offer part-time and evening study options, along with flexible course selection, access to fee waivers, experiential education and career support.

Offering a comprehensive educational experience tailored specifically for IEPs seeking to enhance their career prospects in Canada, the programs benefit from financial supports from both the government of Ontario, through the Ministry of Labour, Immigration, Training & Skills Development, and the federal government, through Immigration, Refugees & Citizenship Canada. Government funding goes toward supporting newcomers to access language development, career coaching and professional-level courses.

Art Noordeh is the academic director of the Bridging Program that, since its inception in 2010, has been instrumental in facilitating the career transitions of countless IEPs from diverse backgrounds and industries. 鈥淥ur aim,鈥� Noordeh says, 鈥渋s to empower individuals to unlock their full potential and contribute meaningfully to their chosen fields in Canada.鈥�

Over 1,400 newcomers have participated in the programs since they started, says Monica Brennan, the Bridging Program鈥檚 associate director. Currently, a new intake of over 80 students are beginning their IEP journey and adding to those numbers.

Brennan says participants have an option to continue at 91亚色 following the completion of the Foundations Program, where they can take additional university-level credit courses as visiting students in their chosen field or apply to join the certificate programs. To date, approximately 40 per cent of participants have gone this route.

Among the Foundation Program graduates is Neha Aggarwal, who completed the program in December 2023. Despite having professional experience and expertise in her native India, she faced challenges securing interviews for a data analyst position after coming to Canada. After enrolling in 91亚色鈥檚 Bridging Program for IEPs in 2023, she participated in networking seminars, technology summits, and career fairs that exposed her to industry professionals and peers with similar aspirations. She also participated in drop-in language classes on weekends.

With enhanced language and communication skills, Aggarwal secured a data analyst internship within just one month of enrolment, a testament to the program鈥檚 effectiveness in facilitating career transitions for IEPs. She has now joined the IEP Professional Certificate in Information Technology.

鈥淢y journey with the IEP program at 91亚色 has been a personal odyssey of growth and success,鈥� says Aggarwal, in a Foundations Program testimonial on the LA&PS website. 鈥淭his program has not just been a professional journey; it has been the best personal chapter since I arrived in Canada, setting the stage for continuous success and growth.鈥�

The professional certificate programs in both Canadian Business and IT have a long track record of success. The recently created Big Data & Data Analytics stream has been designed to quickly transition established IT professionals into the highest-demand skills of today鈥檚 workplace. The required course work includes deep theoretical knowledge, practical skills with current software packages and immersive project work in team environments. 鈥淭hese specialized IT skills can help relaunch the careers of IEP students on a new path well-aligned with the future of the Canadian economy,鈥� says Professor Stephen Chen of the School of Information Technology at 91亚色 U.

At a ceremony last month 鈥� attended by Provost and Vice-President Academic Lisa Phillips and Interim Dean of LA&PS Michele Johnson  鈥� recognizing newcomers who have graduated from the certificate programs or achieved career success, several attendees spoke 鈥� like Aggarwal 鈥� about the impact of 91亚色鈥檚 IEP programs.

鈥淭he program provided insights into the Canadian labour market, enhancing my understanding of industry trends and employer expectations. It equipped me with job search strategies, including resum茅 writing and interview preparation, to effectively compete in the job market,鈥� said IT graduate Dawit Gulta, who is currently working toward a graduate degree in big data and data analytics at 91亚色 U and is a Mitacs graduate student intern at the Sunnybrook Research Institute.

鈥淚 learned essential knowledge and methodologies through the specialized courses in public administration. The practicum course allowed me to practise in a real public sector work setting, which led to my current job,鈥� said student Eva Yuanyuan Han at the event. She joined the Ontario Ministry of Health as a resource analyst in May, graduating with a Certificate in Canadian Business in the Public Administration stream.

The graduates鈥� words spoke not only to how the Bridging Program for IEPs benefits individuals but also how it enriches Canada鈥檚 workforce with diverse talents and perspectives.

鈥淎t 91亚色, we are dedicated to empowering IEPs with the resources required to unlock their potential to excel and fulfil their dreams in Canada,鈥� says Noordeh. 鈥淭he transformative impact of the program helps them to overcome barriers and achieve significant career growth in the job market.鈥�

For more stories about graduates of the programs 鈥� including Dawit Gulta, who won a Dean鈥檚 Award for Research Excellence during his studies 鈥� visit the Bridging Program for IEPs website.

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Janine Marchessault 鈥� a professor in 91亚色's School of the Arts, Media, Performance & Design and the 91亚色 Research Chair in Media Arts and Community Engagement, who recently 鈥� is building alliances between institutional and community-led media archives from around the world through efforts like the Global Audiovisual Archiving (GAVA) Conference and more.

The GAVA Conference was conceived by the Eye Filmmuseum, a unique Dutch museum dedicated to film preservation and education, in 2021 as an international forum to forge connections and identify challenges within the field of media archiving. Smaller collections, in particular, are vulnerable to disappearance and inaccessibility and, according to Marchessault, are in urgent need of care as a matter of social justice and human rights.

鈥淭he problems that smaller archives face include a lack of storage space, funds to access digitization technologies, specialized labour and formal archival training," says Marchessault, the principal investigator of Archive/Counter-Archive, a project and research network dedicated to activating and preserving audiovisual archives created by Indigenous Peoples, Black communities and people of colour, women, 2SLGBT2QIA+ and immigrant communities. "Often, these kinds of 鈥榖est practices鈥� are defined by richer institutions, without due consideration of or engagement with the contexts, resources and politics of other regions.鈥�

Among the possible solutions is international collaboration, which GAVA looked to foster with the conference鈥檚 鈥淏uilding Alliances鈥� theme this year. Gathering an interdisciplinary assortment of over 200 archivists, artists, filmmakers, scholars and activists from around the world at the TIFF Lightbox in downtown Toronto, GAVA provided a space for new collaborations and partnerships to develop. The conference laid the foundation for a new global research network of community-based archives to work with and support one another.

鈥淲e gathered an impressive group of presenters whose innovative engagements are redefining what archives are, where they exist and how they are experienced,鈥� explains Marchessault. The goal is to build a platform that is more inclusive and accessible for smaller archival organizations and projects, which makes it different from other large international archiving conferences.

Supported through a Social Sciences & Humanities Research Council Partnership Grant and Connections Grant, GAVA was co-organized by the 91亚色-based project Archive/Counter-Archive: Activating Canada's Moving Image Heritage, the Toronto International Film Festival and the Eye Filmmuseum. All three organizations are united by their dedication to generating new archival film methodologies and the preservation of precarious and marginalized media archives.

To extend the conference鈥檚 goal of sharing knowledge and resources between established and underfunded media archives, Marchessault is currently working with the Eye Filmmuseum to develop a new international platform for archivists, artists, activists, and scholars from around the world to share information and resources. She will also co-edit a special issue of the journal Public: Art/Culture/Ideas with other members of the GAVA advisory board to capture the cutting-edge ideas presented at the conference.

According to Marchessault, creating alliances with international archives 鈥� focusing on community-based organizations 鈥� is critical at this time. With the world facing shared ecological and political challenges, a global perspective on archives fosters important solidarities through shared resources and co-created knowledge.

Those alliances also underscore the driving premise of the GAVA Network, which is that community-based archives defined by social movements and shared identities can create forms of knowledge that challenge social and political inequities.

The outcome, says Marchessault, can lead to 鈥渄esigning practices of care and pedagogical approaches for the next generation of archivists, artists, activists, humanists and historians in ways that are inclusive, expansive and liberatory.鈥�

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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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After 16 years of teaching Philippine folk dance to 91亚色 students in the School of the Arts, Media, Performance & Design, Professor Patrick Alcedo decided it was time to take students to the Southeast Asian nation to learn new dances in their original settings.

Alcedo鈥檚 Summer 2024 course, Philippine Folk Dance and Culture, immersed the students in the world of Philippine dance for three weeks, bringing them into contact with students and faculty from five universities, as well as a national dance troupe, as they learned new steps and movement sequences.

鈥淚t was time to offer a course in situ, and it鈥檚 especially meaningful this year because it鈥檚 the 75th anniversary of Canada-Philippines diplomatic relations,鈥� said Alcedo. 鈥�91亚色 has an agreement with a consortium of five universities, and we visited all of them in three weeks. It was a whirlwind.鈥�

The course provided the 11 student participants with a mixture of studio work, lectures and performance opportunities. They learned dances from teachers at each of the universities and put on three recitals. They also learned about the cultural context of the different styles of dance and how they related to the country鈥檚 colonial past.

鈥淭his experience allowed me to integrate with other students, to learn from world-renowned dancers, and to learn the cultural history of folk dance and the Philippines,鈥� said fourth-year student Anna Paddon.

Students began their adventure at Philippine Women鈥檚 University in Manila, home to the Bayanihan 鈥� the national dance company of the Philippines. There, they learned six new dances in one week and also took a day trip to Ateneo de Manila, one of the country鈥檚 oldest universities.

Next came a visit to Bulacan State University, one of the country鈥檚 fastest-growing post-secondary institutions. 91亚色 U students joined Bulacan students for a screening of Alcedo鈥檚 documentary film, , which focuses on underprivileged dancers and the power of movement to change their lives. After the screening, the two groups were led to the university鈥檚 performance hall to dance together.

After heading back to Manila for a visit to Eastern University, a private school known for its art deco-style architecture, 91亚色 U students learned a new dance from local instructors while Alcedo taught a group of local students.

The next stop was the Quezon City Performing Arts Development Foundation, home to the dance program for at-risk youth featured in Alcedo鈥檚 documentary. There, the 91亚色 U class enjoyed a student performance followed by an Indigenous music class.

鈥淥ur students were able to see the power of dance to lift people from poverty with skills for a better future,鈥� Alcedo said.

To close out the trip, the class visited the University of the Philippines in Diliman. In addition to being Alcedo鈥檚 alma mater, it is also home to the internationally touring Filipiniana Dance Group, headed by Alcedo鈥檚 brother, Peter Alcedo Jr., who is also a dancer. The 91亚色 U students learned four new dances, including a northern Philippines folk dance based on research done by the Alcedo brothers.

Overall, the 91亚色 U students learned 15 new dances in four different Philippine styles: Filipinized Spanish dance; lowland Christian dance, seen in agricultural areas; Muslim Philippine dance, prevalent in the south of the country; and Cordillera dances from the north.

鈥淭his was the heart of the course 鈥� really experiencing the different ways Philippine folk dance is practised in the country,鈥� explained Alcedo. 鈥淭he plurality of practices demonstrates how people respond to colonialism and modernity in different ways鈥�. this transnational work enriches our dance program.鈥�

This type of summer program also fulfils one of the goals of the 91亚色 Academic Plan, Advancing Global Engagement, and puts the University鈥檚 Global Engagement Strategy into practice.

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Two groups of 91亚色 students travelled to Cuba this spring as part of a new Faculty of Health course exploring human rights, Cuban culture and the country鈥檚 health-care system. The course 鈥� Experience Cuba: Enacting the human right to health and health equity, taught by Jessica Vorstermans, an associate professor in the School of Health Policy & Management 鈥� marked the first simultaneous collaboration between 91亚色 U, the University of Holguin and the Medical University of Holguin. It is an offering the Faculty of Health hopes to strengthen and continue.

The 34 students in the Experience Cuba course were part of a cohort of more than 300 91亚色 students participating in faculty-led study abroad programs this spring and summer. They received funding support through 91亚色 International鈥檚 Sustainable Development Goals (SDGs) in Action Program, which is funded by the Government of Canada鈥檚 Global Skills Opportunity.

The course provided a look at how the Cuban health-care system flourishes amidst a landscape of economic crisis. The country has been under a United States trade embargo since 1962, resulting in a scarcity of many goods 鈥� including medicines and modern medical equipment. Nonetheless, many Cuban indicators of health are comparable to those in Canada, said Vorstermans.

鈥淐uba is an example of everything we want an equitable and universal system to look like, but in an environment of great scarcity,鈥� Vorstermans said. 鈥淚t鈥檚 a system that prioritizes preventive and primary care.鈥�

Developed by Vorstermans and supported by Julie Hard, director of global and community partnerships in the Faculty of Health, the new course attracted so much interest that the Faculty chose to run two sessions back to back to accommodate more students.

While in Cuba, the students attended lectures about the health-care system at the partner universities and visited the neighbourhood network of clinics 鈥� the first stop for patients. They toured the medical school and learned about the curriculum, which also includes dentistry and traditional medicine.

It was an eye-opening experience for the students, who were housed with Cuban families in a Holguin neighbourhood, took the university bus to campus, and visited many cultural sites during their visit.

鈥淚t was a two-week snapshot of Cuban life,鈥� Hard said. 鈥淢ost Canadians think of Cuban resorts and beaches, but living in a home in a country coping with scarcity was very different. It was an immersive cultural experience that went way beyond textbooks and the travel brochures.鈥�

They learned about navigating fuel shortages and gained an appreciation for how hard people work to put food on the table. 鈥淭he state makes sure there is enough,鈥� said Hard, 鈥渂ut there isn鈥檛 the same selection to which we鈥檙e accustomed.鈥�

The students were amazed by the efficiency of the Cuban health-care system, and couldn鈥檛 help but draw comparisons to Canada鈥檚.

鈥淭he health care in Cuba is inclusive; it accommodates all types of people,鈥� said El Salvador-born Alexa Rios, a first-year health studies student. 鈥淓verything is egalitarian, and everyone gets the same care鈥�. If people with so few resources can create a welcoming system, why can鈥檛 we 鈥� with all of our opportunities 鈥� do the same?鈥�

Sophia Desiri, another first-year health studies student, was very impressed by the strong emphasis on preventive care and the use of local clinics as the first line of defence against illness, rather than emergency rooms.

鈥淭his course opened my eyes to what health care really means, which is community,鈥� she said. 鈥淭he Cuban system looks at patients as people, with feelings and needs.鈥�

Gurher Sidhu, a fourth-year global health student, noted the emphasis the Cuban system places on primary care, with integrated health-care teams that serve the local community at polyclinics.

鈥淭he system was designed logically, with common sense,鈥� she said. 鈥淭he family physicians, for example, live in their communities 鈥� so their patients are also their neighbours. If someone doesn鈥檛 show up for an appointment, they worry. I wonder how we could foster that commitment to care here.鈥�

Sidhu hopes to take more time to reflect on what she experienced and to consider how lessons learned could be applied within the Canadian context. Looking back at her journal 鈥� which she was required to write in while abroad 鈥� might offer some insights. At a Knowledge Mobilization Fair held last month at 91亚色 U, the students shared their takeaways with their families and other invited guests.

鈥淲e were very glad to partner with and support the Faculty of Health with the launch of the Experience Cuba summer abroad course this year,鈥� said Helen Balderama, director of global engagement and partnerships at 91亚色 International. 鈥淭he insights and observations that were shared by the health students precisely demonstrate the whole point of global learning (and study abroad) programs: to be exposed to new ideas and experiences, reflect on them, and be moved to action or further reflection.鈥�

As for Vorstermans and Hard, they plan to run the course again in 2025 and deepen their partnership with the two Cuban institutions.

鈥淭his was a transformative learning experience that was amazing to witness,鈥� Vorstermans says. 鈥淲e view these connections as the beginning of a long-term partnership that we co-create so it is reciprocal.鈥�

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Fifteen undergraduate students, from across Faculties and disciplines, travelled to South Korea for a Global Political Studies course designed to immerse undergraduates in the history and culture of the country 鈥� both academically and experientially.

Each year, students in the course South Korea: The Politics of Youth and Old Age participate in a unique opportunity representative of 91亚色鈥檚 commitment to experiential education.

Beginning with one week of study at 91亚色 U鈥檚 Keele Campus, students in the course embark on a three-week trip to Seoul, South Korea. There, the students 鈥渢ake advantage of every opportunity to understand, and participate in, Korean society,鈥� notes Professor Thomas Klassen, who teaches the annual course.

This year, in addition to absorbing the culture through visiting museums, palaces and temples, the students learned to cook, watched live shows and a professional baseball game. They also met with staff at the Canadian Embassy in Seoul for a presentation on Canadian diplomacy and the life of diplomats. The course 鈥� and trip 鈥� concluded with a full-day guided tour to the demilitarized zone between North and South Korea. Kavindi Perera, a student in the course, says, 鈥淕etting to visit and study in South Korea was a dream come true for me. I was able to learn and experience so much.鈥�

During their visit, students spent two days collaborating with Korean undergraduate students at Chung-Ang University, exchanging knowledge on 鈥� and designing solutions to 鈥� major social problems in both Canada and Korea.    

Each student developed a research project while in Seoul, covering topics such as the K-pop industry, gender inequality, Korean beauty standards, fertility trends, education fever and international relations. Speaking and observing Koreans, seeing local advertisements and clothing, and living in Seoul provided students with a rich knowledge base that would have been impossible to obtain otherwise.  

鈥淚 learned enormously by being immersed in Korean culture, politics and society," says student Alex Singh. "The knowledge I acquired helped me grow as a person and will be an integral part of my university education.鈥�

Another student, Samantha McConnell, says the course was 鈥渢he greatest and most fun adventure of my academic career.鈥�

Klassen adds, 鈥淭he students learned more, not only about Korea but about themselves. They returned with a much deeper understanding of the world around them, but also their place in it, and the possibilities they have to make positive changes."

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Isaac Garcia-Sitton, a recent PhD graduate from the Faculty of Education, has been honoured with two prestigious national awards for his doctoral dissertation in the field of international higher education.

Garcia-Sitton received the Michel Laferri猫re Research Award by the Comparative & International Education Society of Canada and the George Geiss Award by the Canadian Society for the Study of Higher Education for his dissertation titled 鈥淧olicy Making in Times of Crisis: The Case of Immigration and International Students in Canada During the COVID-19 Pandemic.鈥�

Informed through analysis of policy documents and interviews with policy actors, the study examines how immigration policy measures introduced in Canada during the pandemic affected international student recruitment and retention in the nation鈥檚 post-secondary education institutions.

"I am deeply honoured and humbled to receive these awards from national academic societies that have significantly contributed to the fields of higher education and international education,鈥� says Garcia-Sitton, who has over 20 years of experience in international relations and business development as a former diplomat and within the higher education sector. He currently serves as the inaugural executive director of international student enrolment, education and inclusion at Toronto Metropolitan University.

Professor Roopa Desai Trilokekar, Garcia-Sitton鈥檚 dissertation supervisor whom he credits for her guidance on his work, commended his achievement, noting: 鈥淚saac鈥檚 work and its recognition through two national awards is a reflection of the fruits of humility, hard work and dedication."

Exploring the various immigration policy measures introduced in Canada from March 2020 to December 2022 to ensure the continued recruitment and retention of international students, Garcia-Sitton's dissertation highlights how the pandemic acted as a catalyst for policy change, leading to significant adaptations in travel regulations, study provisions, work-related measures and pathways to permanent residency.

The research illustrates, too, the interplay between federal and provincial jurisdictions and how lack of co-ordination can further complicate policy making in uncertain conditions. By identifying and investigating the role of institutional constraints and the alignment of policy actors in decision-making processes, the dissertation provides insights that can inform high-impact and rapid-response policy changes to support the international education sector in Canada.

Garcia-Sitton's research identifies key factors that facilitated policy changes during the pandemic and highlights the significance of policy entrepreneurs, clear communication and the widespread collaboration in shaping effective policy responses. In addition, by identifying the interconnectedness between global geopolitical shifts and internal policy decisions, the study illustrates how external factors can shape a country鈥檚 attractiveness in the international education arena, and advocates for a more comprehensive and holistic approach in policy analysis.

The forward-looking nature of Garcia-Sitton鈥檚 disseration are something both awards singled out.

"Isaac's dissertation presents a compelling case for the significance of analyzing policy changes during times of crisis," noted the 2024 committee for the Michel Laferri猫re Research Award, which recognizes outstanding research in the field of comparative and international education. The committee for the George Geiss Award, which has the same goal as the Michel Laferri猫re Award, echoed that, noting that Garcia-Sitton鈥檚 work provides 鈥渁 valuable case study to guide future analyses and practices."

鈥淎s an immigrant and a scholar-practitioner, this recognition underscores the importance of my journey and the impact of dedicated research on shaping inclusive and supportive policies for international students,鈥� says Garcia-Sitton.

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When political science major Sara Harsini heard 91亚色 was hosting a Model European Union (EU) for university students nationwide, she signed up to participate and convinced her third-year classmate, Nawal Alhawari, to join her.

The Model EU, a simulation of the work done by the European governing body, was held this spring and organized by Heather MacRae, an associate professor in 91亚色 U鈥檚 Department of Politics. Sponsored by the Delegation of the European Commission in Canada, it brought 55 students from across the country to the Keele Campus to experience politics and diplomacy in action.

鈥淚t was an excellent experiential education exercise,鈥� MacRae said. 鈥淭he students had to do advance work, both reading and research, and then they put it into action. They learned a lot about how the EU works and a lot about climate change.鈥�

The event was the second of its kind to be held in Canada; last year, it was held in Ottawa. According to MacRae, the goal going forward is to have universities assume the role of hosting.

The Hungarian Consulate hosted the opening reception, an event that brought students and diplomats together to hear an opening speech by EU ambassador Melita Gabri膷 and to discuss the issues of the day. Many of the conversations centred around the European Green Deal 鈥� the EU climate law requiring a 55 per cent reduction of emissions by 2030 and climate neutrality by 2050 鈥� since it was the focus of the weekend鈥檚 sessions. The students were tasked with creating a resolution, addressing how they would achieve its goals.

Students worked in pairs to represent the governments of the 27 EU nations. Alhawari and Harsini chose to represent Austria, because they wanted to embody a nation that was forward thinking in its environmental policies. After researching green policies and Austria鈥檚 contribution to the EU, they were delighted to meet a representative from the Austrian Consulate at the reception.

鈥淚t was fantastic to meet him and discuss Austria鈥檚 green policies,鈥� said Harsini. 鈥淎 major part of our success came from his commentary and insights.鈥�

Gabriele Alexandru, head of the political, press and information section at the EU Delegation to Canada, gave the opening talk the following day, before the students got to work on their Green Deal resolutions. The event was entirely student run, with a pair from the University of Victoria acting as Chairs.

鈥淚t鈥檚 an opportunity to hone so many skills, including negotiation, co-operation, public speaking and research,鈥� MacRae said. 鈥淭here鈥檚 an extra benefit getting to know people interested in similar issues from across the country. We鈥檙e building a community of European scholars.鈥�

This was the first time Alhawari and Harsini had participated in a simulation exercise. They thoroughly enjoyed the experience and are considering trying a Model United Nations simulation next.

鈥淲e always have a notion that government work takes too long, but this shed light on the fact that every nation鈥檚 voice had to be heard,鈥� said Harsini. 鈥淣ow, I understand why it takes time.鈥�

Added Alhawari, 鈥淭he actual Green Deal already exists, so we were just adding to it. I realized that if the real EU was able to forge an agreement, so could we.鈥�

MacRae liked the idea of giving students a sponsored opportunity to learn more about the EU.

鈥淭here is an EU study tour each summer, which our students can take part in, but it is expensive,鈥� she said. 鈥淪ince not all students can afford to go to Europe, we bring Europe to them.鈥�

J.J. McMurtry, dean of 91亚色鈥檚 Faculty of Liberal Arts & Professional Studies (LA&PS), believes the exercise was extremely valuable.

鈥淧articipating in opportunities such as the Model EU simulation is a vital component of experiential learning and internationalization at LA&PS,鈥� he said. 鈥淭hese experiences enhance students鈥� understanding of global affairs, cultivate critical thinking, communication and collaboration skills. By actively participating in these activities, our students not only enrich their academic pursuits but also develop the necessary competencies to thrive in an increasingly interconnected and diverse world.鈥�

By giving students a greater understanding of European governance, MacRae is helping to fulfil the University Academic Plan's goal of advancing global engagement and bring its new Internationalization and Global Engagement Strategy to life.

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91亚色鈥檚 summertime, faculty-led study abroad opportunities continue to be popular post-pandemic, and it鈥檚 not only 20-somethings who are taking advantage of the chance to broaden their cultural horizons. Mature students, too, are registering for courses that take them across the globe.

, the University鈥檚 hub for both international students and international education programs, supports Faculties and academic units in offering study abroad opportunities led by 91亚色 U course directors, and mature students are eager to participate.

Human geography PhD student F. Evnur Taran, for example, studied in Mexico City last month. Meanwhile, undergraduate student Paula Kaston is off to 91亚色 U鈥檚 in Costa Rica and Richard Smith has headed to China. None of them had studied abroad previously, but their life experiences made them confident that they would succeed in an unfamiliar environment.

鈥淚鈥檓 excited,鈥� says Taran. Called Free Trade, Unfree Labour and Environmental Justice in Continental North America, it looks at the current North American free trade agreement. Students in this intensive course, led by Faculty of Environmental & Urban Change (EUC) Professor Anna Zalik, spend a week studying with peers at the National Autonomous University of Mexico in Mexico City and reconvened the following week at 91亚色 U.

鈥淚t鈥檚 an opportunity to be in a university in another country and see what their system is like,鈥� says Taran.

Taran loves both travelling and learning. Once her children were grown, she earned a second bachelor鈥檚 degree at Glendon College. Next came a master鈥檚 degree in international development studies, which led her to apply for the PhD program in human geography.

鈥淚鈥檓 living my second youth,鈥� she says. 鈥淚 love to study and to be active, and I鈥檒l continue as long as life permits me.鈥�

Kaston, who is retired, is finishing her bachelor鈥檚 degree in environmental sustainability. She decided that a course at 91亚色 U鈥檚 EcoCampus would be a wonderful end to her undergraduate studies.

Years earlier, career opportunities lured Kaston away from her university studies, so she is fulfilling her long-term goal now by earning a degree. In fact, she has enjoyed the experience so much that she is continuing on to a master鈥檚 program in environmental science this fall.

鈥淓nvironmental sustainability has been a passion of mine for a long time,鈥� she says, 鈥渁nd when I found the 91亚色 program, I decided to go full on.鈥�

Kaston registered for a course called Conservation and Development for Social-Environmental Sustainability and Wellbeing, led by EUC professor and Las Nubes director Felipe Montoya. The course explores the ways Costa Rica is succeeding with sustainable development.

鈥淚 want to see what these initiatives that we read about really look like on the ground,鈥� Kaston says.

Smith, who retired from 91亚色 U last year as director of institutional planning, began taking language courses prior to retirement. This summer, he embarked on an intensive course in Mandarin 鈥� Intermediate Chinese Language and Culture in China: Shanghai as an International and Chinese Centre 鈥� taught by Assistant Professor Gang Pan in the Faculty of Liberal Arts & Professional Studies. It brought him to China at the end of May.

鈥淚鈥檓 fascinated by how people in other countries do the same things in different and often surprising ways,鈥� he says.

To help support his trip, Smith received a $2,000 award from the Government of Canada鈥檚 Outbound Student Mobility Pilot Program Global Skills Opportunity (GSO). The funding is meant to offset the cost of travel while increasing the participation of under-represented groups in international learning opportunities.

Smith and 10 of his classmates studied at Fudan University in Shanghai for a month, lived in the residences there and ate in the dining hall. Their course was intensive, with five hours of language classes daily, but the month-long session ended with a five-day trip to the cities of Suzhou, Hangzhou and Nanjing, as well as the Shaolin monastery (the birthplace of Buddhism) and the countryside of Zhejiang Province to experience first-hand the culture, history and landscapes 鈥� and put their language skills to the ultimate test.

鈥淚鈥檝e been dropped into cities with a different language before,鈥� Smith says, 鈥渂ut here, it may be hard to find English speakers, so I鈥檒l pretty much have to rely on my Chinese.鈥�

Ashley Laracy, associate director of global learning for 91亚色 International, urges students of all ages to follow in the footsteps of these mature students.

鈥淔aculty-led study abroad programs create a supportive space for students to travel abroad with a group of their known peers,鈥� she says. 鈥淲e鈥檙e excited to see the diversity of our student population reflected in our global learning programs. Our Global Engagement Strategy outlines 91亚色鈥檚 commitment to building and facilitating opportunities that are inclusive and accessible to our students. Global learning is lifelong learning.鈥�

This summer, 91亚色 has more than 300 students abroad as part of faculty-led programs. With the help of the GSO funding, the University has been able to increase its participation levels in summer study abroad initiatives, with more than 220 participating students receiving financial support towards their global learning.

For more information about 91亚色 faculty-led abroad opportunities, contact yuabroad@yorku.ca.

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