The six-story, 9,012-square-metre, 50-classroom building, which earlier this year for its sustainability and occupant wellness features,聽聽on 91亚色 U鈥檚 Keele Campus. Its twisted appearance is meant to symbolize the school鈥檚 twist on the traditional mission of continuing studies 鈥� that is, to solve Canada鈥檚 most pressing labour challenges by connecting employers to a highly skilled talent pool through its unique program offerings.

"Our new building has been purpose-built to give our learners and instructors what they need to thrive," said Christine Brooks-Cappadocia, assistant vice-president of continuing studies, "whether that鈥檚 excellent teaching and learning spaces, a place to feed your baby, a prayer room, gathering spaces or, most critically, community that welcomes and celebrates your growth."

For the third annual Architecture & Interiors Awards, a three-person jury of U.S. industry experts spent hours reviewing the nearly 200 submissions received from commercial architecture and design firms around the world to determine the 34 winning projects. The School of Continuing Studies Building emerged a standout, with one juror noting its "subtle singularity" and "understanding of the site and relationships."

"This award is a recognition that this is good design for both the physical environment but also in career-focused education," said Brooks-Cappadocia. "We are thrilled to celebrate this win with Perkins&Will and our community of learners and employers."

The post Continuing Studies Building recognized for innovative design appeared first on 91亚色.

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.

The post LA&PS Bridging Program empowers international professionals appeared first on 91亚色.

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.

The post Fall REDDI sessions highlight accessibility, accommodations appeared first on 91亚色.

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."

The post 91亚色 U nursing students, grads teach the next generation appeared first on 91亚色.

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 .

The post Writing Department releases new issue of literary magazine appeared first on 91亚色.

Not long ago, self-driving cars were merely the stuff of science fiction. Today, however, researchers across the globe are diligently working to integrate autonomous vehicles (AVs) into everyday life. Among these trailblazers is a team of students from 91亚色鈥檚 Lassonde School of Engineering who achieved a second-place win in the Self-Driving Car Student Competition at the 2024 American Control Conference in Toronto last month.

One of the most prestigious conferences in the field of control systems, it brings together experts from academia, government, and industry to share creative ideas and network with like-minded individuals. The Self-Driving Car Student Competition, sponsored by Quanser 鈥� a company that designs and manufactures engineered lab equipment 鈥� provides an opportunity for student researchers to apply their critical thinking skills and solve technical challenges faced by autonomous vehicles.

The competing team from Lassonde, known as Full Throttle 鈥� Spacecraft Dynamics Control and Navigation (SDCN), was led by Mingfeng Yuan, a postdoctoral researcher working under the supervision of Jinjun Shan, a professor in the Department of Earth & Space Science & Engineering.

As the only Canadian team at the competition, the Full Throttle 鈥� SDCN team's award-winning performance highlighted their technical expertise and capacity to represent Canada on a global stage.

The team also included PhD candidates Hunter Schofield and Yida Zang, MASc candidate Amal Haridevan and undergraduate students Hao Zhang and Yiqun Ma.

鈥淪elf-driving cars are complex systems, and it鈥檚 impossible for a single person to design and debug the entire system on their own in a short period of time,鈥� says Yuan. 鈥淭he success we achieved at this competition was a result of the unity and full commitment of our team.鈥�

The competition was structured into three distinct phases, starting with an initial pool of 40 teams, representing 28 universities and 15 countries.

First, teams developed and validated solutions using a cutting-edge digital twin platform for self-driving cars. This phase was followed by the implementation of solutions on actual hardware.

The final and most difficult challenge took place at the American Control Conference, where teams navigated a complex circuit with a fully operational self-driving car. This stage required expert-level programming, as teams ensured their car demonstrated impeccable driving accuracy and appropriately responded to street signs, traffic lights and various obstacles.

The high-pressure environment put the team鈥檚 programming and problem-solving skills to the ultimate test.

鈥淓vents like this are incredibly valuable for the student experience,鈥� says Yuan. 鈥淭hey foster team spirit and provide an opportunity to apply our knowledge in a practical setting.鈥�

In addition to the educational experience gained by participating students, this competition allowed the Full Throttle 鈥� SDCN team to meaningfully contribute to the exciting future of the AV market.

鈥淎utonomous vehicles are revolutionizing the transportation industry due to their potential to enhance safety, improve driving efficiency and increase vehicle accessibility,鈥� explains Yuan. 鈥淭he applications for AVs are vast, diverse, and have the potential to reshape cities, economies and our daily lives.鈥�

The post Lassonde students achieve top spot in self-driving car competition appeared first on 91亚色.

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�

The post 91亚色 SDG toolkit earns prestigious nomination聽 appeared first on 91亚色.

On this day, August 1, we annually mark the day when the Slavery Abolition Act of 1833 came into effect across the British Empire. Black and Indigenous people were once enslaved on the land that is now Canada, indelibly shaping Canadian society through their struggle, resistance, endurance and fortitude. This day is a call to learn more about slavery and its legacy, to respect the strength and perseverance of communities that have been subjected to the practice of slavery, and to reject ongoing anti-Black and anti-Indigenous racism and discrimination.

91亚色 answers this call in many ways, including by:

• Contributing to the collective efforts of the Action Plan on Black Inclusion. The third Annual Report details these efforts. While 80 per cent of the actions are complete, on-track or progressing, there are ample opportunities for community members to play a role in countering anti-Black racism at 91亚色.
  
• Supporting spaces where Black community members can engage, connect and experience a sense of place and belonging. This includes the work of the program for Black students, the YU Black Staff Network, the YU Black Alumni Network, and in Black student spaces in McLaughlin College and in the HNES building (for EUC students).
  
• Cultivating research, teaching, and learning dedicated to Black Canadian histories, communities, and experiences. Examples of this include the to include a Major, and the support of Organized Research Units such as the Harriet Tubman Institute and CERLAC.
  
• Dedicating resources to support Black students thriving, such as those available from the and .

I invite you to about Emancipation Day and slavery in Canada and to engage in activities to advance Addressing Anti-Black Racism: A Framework on Black Inclusion and the .

Thank you. Merci. Miigwech.

Laina Y. Bay-Cheng
Vice-President Equity, People and Culture

The post 91亚色 recognizes Emancipation Day appeared first on 91亚色.

Le 1^er ao没t est le jour o霉 on c茅l猫bre l鈥檈ntr茅e en vigueur de la 芦 Slavery Abolition Act 禄 de 1833 (Loi sur l鈥檃bolition de l鈥檈sclavage), partout dans l鈥橢mpire britannique. Dans le pass茅, des membres des communaut茅s noires et autochtones ont 茅t茅 r茅duits en esclavage sur le territoire qui est aujourd鈥檋ui le Canada, ce qui a profond茅ment marqu茅 la soci茅t茅 canadienne par leur lutte, leur r茅sistance, leur endurance et leur force d鈥櫭e. Cette journ茅e est une occasion d鈥檈n savoir plus sur l鈥檈sclavage et son h茅ritage, de respecter la force et la pers茅v茅rance des communaut茅s qui ont subi cette pratique et de s鈥檈ngager dans la lutte continue contre le racisme et la discrimination 脿 l鈥櫭ゞard des communaut茅s noires et des peuples autochtones.

91亚色 r茅pond 脿 cet appel de plusieurs mani猫res :

• Contribution aux efforts collectifs du Plan d鈥檃ction sur l鈥檌nclusion des personnes noires : le troisi猫me rapport annuel d茅crit en d茅tail ces efforts. Bien que 80 % des actions sont achev茅es, en bonne voie ou en cours de r茅alisation, les membres de la communaut茅 ont de nombreuses possibilit茅s de jouer un r么le dans la lutte contre le racisme anti-Noirs 脿 91亚色.
• Soutenir des espaces dans lesquels la communaut茅 noire peut s鈥檈ngager, se rencontrer et avoir un sentiment d鈥檃ppartenance. Ceci comprend le programme pour les 茅tudiantes et 茅tudiants noirs, le R茅seau du personnel noir de 91亚色, le R茅seau des dipl么m茅s noirs de 91亚色 et les espaces r茅serv茅s aux 茅tudiants noirs au Coll猫ge McLaughlin et dans le b芒timent HNES (pour les 茅tudiants de l鈥橢UC).
• Appuyer la recherche, l鈥檈nseignement et l鈥檃pprentissage sur l鈥檋istoire, les communaut茅s et les exp茅riences v茅cues par les Canadiennes et Canadiens noirs. On peut citer, 脿 titre d鈥檈xemples, l鈥櫭﹍argissement du programme d鈥� en majeure et le soutien apport茅 aux unit茅s de recherche organis茅es comme l鈥�Institut Harriet Tubman et le CERLAC.
• Le et les , qui consacrent des ressources 脿 l鈥櫭﹑anouissement des 茅tudiantes et 茅tudiants noirs.

Je vous invite 脿 en sur le Jour de l鈥櫭﹎ancipation et sur l鈥檈sclavage au Canada, ainsi qu鈥櫭� participer 脿 des activit茅s pour faire progresser la lutte contre le racisme par le biais du Cadre d鈥檌nclusion des personnes noires et du de l鈥橴niversit茅 91亚色.

Merci. Thank you. Miigwech.

Laina Y. Bay-Cheng
Vice-pr茅sidente int茅rimaire de l鈥櫭﹒uit茅, des personnes et de la culture

The post D茅claration 脿 l鈥檕ccasion du Jour de l鈥櫭﹎ancipation appeared first on 91亚色.

The third Annual Report on Black Inclusion is now available. The latest annual report features a comprehensive look at all 86 calls to action items, offering a clear account of progress on each item. It also provides a robust assessment of efforts to advance the action items, as well as insight into what more is needed to substantially shift institutional culture toward the inclusion and affirmation of the vibrance, diversity and depth of Black lives and experience.

鈥淚t is meaningful that over 70 per cent of action items have been completed or are on track. We should celebrate this and thank those who have made it happen鈥� said Laina Y. Bay-Cheng, vice-president Equity, People & Culture. 鈥淗owever, these achievements shouldn鈥檛 be treated as endpoints. I hope we鈥檒l use the progress evident in the report to keep up momentum and engage even more 91亚色 community members in advancing Black inclusion initiatives.鈥�

Some completed activities to date include: 

Action Item: As part of our commitment to review campus security and explore alternative models for community safety, ensure that the lens of equity, diversity and inclusion is central, and that the process will include community consultation (e.g., townhalls, focus groups) with Black community members.

Results: The Security Services Review has been completed and recommendations for changes in service provision and community engagement are already being implemented.

Action Item: Support the development of a Black staff affiliation group and support ongoing activities.

Results: The 91亚色 Black Staff Network (YUBSN) was formed in 2021, with membership open to all Black people of African descent who occupy non-academic staff roles at the University.

Action Item: Hire a minimum of 12 new Black faculty over the next two years (2021-2023). Support departments鈥� readiness and develop their capacity to support Black colleagues.

Results: In fact, 35 Black Faculty members have been hired since 2021, with considerable effort and programming going into ensuring they encounter colleagues and a larger University community ready to support their success. 

Action Item: Support the development of the Black Alumni Network, created in 2020, and its ongoing activities.

Results: The 91亚色 Black Alumni Network (YUBAN) continues to embody Black excellence with an energetic group of graduates, enthusiastic about mentorship and inspiring the minds of emerging thinkers and leaders.

Many additional items are progressing well but are still underway and so are listed as 鈥渙n track鈥� in the report. Some activities were postponed but remain active parts of this strategy. 

Several themes emerged from the progress updates, and the report shares these insights. For instance, those who take on important initiatives often feel burdened by requests to report on it. This is a challenge that Equity, People & Culture and others across the university will try to address.

鈥淚t is important to continue to acknowledge and centre the voices of people from the Black community, some of whom have wondered whether this strategic effort will bring perceptible, meaningful change across 91亚色 campuses for Black students, staff, and scholars,鈥� said Lisa Cocketts, strategy and engagement specialist - Black Inclusion. 鈥淚t is through a dynamic and evolving Action Plan as well as honest, full reporting that 91亚色 can demonstrate its commitment to creating actual, positive change towards Black inclusion,鈥� added Cocketts.

Community members are asked to join together in recognizing the hard work of the many contributors to the work of Black Inclusion and the progress the University has made, as updates such as this report are not possible without the efforts of many.

The 91亚色 community is encouraged to review the Annual Report to learn more. Feedback can be provided by email to epcinfo@yorku.ca.   

The post Report on Black Inclusion Action Plan shows momentum appeared first on 91亚色.