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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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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91亚色 Professor Spiros Pagiatakis received the Canadian Geophysical Union鈥檚 J. Tuzo Wilson Medal, which recognizes a Canadian scholar鈥檚 outstanding contributions throughout their career to the geosciences 鈥� the study of the Earth 鈥� and counts as the highest national honour earned by those in the field.

鈥淚 am deeply honoured and privileged to be awarded the highest accolade of geosciences and join the previous 45 laureates,鈥� says Pagiatakis of the medal, which was given to him in recognition of a lifetime of contributions to the advancement of knowledge and education in Canadian geosciences. He is only the third 91亚色-affiliated person to receive the award.

Pagiatakis joined 91亚色 U in 2001, after already having made a nearly decade-long impact in the field as a lead senior research scientist for the federal Department of Natural Resources Canada. In both his professional and academic careers, Pagiatakis has dedicated himself to the study of the Earth as observed from terrestrial and space platforms, with highly innovative work and discoveries starting from the Earth鈥檚 inner core motions. He has specialized in measuring and understanding the planet鈥檚 geometric and physical shape, and how its internal forces 鈥� like plate tectonics 鈥� bend form, deform and more, as well as how its atmosphere and gravity operate.

Pagiatakis has tackled innovative research questions across the spectrum of geodesy and Earth sciences, with groundbreaking findings that led to the recent recognition.

Among Pagiatakis鈥檚 innovations in the field, he pioneered a better understanding of deformation of the Earth due to the dynamics of ocean tides, as well developed the first map of Canada and the U.S. showing how gravity changes with time due to the rebounding of the Canadian land mass due to climate change and the melting of the ice since the last ice age glacial maximum, some 23 thousand years ago.

Since joining 91亚色 U, his interests have shifted to space science, which has led to important discoveries highlighting how dynamics in the Earth鈥檚 lower and upper atmosphere influence, impact and shape climate science.

Pagiatakis's work has been recognized and funded by the Natural Sciences & Engineering Research Council of Canada, the GEOIDE National Centre of Excellence, the Carbon Management Canada National Centre of Excellence, the Canada Foundation for Innovation, Ontario Innovation Trust and Natural Resources Canada.

Pagiatakis's impact has also extended beyond research by influencing future generations in the field, notably at 91亚色. He was one of a handful of pioneers who created the first engineering programs and accreditation at 91亚色 U, which ultimately led to the founding of the Lassonde School of Engineering, where he served as the inaugural associate dean of research and graduate studies for five years. He has also led the development of innovative methods of teaching in a virtual classroom environment and in blended course delivery to university students and engineering professionals before online teaching became commonplace.

A lifetime of efforts aren't limited to the administrative, however. Pagiatakis has been a passionate teacher, deeply invested in collaborating and supervising graduate students to help guide the next generation of pioneers in the field of geophysics. Former students 鈥� many of whom now work for top organizations like NASA, the European Space Agency and the GFZ German Research Centre for Geosciences, and in academia in Canada and abroad 鈥� credit him for providing high-quality graduate education, training and mentoring opportunities in an equitable, safe, welcoming and encouraging environment built on trust, where acceptance, openness, motivation, enthusiasm and curiosity have been paramount.

For his part, Pagiatakis is reluctant to take too much credit for what he has accomplished. 鈥淢y graduate students are the heart, the soul and inspiration of our research; without them nothing would be possible鈥� he says.

Nonetheless, as one of his J. Tuzo Wilson Medal nominators emphasized, Pagiatakis 鈥渋s one of those exceptional scientists who do not shy away from various administrative and organizational duties someone has to undertake in order to keep science healthy.鈥� His dedication to doing just that 鈥� keeping his field of science thriving with his career, academic work and mentorship 鈥� are what now have earned him the recognition his students would agree he鈥檚 long deserved.

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Advancing YU is a mentorship and scholarship program in 91亚色's Faculty of Liberal Arts & Professional Studies (LA&PS) that links Black and/or women third- and fourth-year students with experienced alumni mentors, and provides professional and personal development opportunities.

A critical component of the Advancing YU program is matching student mentees with alumni mentors who share identities and experiences, and who have faced similar barriers.

鈥淏y connecting them with alumni mentors who share aspects of their identities, and many of whom have navigated similar challenges, we provide contexts within which our participants can excel and where they receive supports to encourage success in their academic and professional pursuits,鈥� says Michele Johnson, interim dean of LA&PS.

Advancing YU consists of two streams 鈥� Advancing Black Students and Advancing Women 鈥� and offers a $1,000 scholarship upon completion of the program requirements. The program has benefited over 300 LA&PS students since 2020.

"Advancing YU has been a game changer for our Black and women students, offering targeted mentorship and resources that are meant to address some of their specific needs and aspirations,鈥� says Johnson.

Within the program, students are organized into 鈥渜uartets鈥� consisting of one mentor and three students. They are required to invest 40 hours total (10 hours per month) into meeting with their mentor, joining workshops and personal reflection.

The program has engaged over 70 mentors in the past three years and continues to provide accomplished Black and/or women mentors a platform to give back to the 91亚色 U community.

Alumni mentor Anika Holder, vice-president of human resources at Penguin Random House Canada, had this to say about the program: 鈥淥ne of the reasons I wanted to participate in the Advancing YU program is because, at this point in my career, I felt it was time to reach back and lift up. It鈥檚 helpful [for students] to have a real-life example who can offer their thoughts and help them to uncover and shape their vision.鈥�

Lynette Furtado, a past participant in Advancing YU who now works as a policy consultant and mental health advocate, calls the program transformative in helping her navigate post-graduation life.

鈥淸It was] vital in allowing me to network and develop strong connections, while providing resources tailored to my needs,鈥� Furtado says. 鈥淢y mentor guided me in the complexities of the legal field and helped me explore paths available to me.鈥�

Keisha Porter, a recent mentee in the Advancing Black Students stream, echoes that being accepted into the program was life changing, both professionally and personally.

鈥淎side from building great contacts and networks, this program has taught me how to show up and advocate for myself in a variety of situations and environments. As a result, I am empowered and prepared to face both future obstacles and victories.鈥�

鈥淭his program exemplifies our commitment to supporting diverse groups within our community and creating pathways for the advancement of Black and women scholars,鈥� says Johnson.

Advancing YU student applications are open now until Oct. 4. Students must be in their third or fourth year of study in an LA&PS program, with聽a minimum of 54 credits completed. To learn more and apply for the 2024-25 Advancing YU program, students can visit the Student Information page.

Faculty and staff are encouraged to share Advancing YU program information and the application deadline with students.

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The City of Ottawa has long recognized the pivotal role of skilful leadership in achieving its vision of prosperity, sustainability and resilience. For over a decade, 91亚色鈥檚 Schulich ExecEd has been a trusted partner, helping to equip Ottawa鈥檚 leaders with the knowledge and tools needed to navigate the increasingly complex challenges of municipal leadership. This past year, Schulich ExecEd delivered an updated version of its Masters Certificate in Municipal Leadership program to 50 City of Ottawa managers.

Customized to meet the diverse needs of both new and seasoned leaders at the City of Ottawa, this 12-day learning program, which unfolded over 12 months, included three modules: Essentials of Municipal Leadership, Strategic Municipal Leadership and 鈥� the new addition 鈥� Future-proofing Municipalities.

鈥淭his program has challenged the participants to think about the type of leader they want to be 鈥� someone who encourages and develops people, who listens, who models integrity, who puts others first, and who acts with courage and care as we work together to build a truly great city,鈥� said Wendy Stephanson, city manager. 鈥淚t has also presented a wonderful opportunity for our leaders to broaden their skills and explore new and innovative ways of thinking.鈥�

The new module epitomizes the City of Ottawa鈥檚 forward-looking vision, challenging participants to embrace complexity, leverage data, and lead through change with strategic foresight and digital acumen.

The cohort-based learning experience also provided networking and collaboration opportunities among leaders across different departments, fostering a culture of peer-to-peer learning and building collegial relationships to last beyond the program.

鈥淭he content was like a reassuring reality check,鈥� said one participant. 鈥淓veryone is facing similar struggles and challenges, but all we have to do is redefine how we look at these and give ourselves some leeway in terms of how we define success.鈥�

Last month, the City of Ottawa hosted a Celebration of Learning event, recognizing the 50 program participants for their dedication and accomplishments. With leaders from both the city and Schulich ExecEd in attendance, the celebration served as a testament to the transformative power of education and collaboration in shaping the leaders of tomorrow.

鈥淚n an era of unprecedented uncertainty, the need for skilled and agile leaders in the public sector has never been more apparent,鈥� said Rami Mayer, executive director of Schulich ExecEd. 鈥淓xecEd鈥檚 Masters Certificate in Municipal Leadership program delves deep into the psychology of leadership, effective communication, cultures of innovation, political acuity and agile decision-making. Those are skills that municipal leaders of our future need to harness today to nurture their leadership strengths, and those of their teams, and deliver on their commitment to provide exceptional service to their communities.鈥�

Through strategic partnerships like this one, municipal professionals are being empowered with the skills and knowledge necessary to continue to shape the future of the communities they serve.

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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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Students from 91亚色 have an opportunity to collaborate with students from Japan鈥檚 Mukogawa Women鈥檚 University this month as the result of a (GNL) award granted to Lisa Sandlos, a contract faculty member in 91亚色 U鈥檚 School of Gender, Sexuality & Women's Studies and the Faculty of Education, by the GNL team at 91亚色 International.

GNL is an approach to teaching and learning that enables people from different locations worldwide to work together on knowledge-making processes and research projects. It provides cross-cultural opportunities for students who might not have the chance to study abroad 鈥� a definite benefit in today鈥檚 global economy.

Sandlos will be pairing students in her summer course GSWS/DANC4528 3.0 鈥� Feminism, Dance and The Body: Performance, Movement and Transformation 鈥� with students in a course at Mukogawa Women鈥檚 University taught by Naoko Murakoshi, who offers a seminar focusing on somatic movement, education and dance. The two women studied together in a professional training program at the School of Toronto Dance Theatre (now called the Dance Arts Institute) and were faculty colleagues at 91亚色 U for several years before Murakoshi returned to teach in her native Japan.

Thanks to a Hyogo Overseas Research Network fellowship, Sandlos was able to travel to Japan this spring and plan the GNL exercise with Murakoshi in person.

鈥淏ecause we are considering bodies, movement and dance, it was helpful to be together in a physical space with her students,鈥� Sandlos said. 鈥淚 was there doing research, but I also taught five classes and gave a lecture on gender, sexuality and sexualization in competitive dance.鈥�

Murakoshi noted, 鈥淚t was good to have Lisa here so we could create the GNL plans together. The process is very important, and we wanted to share our thoughts.鈥�

The 91亚色 U course, which began at the end of June, is six weeks long. Sandlos introduced the GNL component during the second class, and provided another assignment option for students who preferred not to participate.

As part of the GNL component, both students in each pair will create a video 鈥渁bout any aspect of their identity that they wish to share,鈥� Sandlos said. 鈥淭hey will then observe their partner鈥檚 video and write a reflection on what they observe and what they have experienced. They will also reflect on what the body can tell us, especially through movement and dance.鈥�

Once the students begin the project, they will be able to work either asynchronously or synchronously, but the 13-hour time difference will likely play a part in their decisions.

Through this project, the two professors hope their students will gain an understanding of the cultural and social dimensions of movement.

鈥淚deas about the body are social and cultural and aren鈥檛 fixed,鈥� Sandlos said. 鈥淲hen we communicate cross-culturally, we realize that people collectively create their understanding about the world and the body. Movement is culturally coded and we need to understand the level of diversity that exists in order to communicate effectively.鈥�

Murakoshi noted that bodies are socially conditioned. In Eastern philosophy and Japanese culture, she explained, small gestures can carry great meaning.

鈥淭his exchange will help the students start to reveal their own biases and understand that how they perceive things is societal,鈥� said Murakoshi. 鈥淭his is revealed clearly when they exchange movement, and I want them to experience that with peers.鈥�

Sandlos hopes students will find the GNL project informative, not only as a cross-cultural exchange but as experiential education, which was her impetus for creating it.

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Three 91亚色 faculty members will be recognized during the 2024 Spring Convocation ceremonies with President鈥檚 University-Wide Teaching Awards for enhancing quality of learning and demonstrating innovation and excellence in teaching.

This year鈥檚 President鈥檚 University-Wide Teaching Award recipients 鈥� selected by the 91亚色 Senate 鈥� are representative of three categories: full-time faculty with 10 or more years of teaching experience; full-time faculty with less than 10 years of experience; and contract and adjunct faculty.

Each winner will not only be recognized during a convocation ceremony this spring but will have their name engraved on the University-Wide Teaching Awards plaques displayed in Vari Hall on the Keele Campus.

This year鈥檚 recipients are:

Full-time tenured faculty with 10 or more years of full-time teaching experience

Danielle Robinson, School of the Arts, Media, Performance & Design (AMPD)

Robinson received the award in recognition of her ability to create an interdisciplinary learning environment where students from diverse academic backgrounds can work collaboratively and approach problems from contrasting directions. That ability has, in part, been channelled into her leadership around the Cross-Campus Capstone Classroom (C4) initiative, an experiential education opportunity for students that allows them approach real-world challenges with social impact in interdisciplinary ways. 

鈥淚n my collaboration with Danielle, I find her a passionate advocate for our students, excellent at organization, caring and interested in those she works with and one of the most hard-working colleagues I know," said Robinson's nominator, Professor Franz Newland, a C4 co-founder and co-academic lead. "She achieves this with a sense of fun, recognizing its importance when doing hard work. I believe she is an irreplaceable asset to 91亚色.鈥�

Robinson has been the recipient of several other awards, including the Dean鈥檚 Teaching Award for Junior Faculty (from AMPD), and the Airbus and Global Engineering Dean鈥檚 Council鈥檚 Diversity Award.

Full-time faculty with less than 10 years of teaching experience

Vidya Shah, Faculty of Education

Shah received the award for her collaborative approach to pedagogy, which looks to honour students鈥� voices and recognize their needs, interests and agency 鈥� often by incorporating their views into the content of her courses. The award also acknowledges Shah's ongoing efforts to address inequities within the larger academic community, often through inspiring a rethinking of practices in the areas of racial and social justice, as well as teaching and learning.

Her nominator, Myrtle Sodhi, a PhD candidate in the Faculty of Education, said of Shah, 鈥淗er ability to support a large number of students who are under-represented through various stages of their academic career speaks to Dr. Shah鈥檚 commitment to student learning, mentorship and social change.鈥� She added: 鈥淒r. Shah鈥檚 research, teaching, collaboration and mentorship has changed the landscape of the 91亚色 academic community in profound ways. She continues to inspire leadership, social justice action and academic pathways.鈥�

Shah is also the recipient of the Faculty of Education Graduate Teaching Award. In 2022, she was awarded the Leaders and Legends Award for Mentor of the Year by the Ontario Institute of Studies in Education.

Contract and adjunct faculty

Heather Lynn Garrett, Faculty of Liberal Arts & Professional Studies

Garrett was honoured in recognition of her her ability to engage with and motivate her students, incorporating story, anecdote, music and various media to bring course material to life. She has provided valuable mentorship to students in her program, notably through her support of the Sociology Undergraduate Student Association (SUSA). She has served as a faculty mentor of SUSA鈥檚 annual Falling in Love with Research project, guiding students in conduction sociological research on a topic chosen by SUSA members.

Garrett has twice received the John O鈥橬eill Award for Teaching Excellence by the Department of Sociology, and has been nominated for the Ian Greene Award for Teaching Excellence.

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91亚色 will honour three esteemed faculty members during 2024 Spring Convocation with Distinguished Research Professor and University Professor recognitions.

Distinguished Research Professor is a designation reflecting a member of faculty who has made outstanding contributions to the 91亚色 U community through research and whose work is recognized within and outside of the University.

A University Professor is a member of faculty recognized for extraordinary contributions to scholarship and teaching, as well participation in university life.

This year鈥檚 winners are:

Distinguished Research Professor

Roger Keil, Faculty of Environmental & Urban Change

Professor Keil鈥檚 research and teaching has focused on health in cities and suburbs, societal relationships with nature and how people govern themselves. His most extensive contributions have been in the fields of urban political ecology, global suburbanization, as well as cities and infectious disease. Recently, he has demonstrated research leadership in studying the ongoing impact of COVID-19.

At 91亚色 U, Keil has occupied several important roles, including founding director of 91亚色鈥檚 City Institute (made up of interdisciplinary urban scholars) and 91亚色 Research Chair in Global Sub/Urban Studies.

Throughout his career, Keil has published over 10 books and 150 articles, in addition to overseeing others鈥� work as editor of the International Journal of Urban and Regional Research, a premier journal in his field. He has also earned several awards, including being named a Fellow of the Canadian Institute for Advanced Research and receiving a 91亚色 President鈥檚 Research Excellence Award.

鈥淚 am extremely honoured to receive this prestigious award," says Keil. "I am fortunate to have worked alongside supportive colleagues and brilliant students at the Faculty of Environmental & Urban Change and the City Institute.鈥�

Distinguished Research Professor

Leah Vosko, Faculty of Liberal Arts & Professional Studies

A professor and Canada Research Chair (Tier 1) in the Political Economy of Gender and Work, Vosko has become a leader in the study of gender and politics, citizenship, migration and labour markets. Her research has a frequent focus on part-time, seasonal and contract workers, and the question, 鈥淲hat can be done to mitigate labour market insecurity?鈥�

An author and editor of numerous scholarly books, volumes and articles, her work has been driven by the aim of protecting precarious workers by shaping better policies and understanding around the labour market.

For those efforts, Vosko has received several prestigious recognitions, including the Social Sciences & Humanities Research Council of Canada鈥檚 Impact Award (Insight Category), an election to the Royal Society of Canada, a Fulbright Fellowship, the Charles Taylor Prize for Excellence in Policy Research and a Premier鈥檚 Research Excellence Award.

"I feel extremely fortunate to have received this recognition and to have spent so much of my career in the highly collaborative and critical interdisciplinary environment at 91亚色," says Vosko.

University Professorship

Aleksander Czekanski, Department of Mechanical Engineering

Since joining 91亚色 in 2014, Czekanski has specialized in cutting-edge engineering principles, including additive manufacturing, bioprinting and soft tissue mechanics, with applications ranging from biomedical science to materials manufacturing. His research has been awarded more than $10 million in external grants as a principal or co-applicant.

In addition to holding the role of Natural Sciences & Research Council of Canada (NSERC) Chair in Design Engineering, Czekanski has filled several roles at Lassonde and the University, in particular as founder or co-founder of: the , which supports high-calibre research, student learning experiences and the development of innovative engineering solutions; the Additive Manufacturing in Engineering Design & Global Entrepreneurship program, which provides students with technical and entrepreneurial training as part of the NSERC ; and the , which aims to bring innovative technologies to market.

Over the past decade, Czekanski has received awards recognizing his excellence in teaching and research, including the President's University-Wide Teaching Award, the Lassonde Innovation Award 鈥� Established Researcher, the Engineering Medal for Engineering Excellence in Industry from the Ontario Society of Professional Engineers, as well as multiple industry fellowships. He has also served on the board of directors of the Canadian Society for Mechanical Engineering and is currently its president.

鈥淩eceiving this University Professorship is both an honour and a profound responsibility. It signifies recognition by peers and the academic community for my contributions to scholarship, education and community engagement, and it catalyzes my commitment to continue pushing the boundaries of knowledge and pedagogy,鈥� he says. 鈥淎s I embrace this role, I am inspired to further cultivate a legacy of intellectual curiosity and academic excellence that extends beyond the classroom, impacting our community and the broader world.鈥�

For a full list of ceremonies, visit the Convocation website.

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The new Master of Health Industry Administration (MHIA) program at 91亚色's Schulich School of Business been accredited by the Canadian College of Health Leaders, allowing graduates to work toward obtaining the Canadian health executive (CHE) designation.

Being accredited by the Canadian College of Health Leaders reflects the MHIA program鈥檚 commitment to excellence and alignment with health industry standards. It also solidifies Schulich鈥檚 position as a leading institution in health-care leadership education, providing students with the knowledge and skills needed to excel in their careers and make meaningful contributions to the industry.

鈥淭his accreditation signifies the quality and rigour of our MHIA program,鈥� says Amin Mawani, the program director. 鈥淲e鈥檙e proud to offer our graduates the opportunity to attain the valued CHE designation and further advance their careers in health-care leadership.鈥�

After a meticulous review of the MHIA program鈥檚 curriculum, the Canadian College of Health Leaders confirmed its alignment with the Leadership for Evidence-Based Decision Making (LEADS) framework 鈥� a nationally recognized leadership development model in health care. This means Schulich鈥檚 MHIA graduates will have advanced standing in the CHE designation process.

Beyond helping health-care leaders stand out among their peers, the CHE designation includes support for lifelong learning and assistance with career advancement.

Schulich has been developing health industry leaders for the past two decades, through the health industry specialization in its Master of Business Administration program and through innovative executive development programs offered by Schulich ExecEd and the school鈥檚 new MHIA degree.

For more information, visit the .

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