When I first started my co-op, the nerves I felt when undergoing basic procedures, such as titrations or pipetting, made it feel like I was taking forever to finish my tasks. However, I’ve been working as a Research & Development technician at Robertet for about 9 months now, and this has helped me grow my confidence. It’s completely changed how I see my degree and what I want to do next. 

Why I chose co-op 

I’m Alma, a third-year biomedical sciences student at 91��ɫ. I was fairly sure I’d end up in medicine or healthcare, since that’s the expectation placed on people in my program. The further I got into my degree, though, the more I wondered whether I actually wanted to go down that path, or if I just wanted it because it seemed like the obvious next step. I didn’t want to make that commitment without seeing what else was out there. 

So, I applied for 91��ɫ’s Co-op Program. 

As a commuter working part-time, I couldn’t make all the career workshops; however, the co-op textbook from my co-op prep course saved me. Whenever I needed interview or resume help, I could reference the relevant section in the book and access what I needed. 

I landed a role at a food and natural flavouring company, and my days revolved around food flavor sampling. When a customer wants to test our flavours in their own products, I prepare a batch and ship what they need. On slower days, I develop different applications of our products, finding ways to balance flavours until it works. It inspires much more creativity than I ever expected. 

How my biomed degree applied to the food industry 

What surprised me most was how much of my degree I actually used in this field as you usually don’t associate the biomedical sciences with food. As I learned more about our products, however, I realized how much my academics influence my understanding of different items. For example, rosemary contains a compound that serves as a natural antioxidant, therefore we can use its extract to extend the shelf life of different products.

Suddenly, my coursework on antioxidants and DNA damage clicked into place. Even organic chemistry showed up in reaction flavours, where amino acids react to create aromas and flavours that you’d never get from a simple extract. For the first time, things I’d memorized for exams had a real purpose. 

Building my skills beyond the classroom 

At school, I may only have one lab every week or every two weeks, so I never really got the opportunity to feel fully at home in one. Working in a lab every day with a team that backed my ideas changed that. My lab work became more accurate and I started trusting my skills more. I also learned to explain technical information to people outside my department without the main ideas getting lost in translation.  

Growing as a whole person 

The biggest surprise while on a work term was actually finding a work/life balance. During school, I was studying full-time, working part-time, participating in clubs and trying to get the best grades possible. My social life and hobbies kind of disappeared.

On my work term, I work 40 hours a week and when I’m done, I’m done. No assignments waiting at home. No quizzes to be done. No notes to be rewritten. I have begun to explore my interests again, such as playing volleyball, watching my favourite shows, and reading. I feel like a more well-rounded person, which I think will make me a better student when I go back. 

Honestly, before co-op I felt a little lost. I’d been in school for so long that I’d kind of forgotten what motivated me. This experience reminded me of my goals and who I am. 

Finding my way back to medical sciences 

Here’s the twist: nine months in food science confirmed that I really do want to pursue medical sciences. The difference is that now I’m choosing it with confidence. Healthcare is competitive and there’s always a chance it won’t work out, but I know I have the skills and experience for a career in the food industry, maybe even back at Robertet. Knowing I have that option gives me the courage to pursue my dream career as I know I always have another profession to fall back on.  

I’m heading back to school ready to look for research opportunities and reach out to labs about possibly shadowing. Before co-op, I don’t think I would’ve had the confidence to do that. 

My advice 

If you’re thinking about co-op, my advice is simple: do it. You might graduate a little later, but you’ll stand out in a crowded field and you’ll get to try full-time work with your school still behind you. For me, it was worth every extra month. 

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When it comes to applying for jobs, you have probably heard a lot about resumés. What they are, how to make one, what to include, what to avoid, how long it should be...all these questions might pop into your mind.  

However, in our effort to create the perfect resumé, we often forget that it is just one part of the job search. Even a strong resumé may not be enough to get you an interview.

Why your resume isn't enough

 The reason is simple: a resumé can show an employer that you have the experience and skills needed for the job, but it cannot fully show them who you are, how you work or why you are enthusiastic and passionate about joining their team or organization. You become just another number among the thousands of applications they receive.

This is why it is so essential to make sure you take additional steps during the application process, such as:  

• Submit/send a cover letter with your resumé, even when it is not required.  

• Network with someone from the company or organization.  

What is a cover letter

Firstly, a cover letter is a one-page document formatted as a letter and addressed to the hiring manager or hiring team of the company/organization you are applying to. Sometimes, the Hiring Manager (the person deciding if you are getting the job or not) is the same person you are going to be working with. Other times, the Hiring Manager is more of a Hiring Team or Committee, made up of more than one person.  

The purpose of a cover letter is as follows:  

• Express your interest in the position and the company.  

• Give a little bit more detail about certain important experiences and skills.  

• Act as a complementary document to your resumé, not a repetition of it but in a different format  

• Showcase how YOU (your personality, interests, values in addition to your skills and experience) match the company/ organization values.  

Exception: Although I said you should always include a Cover Letter with your Resumé, even when it is not required, there are a few exceptions:  

1. When the application instructions specifically request that you to NOT submit a Cover Letter  

2. When the application instructions make it clear that they ONLY want your Resumé.  

Conclusively, always submit a Cover Letter unless explicitly told not to do so. Following application instructions is one of the most important steps, as it shows that you took the time to read the job posting and respond thoughtfully.  

What is networking

Finally, networking is the process of building professional relationships with people. You can network with professionals in your field, fellow students, talent acquisition specialists, or employees working at companies you are interested in.  

While many people think of networking as a way to land a job, it can be much more than that.  

• Networking can be a great way to find a mentor, someone who has already gone through what you are experiencing and can guide you, advise you, and support you throughout your professional journey.  

• Making a good impression on the people at the company you are applying for. 

• Getting a recommendation for a job. 

• Getting insight into the hiring practices in your field or at a company you are interested in. 

When approaching networking, it is always best to be respectful and considerate of the other person’s time.  

It is important to avoid sounding too demanding. At the end of the day, these professionals do not owe us something. Any help, advice, tip or referral they offer must come from their genuine desire to help you, so they feel like you are demanding their help, there is a higher chance they won’t want to support you.  

Be as genuine as possible in your interactions, while also recognizing that there is no single strategy that works for everyone.  

Networking online (via LinkedIn, for example) may require more concise and professional messages, while in-person networking allows you to show your personality a little bit more.  

The best advice? Practice! The more you do it, the more you will learn what works, what doesn’t, and what feels comfortable for you. 

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My experiences with masking, perfectionism and learning the unwritten rules of employment changed how I think about workplace barriers. Through EmpowerAbility, I'm helping to explore how students, career services and employers can work together to create more accessible employment pathways. 

For a long time, I thought being a good employee meant learning how to fit in. 

I'm curious and conscientious about my work. When I'm learning something new, I want to understand it properly. When I finish a task, I can go through the details repeatedly, checking my work against my own idea of what “good enough” looks like. 

That attention to detail can be a strength, but it can also take a lot of time. 

Sometimes I'll spend extra hours getting something right and then spend extra time recovering from those hours. The same qualities that help me produce work I'm proud of can also make the personal cost easy to miss. 

The difficult part is that the exhaustion isn't always visible. 

When I'm drained, I can still appear to be doing fine. I keep showing up. I keep communicating. I keep producing. From the outside, everything can look the same while I'm running on empty. 

That's what masking can look like for me. 

An employer might see someone who is conscientious, curious and capable. They may not see how much energy it takes to maintain that performance. If that effort eventually becomes unsustainable, the change can seem sudden. The work that was once exceptional may no longer be sustainable.  

When I didn't understand why things felt so difficult, I often looked inward first. Maybe I needed to communicate better. Maybe I needed to prepare more. Maybe I needed to work harder. If I was struggling, I assumed there was something I needed to learn or do differently. 

That led me to focus on learning the rules of employment. 

Learning the rules no one taught me 

I had some preparation for entering the workforce. I learned how to write a résumé and got tips for interviewing. However, what about professional communication? Networking? How do you know what an employer is really looking for when they don't say it directly? 

Much of this was self-taught. 

I searched for information, tried different approaches and learned through experience. Sometimes the information I found didn't quite translate into real situations. The more I tried to learn the rules, the more I noticed something uncomfortable: many of them weren't written down. 

I was spending a lot of energy trying to figure out what other people seemed to know intuitively. 

When I was already worried about getting things wrong, it can be tempting to choose the safer option. For me, perfectionism and fear of rejection sometimes made it easier to pursue opportunities where I already knew I could succeed. Taking a chance on something new meant having to explain confidently what I could contribute and that felt much harder 

At the time, I saw this mostly as something I needed to solve myself. I didn't yet have the language to ask whether the environment was part of the problem. 

Looking at the environment 

Working in the disability field helped me recognize barriers I had not always been able to identify. More importantly, I learned to look at behaviour in context. 

One of the simplest ways I learned to think about this came from something as ordinary as a garbage bin. 

If we want someone to put something in the correct bin, we can repeatedly tell them what to do. Or we can make the environment easier to understand. We can use colours, labels, shapes or different openings to show users how to correctly use the bins. 

We can change the environment instead of assuming the person simply needs to try harder.  

The example is simple, but the principle stayed with me: when something isn't working the way we expect, we can look at the environment before deciding that the person needs to change. 

Eventually, I realized I could ask the same question about my own experiences at work. 

What if some of the things I had been trying so hard to fix about myself were responses to an environment that wasn't designed with me in mind? 

A workplace expectation that seems obvious to one person might be confusing to someone else. A communication style that feels effortless to one employee might take considerable energy for another. A process can look completely neutral while creating a real barrier for the person trying to navigate it. 

This was one of the ways I came to understand the Social Model of Disability. The social model distinguishes between impairment and disability and emphasizes how barriers in society can disable people. Barriers can also come from the environments, systems, attitudes, communication and practices around us. 

Once I started looking for barriers in the environment, I realized my experiences were not isolated. 

The problem is bigger than one person 

Canadian research shows that post-secondary graduates with disabilities have 20% lower odds of employment than their peers without disabilities, even after accounting for sociodemographic characteristics (Mofidi & Tompa, 2026). Graduates with disabilities are also more likely to experience part-time or temporary employment, overqualification, lower job satisfaction and lower earnings (Mofidi & Tompa, 2026).  

The broader Canadian picture also shows substantial accessibility barriers. Statistics Canada (2023) reported that 72% of people with disabilities experienced at least one accessibility barrier in the previous year. Among the barriers reported, 48% were related to communication barriers and 37% involved behaviours, misconceptions or assumptions.  

The barriers don't necessarily stop once someone gets hired, either. Untapped Talent (2026) reports that 68% of people with disabilities experienced an accessibility barrier during the hiring process, while 69% of employed people with disabilities experienced at least one accessibility barrier at work. 

These numbers helped me see that what can feel like an individual struggle can also be part of a much larger pattern. 

If barriers can be built into the employment pathway itself, then simply teaching individuals how to navigate that pathway cannot be the whole solution.  

Designing the pathway differently 

This is where universal design became important to me. 

To me, universal design means thinking about accessibility before someone must ask for an exception. It could mean a clearer job description, more explicit interview expectations, different ways of demonstrating skills, flexible work arrangements, clearer communication or changes to duties, schedules or supervision. 

The goal isn't to create a completely different workplace for every person. It's to look at the environment and ask where unnecessary barriers can be removed. 

Accessibility is also not necessarily about expensive technology. 

Research presented by the Canadian Council on Rehabilitation and Work examined workplace assistive-technology accommodations and reported an average one-time cost of approximately $375 for paid accessibility supports. The research also emphasizes low- and no-cost workplace modifications as part of barrier removal (Al-Azary et al., 2024). 

The point isn't that every accommodation is inexpensive. It is that accessibility does not automatically require a major financial investment. Sometimes it means changing how work is structured or supported. 

Of course, universal design doesn't mean everyone gets the same thing. Individual accommodations will still be important for many people. 

Building with people, not just for them 

If we're going to remove barriers, we need to listen to the people experiencing them. 

That principle is at the centre of the EmpowerAbility Program at 91��ɫ's Co-op & Career Centre. The program is being designed around the principle of “Nothing About Us, Without Us,” Its design is shaped through co-design and informed by the lived experience of people with disabilities (Cohen et al., 2026). 

As part of EmpowerAbility, I’m helping build work-experience opportunities for students by connecting with employers. I also contribute to developing resources and educating employers about universal design and disability-inclusive practices, with the hope of reducing systemic barriers. 

The program includes planned supports such as career transition support, meaningful work-study opportunities, mentorship, professional networking, employer capacity building and online resources for students, faculty, staff and employers (Cohen et al., 2026). 

This is where my past and present connect. 

I once had to teach myself many of the unwritten rules of employment. Now I'm helping build some of the structures I wish I had encountered earlier: ways to gain work experience, connections with employers, career resources and opportunities to learn from professionals who bring lived experience. 

Working on EmpowerAbility has also changed how I think about responsibility. 

Everyone has a role to play 

I don't think students should have to carry the responsibility alone. 

Students should have support to advocate for themselves, understand their strengths and communicate what they need. 

Career services can provide career education, mentorship, resources, connections and opportunities to employers and other professionals 

EmpowerAbility can bring students and employers together while ensuring that lived experience informs the program’s design. 

Employers can also look at their own systems. They can make expectations clearer, identify unnecessary barriers, listen to disabled people, consider universal design and provide individual supports when they're needed. 

This is not about expecting employers to know everything about every disability. It is about being willing to learn, listen, and change. The disability-confidence framework similarly emphasizes learning directly from people with disabilities, identifying and removing barriers, providing accessibility supports and avoiding assumptions based on labels (Untapped Talent, 2026). 

No one group can do all of this alone. 

• Students bring lived experience and expertise. 
• The Co-op & Career Centre creates connection and provides support and opportunity. 
• Employers shape the environments where work happens. 

When those pieces come together, accessibility becomes more than something we add after a problem appears. 

It becomes part of how we build the pathway in the first place. 

The question I keep coming back to 

For a long time, I thought being a successful employee meant learning how to fit myself into the workplace. 

My experiences—and the work I've done since—have made me ask a different question: Was the workplace designed to let people succeed? 

If the answer is no, I don't think the solution should always be to ask the person to work harder at fitting in. Sometimes we need to change the environment. We shouldn't design that change without the people who experience the barriers. 

My goal isn't to teach people with disabilities how to become better at navigating barriers. It's to help create employment pathways with fewer barriers to navigate in the first place. 

If students, career services and employers can build those pathways together, maybe the next person won't have to learn everything the hard way. 

References

Al-Azary, N., Gallant, J., Izadi, E., Bath, R., & Sinclair, V. (2024). Simple changes with big impacts: Low- and no-cost accommodations that benefit everyone [PowerPoint]. Canadian Council on Rehabilitation and Work.  

Cohen, L., Lecompte, A., & Amjad, H. (2026). Access, empowerment & opportunity: Transforming career support for students living with disabilities [PowerPoint]. 

Mofidi, A., & Tompa, E. (2026). Postsecondary graduates with disabilities: Transition to the labour market, employment characteristics, and student debt. VRAIE IDEA.  

Statistics Canada. (2023, December 1). Canadian Survey on Disability, 2017 to 2022. Government of Canada.

Untapped Talent. (2026). Explaining disability confidence [PowerPoint]. Canadian Council on Rehabilitation and Work.  

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Thakur is the founding engineer and chief technology officer (CTO) of Tally Rewards, a platform that helps small and medium-sized businesses create customer loyalty programs. The platform allows customers to automatically earn rewards through linked payment cards, while providing businesses with data on customer visits, spending and engagement.

Building a company is demanding in its own right, but while helping lead the company's product development and technical strategy, he is also completing a software engineering degree at 91��ɫ.

Balancing those responsibilities hasn’t always been easy.

"There have been periods where assignments, exams, product deadlines and company responsibilities have all happened at the same time," he says.

The challenge has grown alongside the company, as his role has expanded beyond engineering to include leadership, team development and long-term planning.

For Thakur, balancing a startup while completing an engineering degree has become an education in itself.

"It has forced me to become much more intentional with how I manage my time and prioritize what actually needs my attention,” he says.

The opportunity to gain that kind of hands-on learning while studying was one of the reasons he chose 91��ɫ.

"91��ɫ stood out to me not only because of the engineering program, but also because of the entrepreneurial support and pathways available to students," he says.

Thakur says the overlap between classroom learning and real-world experience has accelerated his growth. Concepts introduced through his coursework, including software design, testing and large-scale software development, often influence how he approaches challenges at Tally Rewards.

Classroom learning was only part of the experience. 91��ɫ’s entrepreneurship programs have also shaped his approach to building a business. In addition to his software engineering coursework, Thakur has pursued opportunities through Lassonde's BEST (Bergeron Entrepreneurs in Science and Technology) program and entrepreneurship courses available through .

Designed to help students develop the skills and understanding needed to launch a startup, these learning opportunities encouraged him to think beyond technology and focus on understanding users, validating ideas and building sustainable businesses.

As a result, Thakur has gained new insights into his role as CTO at Tally Rewards.

"Being a CTO isn't only about being a strong engineer. It's also about helping a team make good decisions and ensuring that what we build actually supports the direction of the business,” he says. “Some of the most important work happens before you write any code.”

The combination of technical and venture creation education has been one of the most valuable aspects of Thakur's 91��ɫ experience.

"My engineering courses at Lassonde have given me the technical foundation to build reliable systems, while the entrepreneurship experiences have helped me understand why those systems should be built and who they should be built for," he says.

Looking ahead, Thakur hopes to continue growing as both an engineer and entrepreneur while completing his degree.

"University is actually a unique environment to experiment because you're surrounded by people who are learning, building and willing to help," he says.

Despite the challenges of juggling both, Thakur believes students interested in entrepreneurship should take advantage of the opportunities available at 91��ɫ and not wait until they feel fully prepared before pursuing an idea.

"A lot of students assume they need to have the perfect idea, a complete skill set or a detailed plan before they can build something," he says. "In reality, a huge part of entrepreneurship is learning as you go."

Originally posted on yFile

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There's this moment after an interview when your brain starts doing math, "Okay, they liked me. They asked me about my strengths. Maybe…maybe I got it?" Then reality hits. You head home, stare at your ceiling, and wonder: “Should I email them? How soon? What following up makes me look desperate, or will staying silent make me look uninterested?” 

Let's be honest, following up can feel like choosing between ‘desperate’ and ‘uninterested.’ The truth is, a well-timed and well-written follow-up email will show that you are enthusiastic, professional, and genuinely interested.

Why follow up?

A thoughtful follow-up is more than just another email. It gives you another opportunity to reinforce your interest, highlight your professionalism, and leave a positive impression. It is common, sometimes expected, and it can genuinely work in your favor. It will: 

• Re-affirm your interest in the role 

• Show you are organized and professional 

• Give you a chance to add something you didn't mention in the interview 

• Help the hiring team remember who you are when they are making a decision 

Long story short – following up is not a sign of desperation; it’s a smart professional move. 

When to send it?

Timing is key. You don't want to email 10 minutes after your interview or wait three weeks and hope they remember you. Here's a simple rule, if they give a timeline (e.g., "We'll decide by Friday"), wait until that date passes, then send a follow-up email the next day or two. If they didn't give a timeline, send a follow-up 5-7 business days after the interview. 

What to say?

Without sounding desperate.

Here's a simple structure to follow: 

1. Start with a thank-you: "Thank you again for taking the time to speak with me…" 

2. Re-affirm your interest in the position: "I'm really excited about the opportunity to join [company/team] and contribute to [specific thing you talked about]." 

3. Add something small (optional): You might have forgotten to mention a skill, or you thought of an anecdote related to your conversation. For example: "I also wanted to share that I really enjoyed hearing about [project/team culture]. It made me even more interested in the role." 

4. Wrap it up politely: "Please let me know if there's anything else I can provide. I look forward to hearing from you.” 

Keep it short and professional. That's what enthusiastic looks like. 

From my experience

I remember getting an interview invitation and feeling a mix of excitement and panic. That same week, I came to the Career Lounge (located in the Victor Phillip Dahdaleh Building, room 1020), and the Career Peers there taught me how to answer common interview questions and present myself with confidence. They showed me how to talk about my strengths without sounding rehearsed, how to ask thoughtful questions, and how to stay calm when I didn't know the answer. Knowing that I had that support made me feel more confident. 

When it came time to follow up, I didn't need to over-explain or beg. I just sent a short, polite message thanking them for the conversation, reaffirming my interest, and offering to provide anything else they might need. Two days later, I got an email: "We'd like to offer you the position." That follow-up didn't do everything on its own, but it reminded them that I was still interested, still engaged, and...still me. 

What's the difference?

Desperate vs. Enthusiastic is a fine line.

Desperate looks like: 

• Multiple emails in a row 

• Asking "Did you get my email?" too many times 

• Long, emotional paragraphs about how much you need the job 

Enthusiastic looks like: 

• One polite follow-up 

• Clear, professional tone 

• Short and focused 

• Reaffirming interest without over-explaining 

You want to sound like someone who is excited, not someone who is counting hours until their next update. 

The follow up isn't about being perfect. It's about being human. You are allowed to care. You are allowed to be interested. You are allowed to send one thoughtful email that says, "Hey, I'm still here, and I'm still excited." So go for it. Draft that email. Send it and then just wait.  Easier said than done, of course, but the email has done its job.  Now, try to let it go, and remember that even if you do not receive the role, a professional follow-up can leave a positive impression and help build a connection for future opportunities. 

Got interview follow-up questions? Swing by the Career Lounge; we'll help you craft the perfect message. 

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Four months ago, I started my co-op as a content marketing intern. Like most students heading into their first co-op term, I spent a lot of time thinking about what I would gain from the experience.

After joining 91��ɫ's Co-op Program, I discovered the role through their exclusive job portal and used Career Services throughout the application process, from resume support to interview preparation.

Looking back, my biggest takeaway wasn't a technical skill or a marketing framework. It was a better understanding of how professional growth actually happens. Not all at once, but through hundreds of small experiences.

As my co-op reaches its halfway point, these are three lessons that have stayed with me.

Communication is not just a soft skill. It is the work.

Early on my internship, I worked under the assumption that doing the task well was the primary obligation. Get it done, get it right, hand it over. What I did not account for was how much of the work lives in the space between tasks: the check-ins, the status updates, the moments where you flag something before it becomes a problem rather than after.

Keeping your team informed changes the nature of the relationship. It is all about making sure the decisions being made by your team are done with accurate information.

A 20-minute conversation can reframe your career path.

Every coffee chat I did gave me something insightful beyond my expectations. I have sat down with people who came from public relations, from consulting, from engineering backgrounds I would never have associated with marketing.

Looking at where people are today in their careers, you would never guess how different their starting point was. One conversation that stayed with me was with a colleague who started their career as a florist before eventually becoming a software engineer.

So, a coffee chat is a chance to learn about the decisions, detours and opportunities that helped them transition into a field they desire. It made me realize that where you begin does not necessarily determine where you can end up.

Pro tip: Before any coffee chat, prepare two or three specific questions based on that person's background or role. Generic questions get generic answers. Specific questions show that you did your research and that you value their time, which makes the whole conversation more memorable for both of you! 

The professional relationships that last are built on something personal.

It sounds counterintuitive in a work context, but the most meaningful connections I made during this placement, so far, did not come from project collaboration alone.

I realized that people rarely remember every task you worked on together. What they remember is how you made them feel. Whether you took the time to get to know them as a person. Whether you remembered something they told you weeks ago. Whether they felt seen beyond their job title.

Workplaces are made of people first. Before there are teams, departments and reporting structures, there are individuals with stories, interests, aspirations and lives outside the office. The strongest professional relationships are often built when you take the time to connect with that person first.

Four months isn't a long time in the context of a career.

I'm still only halfway through this co-op, but these lessons have already changed the way I think about work, and I suspect they'll stay with me long after this term ends.

If you're a 91��ɫ student preparing for your first co-op, internship or job search, I highly recommend exploring the resources available through the Co-op & Career Centre. From resume reviews and interview preparation to networking and career planning, it's a great place to start!

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If you’re anything like me, juggling classes and trying to build your resume can feel like a full-time job (well, it kind of is). But guess what? 91��ɫ has some awesome programs that let you work and learn on campus, while still crushing your studies. I’m actually a Work/Study student myself, so here’s the scoop from someone who’s been there.

Which roles fit you best?

General Work/Study: Your flexible on-campus job

Work/Study offers a variety of paid roles across campus, from admin support and student services, to communications and IT and more. You set flexible hours that work around your classes and exams (it’s a maximum of 15 hours per week during the Fall and Winter terms).

LEAP (Leadership, Engagement and Ambassadorship Program)

Want to develop leadership skills and give back? LEAP connects you with roles like YU Start leader, student recruitment ambassador or peer educator. You’ll build confidence, communication skills and make a real impact on campus life!

RAY (Research at 91��ɫ)

If research is your thing, RAY offers you paid opportunities to work on hands-on research activities. It’s perfect if you’re thinking about grad school or just want to deepen your knowledge.

How to get started:

When you join Work/Study, you’ll have to complete your Work/Study Journals. It is a career development program that helps you:

• set leadership and career goals; 
• track your progress and skills; and 
• learn how to showcase your experience to future employers. 

When I started writing for YU Blog, I was a bit terrified because my writing experience was all essays and term papers. But my supervisor was super supportive and helped me adapt to a more conversational style. She also knows that school comes first. That kind of flexibility is priceless when you're juggling five courses!

Am I eligible? Here’s what you need to know

To be eligible for positions, you must complete the  each term, regardless of your financial need.

Eligibility to hold a Work/Study position does not guarantee employment. For example, if you withdraw from your studies during the academic session, you will no longer be eligible for the Work/Study Program and will have to resign from your position.

For more information on eligibility and restrictions for both domestic and international students, check out the . 

Why I love being a Work/Study student

For me, what I’m doing now is more than just a job, it was a chance to grow, learn and connect. I learned how to write for students, which is totally different from academic essays. The team became my support system, always checking in and helping me grow not only in work, but also in life. And the best part? They now are my besties!

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The first year of university is a time to find your bearings, explore and get comfortable in a new space. So, when my first year ended so quickly, I was shocked. I was in my second year already and realized that I didn’t have much valuable career experience under my belt yet. It felt like the clock was ticking, and I was falling behind. With so much going on around me I felt overwhelmed and lost, not knowing where to start. 

So, here is a little survival kit to help you in your career preparation! Hopefully these four tips help make career advancement feel a lot less intimidating and more accessible.

1. Get involved

When I was originally applying for internships, I looked at my empty resume and realized I didn't have any valuable experience. It was a classic catch-22: I needed experience to get a job, but I also needed a job to gain experience. It was overwhelming. Then I discovered that joining extracurricular clubs at 91��ɫ and volunteering would be a great way to build that experience! 

Pro tip: A co-curricular record is a personalized university-verified record of all the approved activities you completed while at 91��ɫ. Build up your co-curricular record by joining your college council or a student club you might be interested in, or volunteer around the campus or in your community. 

2. Edit your resume

Now that you have some valuable and enriching experiences, highlight your strengths and add them to your resume. Identify the skills that would increase your employability in your chosen field, relevant courses that you've taken during your studies and even certificates or certifications. You'll be surprised at how much you can include! 

Pro tip: Think of your resume as a list of your skills, with examples of when you applied those skills. The  offers great resume and cover letter writing workshops to help you showcase your strengths and assets to potential employers. 

3. Put yourself out there

Now that your resume is ready, it is time to put yourself out there! Start applying for roles that interest you, network and talk to people and seek mentorship from those who came before you. 91��ɫ offers a variety of career fairs, which are excellent opportunities to meet people and learn more about different industries. 

91��ɫ even has its own  for on-campus employment and work-study positions that you can do during your degree. 

Pro tip: Download LinkedIn to build your personal brand, make connections, sign up for career seminars and explore job postings.

4. Ask for feedback

If you are still unsure about your next move or not seeing the results you want,  with a career counselor. I did it, and it made everything feel so much easier! They gave me personalized advice, helped me practice for interviews and reviewed my resume. It is a terrific way to get the specific guidance you need.

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The 91��ɫ computer science student was one of 50 winners of Apple’s Swift Student Challenge. As part of the global coding competition’s prize, Worku was flown to Apple’s California headquarters, where he showed CEO Tim Cook how the app supports a variety of learning and academic planning functions, all completely offline.

“He said, ‘I wish I had this when I was growing up’,” says Worku, who is in his fourth year of studies at 91��ɫ’s .

Raised in Addis Ababa, Ethiopia, Worku recalls how inadequate classroom facilities and spotty internet service affected his learning. After moving to Scarborough with his family in 2017, he became more aware of the disparities in educational opportunities across different countries.

In the summer of 2023, Worku began a co-op placement with Lassonde’s kindergarten to industry (k2i) academy, which offers STEM programs to local youth. As a mentor in k2i’s Work-Integrated Learning program, Worku guided five high school students in developing an app to address the United Nations’ Sustainable Development Goal 4 on quality education.

Combining that experience with his education and previous co-op role developing iOS apps, he took the lead in advancing the work on SDG 4. As part of this mission, he volunteered as an instructor for Black Boys Code, a non-profit focused on closing the diversity gap in the technology sector.

“I want to give students everywhere an even playing field,” he says.

Then, he came across a social media post about Apple’s coding challenge.

He spent the next six months building a prototype of AccessEd using AI and machine learning capabilities. He designed the app to review uploaded course materials and answer questions about the content. It can analyze photos of class notes to generate flash cards and suggest high school courses that match a student’s interests. It also features a task management system to track assignments and tests.

AccessEd aligns with the rise of offline e-learning apps focused on improving equity for learners in environments with limited infrastructure and unreliable internet service. Worku says Apple’s recognition of his app provided important validation for his idea, and he continues to refine the app, which is now publicly available on Apple’s App Store.

“Many students don’t have access to high-quality educational tools,” Worku says. “Maybe this app can help solve this problem and allow more students to succeed.”

Originally posted in yFile

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For 91��ɫ student Sadia Tasnim, that moment came while completing her second co-op work term at Food Banks Mississauga as a data administrator. During a shift, Tasnim encountered a client asking for menstrual products. The food bank, however, didn’t have any available.

“I felt terrible that I could not help her in that moment,” says Tasnim, an international student from Bangladesh who struggled with the idea of women who do not have access to essential products.

Tasnim knew her expertise in data science could help the organization respond to this need. Through her studies at the Faculty of Science, she has become adept at gathering, interpreting and presenting data – including using statistical methods, computational skills and data analysis techniques – and wants to apply that knowledge to create positive change.

“At 91��ɫ, I’ve learned a variety of unconventional ways to extract and organize data,” says Tasnim, a fourth-year student. “It’s important to me to use this skill for a meaningful purpose.”

During her Fall 2025 placement at Food Banks Mississauga, Tasnim worked on the agency relations team, helping to coordinate organizations that distribute food and essential items to roughly half a million visitors per year. When she was asked to analyze the organization’s historical data on female clients between the ages of 18 to 55 in response to the gap in feminine hygiene products available, she was thrilled.

She drafted a report of her findings, which was shared with Food Banks Canada – the parent organization that provides supplies to community sites. Tasnim says it was rewarding to see her data analysis shared with decision makers and help make a meaningful impact.

“That is what pushed me to take on this project – making sure this need gets met,” says Tasnim.

Addressing real-world challenges has long been a priority for Tasnim. As a teen, she co-founded her own environmental non-profit to plant trees in her home city of Dhaka, Bangladesh, to improve its air quality. She also volunteered for a social enterprise that delivers clean drinking water to underserved rural communities.

Thinking about her future, Tasnim is considering career roles in social finance – an investing approach that centres societal and environmental impact.

“I believe we have to use our talents for humanitarian causes,” Tasnim says. “Data can help drive smart decision-making in these important matters.”

For Daisy Dang, a fourth-year environmental studies student, housing access is the issue that drives her commitment to work for change. She is completing a full-time paid co-op placement at the Toronto Region Real Estate Board (TRREB), a non-profit organization serving 70,000 realtors in the Greater Toronto Area.

In her role as a policy analyst in TRREB’s government relations unit, she contributed to the organization’s 2026 Market Outlook and Year in Review event. As part of that work, she conducted extensive research on the efficacy of the current private and rental housing supply in the city. She also gathered data on trends and metrics related to housing affordability, residential zoning practices and homelessness.

“There’s a need for a greater variety of the right types of housing and more density,” Dang says. “We should be building more up than outwards and building more units with two and three bedrooms.”

As a student at 91��ɫ’s  in the Cities, Regions, Planning (CRP) program, Dang is well-positioned to understand and address Toronto’s diverse urban planning challenges. This interdisciplinary program teaches sustainable, inclusive practices to manage growth, adapt infrastructure, welcome newcomers and mitigate environmental impacts. She has critically examined urban planning through courses exploring sustainable design, regional governance, migration patterns and political ecology.

Dang is also applying her growing knowledge at TRREB in other ways. A core part of her job involves researching housing-related programs offered by the municipal, provincial and federal governments to include as resources on the organization’s website. Her research also helps shape TRREB’s advocacy responses in its interactions with government representatives.

Through her combined co-op and academic experiences, Dang has a deeper understanding of the complex dynamics driving urbanization in Toronto and is particularly interested in its impacts on residents who live at the margins of society.

After completing her degree in 2027, she hopes to support municipal government decision-making in addressing housing issues affecting the unhoused and low-income citizens.

“I think a city works when you put people first,” Dang says.

Originally posted in yFile

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