ERC Hours

The ERC operates on the following schedule:

Monday, Wednesday, Thursday & Friday: 8:00 am to 3:00 pm

Tuesday: 11:00 am to 3:00 pm

If you have any questions or need assistance, the ERC team is here to help! You can reach out at 416-736-2100 x40565 or by email at erc@edu.yorku.ca

The post Discover the Education Resource Centre: A Hidden Gem for Education Students appeared first on Faculty of Education.

The Faculty of Education Student Association (FESA) has undergone a major transformation to better serve the needs of its constituency. Over the past year, FESA has implemented new systems, restructured its operations, and launched fresh initiatives to ensure that every education student feels supported and represented. These changes reflect FESA’s commitment to accountability, accessibility, and impact. More than just a council, FESA is an evolving hub of connection, growth, and leadership for 91��ɫ’s Faculty of Education students.

The Faculty of Education Student Association (FESA) is dedicated to enriching the experience of every student in 91��ɫ’s Faculty of Education. Through social events like the annual FESA Formal or the more recent BEd 1st year Social Orientation, FESA helps students build community and make lasting connections. Professional development opportunities such as the annual Professional Development Conference and the annual Employment Fair prepare teacher candidates for their careers, while FESA's revamped mentorship program in collaboration with the 91��ɫ Education Alumni Network as well as advocacy efforts to ensure that every student’s voice is heard.

Beyond academics and networking, FESA also offers exclusive Faculty of Education merchandise, giving students a way to showcase their pride and support their community. With these initiatives and recent changes to strengthen operations, FESA continues to grow as a hub for connection, leadership, and professional growth.

Get to know the Executives behind FESA's 2025/2026 Team and discover how they are shaping your academic journey!

President, Devonte Ellis

Hey everyone! I’m Devonte Ellis, and I’m honoured to serve as your President of the Faculty of Education Students’ Association (FESA) for 2025–2026. I am an Intermediate/Senior Division BEd student with teachables in Music and French. I’m passionate about building community and career-ready opportunities for future teachers. I joined FESA as President this year to reconnect our cohorts, elevate student voice, and deliver high-impact programming for all of us. This year, expect purposeful advocacy, clear communication, and lots of ways to get involved. Let’s make it meaningful...together!

Vice-President (Internal), Aryan Puri

Hi everyone, my name is Aryan Puri (he/him) and I'm FESA’s Vice-President (Internal) for the 2025-2026 Academic year! I'm a first year Consecutive Education student in the Junior/Intermediate division, my teachable is Physical Education & Health. I'm excited to be apart of FESA this year and make a difference! As VP Internal, I’ll be working to support our executive team, keep communication flowing, and make sure everyone feels connected and included. I’m really looking forward to meeting more of you, hearing your ideas, and helping FESA create a supportive and engaging space for all Education students this year!

Vice-President (External), Jedd Kenedy

Hey everyone! My name is Jedd Kenedy (he/him), and I’m happy to be serving as the Vice-President (External) for FESA for the 2025-2026 academic year. I’m currently a second-year Teacher Candidate in the intermediate/senior division, with teachables in Philosophy and Politics. In my role, I’m excited to collaborate with external organizations to create meaningful partnerships that benefit both their communities and our program. This year is full of amazing opportunities to network, engage with others, and unwind at the fantastic events FESA has planned. Looking forward to a great year ahead!

Vice-President (Administration), Christine Suh

Hi! My name is Christine Suh (she/her), and I'm FESA's Vice-President (Administration) for this year. I'm a second year BEd student, I/S division for Music and General Science. I'm excited to do my part in FESA, keep us organized, and help us advocate for education student wellbeing. If you see me in the halls or in class, don't be afraid to say hi!

Beyond the Executive team, FESA is made up of dedicated Directors and Cohort Representatives who work hard to keep students connected, supported, and informed. From leading mentorship, events, and equity initiatives to representing their peers in each program cohort, these council members play a vital role in making FESA a strong and responsive community for all Faculty of Education students.

Want to meet the full team and stay up to date on everything FESA? Visit their website at and connect with them on , , and to join the conversation and your cohort groups to get involved.

The post New Year, New Leaders: Get to Know the 2025/2026 FESA Council appeared first on Faculty of Education.

The Faculty of Education Student Association (FESA) is the heartbeat of the undergraduate education student community. Made up of passionate student leaders, FESA not only represents education students but also plays a key role in enriching their university experience. From hosting engaging conferences and workshops to selling exclusive merchandise, the FESA council is dedicated to fostering connection, support, and growth for all education students.

Get to know the Executives behind FESA's 2024/2025 Team and discover how they are shaping your academic journey!

President: Sadaf Sohrab

Hi! My name is Sadaf Sohrab and I'm this year's FESA President! I'm a Year 2 P/J teacher candidate. I did my undergraduate in music at 91��ɫ U with a specialization in classical violin and Canadian folk fiddle.

Vice-President (Internal): Matthew Noce

My name is Matthew and I am the 2024-2025 VP Internal. I am in my final year of undergrad majoring in Criminology. I can't wait to continue to attend 91��ɫ this Fall for Intermediate-Senior education. I hope to use my social science and English teachables to teach highschool.

Vice-President (External): Rebecca Breault

Hi, My name is Rebecca, and I’m in my second year of the Bachelor of Arts in French Studies and Concurrent Education program at 91��ɫ, Glendon Campus. I currently serve as the Vice President External for the Faculty of Education Students’ Association (FESA). I enjoy reading and exploring different histories, whether it’s cinema, literature, or cultural events from the past. I’m also an assistant coach for a girls’ softball team, and I love teaching a sport that I’ve played and been passionate about for many years.

Vice-President (Finance): Devonte Ellis

Hey! I'm Devonte and I am this year's Vice-President of Finance. I did my undergraduate degree in Music here at 91��ɫ as well and am currently BEd candidate in the Intermediate/Senior Division! My teachables are Music and French but I hope to get one in Communications Technology too! I am also currently the Communications and Marketing Assistant for the Faculty of Education and can play several instruments!

Vice-President (Administration): Tavlen Pannu

Hi! I’m Tavleen and I’m this year’s Vice President of Administration! I did my undergraduate degree here at 91��ɫ in Psychology and continued with my Bachelor of Education in the P/J division.

My motivation for getting into teaching stems from my personal journey overcoming a fear of water. Through the support of wonderful swimming instructor, I gradually overcame my fear and eventually became a swimming instructor myself!

Want to learn more about the exciting initiatives, events, and opportunities the Faculty of Education Student Association (FESA) is working on? Visit their NEW website at to stay updated and get involved in shaping the future of our faculty.

Check out what the council is doing and how you can make an impact today!

The post Have You Met Your FESA Council? appeared first on Faculty of Education.

The Faculty created a consulting initiative called ED Global, which will work collaboratively with school boards, educational organizations, governments and diverse communities to help them maximize positive change.

Investments made by the Faculty in talent, research, infrastructure and leadership were recognized by its place in the Top 100 education faculties worldwide as designated by the 2024.  

The Faculty launched a new promotional video as a part of 91��ɫ’s Pan-University Faculty video series and its ED Faculty new identity video series.  

Professor Carl James was honoured with an Honorary Doctorate from McGill University.

Doctoral graduate Isaac Garcia-Sitton (PhD ’24) was awarded two prestigious national awards for his doctoral dissertation in the field of international higher education.  

The 91��ɫ Education Alumni Network (YUEAN) hosted its first in-person event centered around the question, “What professional pathways can a degree in Education lead to, in addition to the classroom?”

The Faculty completed a transformative renovation of its original 1960s-era building on the Keele Campus positioning it as a modern, welcoming and accessible hub for the next generation of educators.

Alumna Pamela Farrel (BEd '07) was recognized in the 2024 Top 25 Women of Influence list for her impact and contributions to driving meaningful progress and to the advancement of women in her respective fields.  

The Faculty launched a new certificate in Undergraduate Educational Studies to enhance preparation and career options in the field.

Associate professor Vidya Shah was recognized with President’s University-wide Teaching Award at the 2024 Spring Convocation ceremony.  

The post Best of Education: 2024 Highlights appeared first on Faculty of Education.

Rachelle Campigotto, a course director in 91��ɫ’s Faculty of Education, is helping facilitate community placement experiences for aspiring educators that combine theoretical knowledge with hands-on experience and realities that will better prepare students for their future careers.

Abdel Esack can’t help but smile when he talks about the practical experience portion of 91��ɫ’s educational studies program, which he did with Generation One, an after-school program for at-risk youth near the 91��ɫ Keele Campus.

“It brought me back to my roots,” says the mature 91��ɫ student who was once a high-school teacher working with underprivileged youth in his native country of Trinidad.

Similarly, Generation Chosen found him working with boys, age 12 to 18, in a program that combined academics with basketball. A lot of roughhousing could break out sometimes among the teenagers, and how with hands-on experience versus those with just (to-date) theoretical knowledge stood out to Esack, who was familiar with roughhousing from his experiences in Trinidad.

“What was interesting was that when the adults, mainly us from 91��ɫ,  saw the roughhousing, a lot of them were more inclined to stop it or try to intervene, whereas the counsellors didn’t. They let it play out,” Esack says, recognizing that reaction – letting it play out and sort itself – comes from an experience-gained understanding of the value in “stepping back, observing, being non-judgmental.” It showed Esack and the other students when to apply theories they learned in the classroom and when to step back, a great example of the power of hands-on experience.

Andrew Hammond, a Bachelor of Education student, learned the same lesson, but in a different way, in his community placement with Big Brothers Big Sisters in 91��ɫ Region.

Hammond mentored three boys in the program: a Grade 8 child and two Grade 6 children. Every week, he met with each child individually to listen to their needs and determine how he would meet them. That included offering academic support and helping to build confidence.

“Going into it, I had a lot of the theory and a lot of the things I’d learned from my classes. The pedagogical frameworks we’ve learned guided and supported me into this community placement,” says Hammond, whose goal is to be a high school teacher. “It all helped me understand that what we’ve learned in class can apply in real-life situations, in real-life contexts.”

“There are students who are dealing with challenges and struggles that are not in a textbook or in a lesson. This is real life,” Hammond says. “It gave me the opportunity to experience firsthand, think of things on the spot, and be mindful of making decisions.”

Campigotto, contract faculty in 91��ɫ’s Faculty of Education, is looking to facilitate. A lot of effort by the community practicum office goes into finding appropriate community placements for her third-year educational studies students, she says.

For many of Campigotto’s students, that placement is their first experience working with children, often at-risk children.

“A lot of what my role is is facilitating their learning experience outside the classroom,” she says. “I do things like thinking about making a personal charter or goal setting chart and saying [to the student] ‘You can’t just go to your community, put in the hours and be like, ‘I’m done. I did it.’ We have to sit down even before you go and ask, ‘What is this community? What are the goals of this community placement?’

The importance of teachers “knowing” their students’ community – that third space, she says – can not be overstressed, notes Campigotto.

“We can’t know our students if we don’t know the community they’re from,” she says. “The more aware you are of the community where your students go after school, where they go to learn, what their family is connected to either through religion or culture, the more that influences the way we understand our students and informs our teaching.”

For many students, that knowledge – often only gained through experience – can be life and perspective changing. “I have had students say to me, ‘I worked with this community, and at first, I’m going to be honest, I wasn’t too sure about it. Until I was there and realized, ‘Oh, my goodness, these kids were hilarious. They were so fun. I had the best time, and I learned so much,’” Campigotto recounts.

She believes realizations like that are important for students to experience and for her to help them succeed in their future pedagogical careers – whatever that may look like. “A lot of them want to be teachers, but many of them will go into different educational-focused careers like curriculum development, community work, museums,” Campigotto says. “My role is for [students] to take that experience and think about how it makes sense for their future in education.”

With files by Julie Carl.

This article was originally published on October 17, 2024, on YFile.

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In an evolving landscape of careers in education, 91��ɫ’s Faculty of Education is committed to pioneering programs that equip graduates for the unpredictable twists and turns of their professional journeys. At the heart of this innovative approach is the Bachelor of Arts (BA) Educational Studies program, created as an option for students seeking a career in education outside of the traditional classroom. Darren Syd Sia Duya exemplifies the impact of this program on his career, showcasing how flexible, real-world learning can shape one’s future and forge leaders.

Darren graduated from the BA Educational Studies program at 91��ɫ in May 2022and now serves as a youth worker with Achēv, within the EmpowOUR Youth for Engagement (EYE) / Youth 2 Action (Y2A) initiatives. In his role, Darren skillfully navigates the realms of networking, administration, event planning, and marketing, making a significant impact on the lives of the youth he serves. His journey from an aspiring educator to a professional deeply involved in youth development, serves as a testament to the program's curriculum and impact on both personal and professional levels. "I have always enjoyed education, but even more so because I enjoyed working with youth," Darren shares. “Originally, I was thinking of getting a degree to become a teacher, but then I came across the BA Educational Studies program at 91��ɫ’s Faculty of Education which was more suited for me”.

The BA Educational Studies degree emphasizes not only knowledge of theories, but also concrete skills and personal growth. Darren’s experiences in the program showcase that flexibility, building relationships, and fostering these relationships while exploring education holistically are the strongholds of the program. He recalls, "It was the professors that impacted my journey," especially when the times got tough, like in the face of a pandemic. Being confined to one's own room for months was draining; however, interacting with teachers and students online helped alleviate some of my anxieties. A part of the program curriculum focused on building relationships and support, emphasizing the place of people in success—be it personal or professional”.

One of the strengths of the program is its real-world applicability. Part of what Darren does for EYE/Y2A involves complicated networking, administration, event planning, and marketing that he became familiar with through the BA Educational Studies program. "Adaptability in learning and application is so important in real-world jobs," he says. “It was my education at 91��ɫ that allowed me to have a flexible personality and work ethic. Flexibility in learning is something I consider to be applicable in today's world—to gain transferable skills and apply them to your workspace or other areas of life.”

As Darren looks to the future, his advice for both incoming and current students is simple: "Connect and volunteer. It is essential to get involved and to participate in the broader 91��ɫ  community which includes students, professors, the administration and the different clubs and activities across campus,” he says. “Volunteering in proper spaces opens up networks that wouldn't be available otherwise.  If you do these two things effectively, they will be applicable to both your education and the steps that come after that.”

Reflecting on his time with 91��ɫ, Darren speaks highly of the program's influence on his career. "I loved being an educational studies student and plan to revisit the campus every now and then, whether it be for furthering my education or for social reasons," he says. “The current job market is difficult to navigate, so building a network of like-minded individuals and mentors helps establish a community to rely on.” Darren's journey serves as a testament to the fulfillment derived from aligning one's career with the passions and importance of cultivating a supportive community.

His journey, from being a student in the BA Educational Studies program and now along the way to becoming a youth worker who changes people's lives every day, is a perfect manifestation of the transforming power that education can represent. It tells everything about the flexibility of the programs offered, faculty involvement, community participation, and fun.

Article by Dennis Bayazitov special contributing writer.

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With three placements in the top 100 of the 2024 QS World University Rankings by Subject report, 91��ɫ builds on ongoing momentum to right the future as it positions itself as a global leader in post-secondary education through its academic programming.

Each year, the QS Subject Report ranks a total of 55 disciplines grouped into five subject areas: arts and humanities; engineering and technology; life sciences and medicine; natural sciences; and social sciences and management.

The most recent report – which evaluated more than 15,000 programs from 1,561 institutions – placed 91��ɫ among the top 100 in the world in three subject areas: education, English language and literature, and philosophy. Within Canada, the University also received top-five placement across 11 subjects.

“These rankings reflect the high quality education and impactful research that define 91��ɫ,” says 91��ɫ President and Vice-Chancellor Rhonda Lenton. “We continue to drive positive change locally and globally guided by our values as a progressive university dedicated to excellence, social justice, diversity, inclusion and sustainability. It is gratifying to be recognized for our leadership in the higher education sector. We are providing the talent needed for the 21st-century workforce and solving the complex problems facing society today and in the future.”

The new QS rankings add to the momentum of 91��ɫ’s continued impressive results over the past year in other prestigious rankings. Notably, in June 2023, the Times Higher Education (THE) Impact Rankings placed 91��ɫ among the top 40 institutions advancing the United Nations’ 17 Sustainable Development Goals. Then, in July, the QS World University Rankings saw the University strengthen its global position as a leading research-intensive university by  from the previous year.

Faculty of Education advancing its leadership

In the new QS subject rankings, released this April, the University placed particularly high in education, demonstrating its ongoing efforts in advancing the future of pedagogy.

That leadership has been shepherded by 91��ɫ’s Faculty of Education, which offers a broad range of programs, research initiatives and community partnerships, all of which embody its long-running dedication to practices of equity, diversity, inclusion and decolonization.

Last year, the Faculty advanced those efforts for the occasion of its 50th anniversary and developed its new five-year strategic plan. Through the plan, the Faculty reaffirmed its commitment to providing an environment where students are encouraged to challenge the status quo to uncover new possibilities in the advancement of education and social justice.

Opportunities – like its Concurrent Bachelor of Education and Bachelor of Arts in Educational Studies – also have helped the Faculty stand out, as have initiatives like its Public Lecture Series,  and the Wüléelham offering, which engages participants in learning from Indigenous peoples.  

The Faculty of Education also this year launched a new international consultancy called ED Global, offering education and professional learning consulting services to school boards, educational organizations and diverse communities.

Top five in Canada

In addition to 91��ɫ’s placement in the top 100 globally in three subjects, it was represented further within the top 150 in eight other subject areas: anthropology, history, accounting and finance, communication and media studies, psychology, performing arts, sociology, developmental studies and psychology (at Glendon college). The University was also represented in the top five for each of these subjects within Canada.

The rankings reflect a range of Faculties and schools at 91��ɫ, including the Faculty of Health, the Faculty of Liberal Arts & Professional Studies, and .

QS World University Rankings is an annual publication of university rankings by Quacquarelli Symonds (QS) that serves as an important indicator for global post-secondary education leadership and success.

Article originally published in the April 18, 2024 issue of 

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The BA Educational Studies program looks at all aspects of education, including policy, the psychology of education, teaching and adult education. The Capstone Course aims to make students aware of some of their choices beyond becoming teachers by exploring other career options through interviews and conversations with professionals in education-related fields and by applying their learning from the program to authentic community-based contexts.

Seven students from the program met with UNESCO Project Officer Katja Anger and UNESCO Chair Charles Hopkins to understand UNESCO´s role within the Sustainable Development Goals (SDGs), and learn about the efforts in achieving quality education, in particular through the of more than 12,500 schools worldwide.

Students explored how to best explain sustainability, the SDGs, Education for Sustainable Development (ESD) or Global Citizenship Education (GCED) in video segments and created three educational videos – from conceptualizing, scripting, performing, shooting, editing, and finalizing the video product.

"Participating students had been passionate about sustainable development, climate action, and social justice before. Yet, with their new knowledge and an opportunity to have an impact beyond the classroom, they saw that their voice was important and felt empowered to make a difference now and in the future," said Celia Popovic, Undergraduate Program Director, Academic Programs in the Faculty of Education.

The student videos will now be shared with UNESCO Associated Schools in Canada and beyond and other young people will have the opportunity to engage with the perspectives and perceptions of their peers.

"The videos present young voices to the discussion of our global challenges today and tomorrow," said UNSECO Chair in Reorienting Education towards Sustainability, Charles Hopkins. "This project is one example of 91��ɫ’s Faculty of Education seeking ways to respond to the pressing challenge inherent in United Nations Sustainable Development Goals (SDGs)."

Taking part in this initiative has allowed my partner and I to become more knowledgeable as global citizens and as change makers in our community. It is critical that ESD is applied to all aspects of our lives, as this will create significant change and transformation - Bachelor of Arts Educational Studies degree program students Andreana Cassar and Vanessa Ramos

91��ɫ is internationally recognized for its commitment and contributions to addressing the SDGs through teaching, research, stewardship and partnerships as outlined in the University Academic Plan. 91��ɫ offers over 1600 courses related to at least one of the SDGs and funds ground-breaking research to advance 91��ɫ’s contribution to the SDGs. For their positive efforts, 91��ɫ was recognized among the World´s TOP 35 universities in impact for sustainable development by the renown 2022 Times Higher Education Impact Ranking.

Article written by Celia Popovic (Undergraduate Program Director, Academic Programs) and Katrin Kohl (Executive Coordinator to the UNESCO Chair)

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A new Educational Studies capstone course created by Faculty of Education Professor Celia Popovic is broadening students’ horizons into possible careers in educational policymaking, the psychology of education, teaching and adult education.

Taking the capstone course for his Bachelor of Arts (BA) in Educational Studies program has exponentially increased James Garrish’s certainty that he’ll find employment post-graduation.

“I know if one door closes, another will open,” says Garrish, who will graduate from his BA program this year and earn his concurrent BEd next year. “I’m super happy I took this course. I have a better outlook on opportunities. When you are single-minded, you don’t realize the possibilities, but this course opened my eyes.”

Broadening her students’ horizons is one of the reasons Professor created the fledgling capstone course in Educational Studies; she also wants them to apply all that they have learned from the program to the course’s projects.

“The BA Educational Studies differs from a Bachelor of Education (BEd) degree, which trains students to be classroom teachers,” said Popovic, who teaches in the Faculty of Education. “The Educational Studies program looks at all aspects of education, including policy, the psychology of education, teaching and adult education.

“Of my 100 students each year, about two-thirds enter the program with the intent of doing a BEd, too, so they can teach. Many don’t think beyond that and aren’t familiar with other choices.”

To make her students aware of some of these choices, the course’s projects focus on exploring other career options by interviewing professionals in those related fields and creating a web product to offer information about those careers to other interested students. The class is assigned three of these projects during the full-year course, working in groups of four-to-six students to formulate interview questions, interview someone in a particular profession and collaborate on the product. The students are also responsible for a weekly guided reflection on their experiences. Popovic prompts them with questions that help them make sense of what they’re learning by doing the projects and of the program as a whole.

For the inaugural year of the course, Popovic reached out to her connections – people she felt would be willing to add an interview to their already busy pandemic schedules and would be comfortable being interviewed remotely. The careers her students investigated this year include educational developer, educational publishing, librarian, guidance counselling and university recruitment, as well as the classroom teacher.

“Next year, I have more ideas and am looking for contacts in other areas relevant to the BA Educational Studies, such as arts educators and youth workers,” she said. “I encourage anyone with connections in a related area to get in touch with me.”

Darren Duya, who is completing an honours BA Educational Studies this year, is trying to decide what type of position he wants to pursue after graduation and finds the capstone projects very useful.

“I originally wanted to be a teacher, but I’ve decided to take a different path,” Duya said. “It’s great to see these different perspectives and learn how the people got there. I’m finding that it’s common to just let things happen and to learn as you go along.”

The course also requires the students to do a community-based project such as creating lesson plans for a summer program or doing applied research – also as part of a group.

“Group work is such an important skill to have; it sets the students up for success,” Popovic said. “I want them to learn and to make mistakes in a safe environment.”

As for the website that contains the students’ distillation of what they’ve learned about various careers, Popovic believes it’s a more valuable product than standard essays would be.

“Traditionally, students put their effort into essays that are seen by only one or two people,” she said. “I wanted them to create something with value in its own right. Ostensibly, the audience for the website is high school students, but it’s also very useful to our students who are thinking about job opportunities.”

Garrish wholeheartedly agrees.

“I never even thought of these other options,” he said. “I didn’t realize there were so many possibilities with a general education degree. After this, I feel that even if I don’t get a teaching job, I’ll be able to pursue one of these positions and enjoy it.”

Article written by Elaine Smith was originally published in the March 2022 issue of

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