Second-year Bachelor of Education student, Natasha Reodica talks about her experience this past summer in Freiburg, Germany.

This past summer, 8 Bachelor of Education students took their learning beyond the classroom through 91亚色鈥檚 Summer Exchange to Freiburg, Germany. For four months, they studied at the University of Education (PH Freiburg) alongside students from across Europe, Africa, and Asia, gaining fresh perspectives on teaching and learning.

Living in the heart of the Black Forest, our students immersed themselves in German culture, picked up new languages, and traveled to eight countries during their exchange.

The Summer Exchange to Freiburg is open to 91亚色 BEd students, typically in their first year of the program, and offers university credit courses in English, German, or French. The program blends academic study with cultural immersion, helping teacher candidates build independence, cultural awareness, and global networks. All skills that enhance their future classrooms.

To learn more about eligibility, courses, and application details, visit the Summer Exchange to Freiburg program page.

The post Expanding Horizons in Freiburg: A 91亚色 Education Student鈥檚 Transformative Exchange Journey appeared first on Faculty of Education.

In the heart of Toronto鈥檚 Jane and Finch neighbourhood, often misunderstood and overshadowed by negative stereotypes, 91亚色鈥檚 TD Community Engagement Centre (CEC) is empowering students and fostering meaningful connections. Earlier this fall, the CEC, in partnership with the Jane/Finch Centre, hosted its fifth annual training session for students preparing for placements within this community.

The training session aimed to equip participants with essential insights into the community鈥檚 history, unique challenges and systemic issues 鈥� particularly those intensified by the COVID-19 pandemic. 鈥淭he goal is to prepare students to create a meaningful impact in their placements,鈥� says Talisha Ramsaroop, community project co-ordinator at the CEC. These placements provide students with valuable hands-on experience in social work, education and community development, while allowing them to contribute positively to local initiatives.

Kinza Batool, a fourth-year education student at 91亚色, described the orientation as 鈥渁n impactful way to learn about the Jane and Finch area and address common misconceptions surrounding it.鈥� She acknowledged that before her involvement, she held preconceived notions shaped by media portrayals that often depicted Jane and Finch as unsafe. 鈥淚鈥檝e come to see it as much like any other neighbourhood I鈥檝e known,鈥� she said.

The CEC aims to shift these narratives by informing students about local challenges 鈥� such as limited funding and resources 鈥� while highlighting the strength and resilience of grassroots organizing within the community. 鈥淲e encourage students to look beyond surface-level judgments and engage with the lived experiences of residents,鈥� Ramsaroop explains.

Since its establishment in 2008, the CEC has served nearly 70,000 individuals from Toronto's Black Creek neighbourhood, also known as Jane and Finch. Located within 91亚色gate Mall, the CEC acts as a hub for collaboration between 91亚色 and local organizations. The centre鈥檚 commitment to inclusivity is evident in its tailored programs designed to meet specific community needs.

Through its ongoing efforts, the TD Community Engagement Centre exemplifies 91亚色鈥檚 commitment to fostering an engaged academic environment that prioritizes social equity and understanding within diverse communities. By providing resources such as Catalyst Grants 鈥� which have awarded more than $150,000 to support partnerships between Black Creek residents and 91亚色 鈥� the CEC continues to promote access to post-secondary education and community-based research.

Training sessions are held twice a year to ensure that all students undertaking placements in Jane and Finch are well-prepared. The next session is scheduled for Jan. 21.

鈥淲e want to ensure our initiatives resonate with the community and address their unique challenges,鈥� Ramsaroop says.

For more information, or to get involved with the TD Community Engagement Centre, visit the CEC website or contact Ramsaroop at talishar@yorku.ca.

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In an evolving landscape of careers in education, 91亚色鈥檚 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鈥檚 future and forge leaders.

Darren graduated from the BA Educational Studies program at 91亚色 in May 2022and now serves as a youth worker with Ach膿v, 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. 鈥淥riginally, I was thinking of getting a degree to become a teacher, but then I came across the BA Educational Studies program at 91亚色鈥檚 Faculty of Education which was more suited for me鈥�.

The BA Educational Studies degree emphasizes not only knowledge of theories, but also concrete skills and personal growth. Darren鈥檚 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鈥攂e it personal or professional鈥�.

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. 鈥淚t was my education at 91亚色 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鈥攖o gain transferable skills and apply them to your workspace or other areas of life.鈥�

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亚色  community which includes students, professors, the administration and the different clubs and activities across campus,鈥� he says. 鈥淰olunteering 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.鈥�

Reflecting on his time with 91亚色, 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. 鈥淭he current job market is difficult to navigate, so building a network of like-minded individuals and mentors helps establish a community to rely on.鈥� 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聽writer.

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I am pleased to inform members of the 91亚色 community that Chlo毛 Brushwood Rose will commence a three-year term as vice-provost, teaching and learning on July 1.

Professor Brushwood Rose is a faculty member in Education and currently serves as graduate program director in  at 91亚色. She has previously served as associate dean academic in Education and as Chair of the Senate Committee on Academic Standards, Curriculum and Pedagogy (ASCP). At the core of all her administrative leadership and service activities is a commitment to strengthening the University鈥檚 openness to a greater diversity of perspectives, programs and students.

Her research interests span several fields, including community-engaged research and education, media and arts-based education, and gender, feminist and sexuality studies. She holds a PhD from 91亚色, an MA from the Ontario Institute for Studies in Education at the University of Toronto and is a registered psychotherapist.

Professor Brushwood Rose is co-author of Community-based Media Pedagogies: Relational Approaches to Listening in the Commons (Routledge, 2016), exploring how teaching and learning with digital media in community-based settings cultivates the experience of a 鈥渃ommons,鈥� or mediating space between self and world.

She is widely published in journals, including Psychoanalysis; Culture & Society; Qualitative Studies in Education; Visual Studies; the International Journal of Leadership in Education; and Gender and Education, and is the co-editor of a recent special issue of the , focussed on the impacts of COVID-19 for children, youth and education.

We are very excited to welcome Professor Brushwood Rose into this role at a pivotal time for teaching and learning development at 91亚色. She and her team will support University-wide conversations about pedagogical advancement, secure external resources to support innovation, and celebrate outstanding exemplars and achievements in teaching and learning across the University and beyond. The vice-provost teaching and learning works closely with the Teaching Commons and collaborates with the Division of Students and Faculties to foster the growth of work integrated learning, capstone courses and other experiential education opportunities for 91亚色 students.  

Professor Brushwood Rose is succeeding Will Gage who will complete his final term as associate vice-president teaching and learning on June 30. I would like to sincerely thank Will for the enormous contributions he has made to 91亚色 in this role through a time of sweeping changes in higher education. He was ahead of his time in championing the purposeful development of technology enhanced learning, helping to establish 91亚色 at the forefront of accelerating pedagogical trends. Will has led or supported myriad other initiatives such as the growth of experiential learning, development of the award-winning virtual student advisor now affectionately known as SAVY, enhancing supports for the scholarship of teaching and learning, and strengthening communication of teaching and learning achievements. The 91亚色 community will continue to benefit from his contributions for years to come.

Please join me in welcoming Professor Chlo毛 Brushwood Rose to the Division of the Provost & VP Academic, in the Office of Teaching and Learning. We are very much looking forward to working with her and benefitting from her leadership and experience.

Sincerely, 

Lisa Philipps
Provost & Vice-President Academic

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A closer look into 91亚色鈥檚 Master of Leadership and Community Engagement Program

The Master of Leadership and Community Engagement (MLCE) is a part-time interdisciplinary cohort-based Master鈥檚 program that brings together professionals from varied education contexts to learn together how to best serve their immediate communities. The program creates a unique learning community where students learn from each other 鈥� both in theories that work across workplaces, and in practical applications of these theories.

Natalia Balyasnikova is just one of many experienced professors who has taught in the program. 鈥淲hat I was taken by was the students鈥� passion,鈥� she says. 鈥淏ecause these are working professionals, many with years of experience, MLCE students truly care about the issues we discuss in the classroom, and are dedicated to ensuring the best possible outcomes of their learning.鈥�

MLCE addresses broad issues in leadership and community engagement without limiting itself to one area. As such, students are empowered to envision new career pathways for themselves. They gain interdisciplinary knowledge and develop transferable skills that significantly elevate their chances of employment.

One such student is Kaitlin Biddie, who was looking for opportunities to continue her education 鈥� specifically in the field of community engagement. 鈥淚 was drawn to the MLCE program and its experiential model because I felt I would not only gain academic and theoretical knowledge, but practical experience as well,鈥� she says. 鈥淚 found that the program really helped round out my education. I have a background in environmental science and conservation, so the MLCE program has been the perfect bridge to help me gain more perspective about the 鈥榟uman side鈥� of the work I do.鈥�

Biddie notes one thing she especially appreciated about the MLCE program was the cohort-based model. 鈥淚n the MLCE, we are learning about community building, so it makes so much sense to participate in this program alongside a tight-knit community of peers,鈥� she says.

Tharmila Apputhurai is another student, who after completing her Bachelor of Education degree, sought a graduate degree from 91亚色. Having discovered the MLCE program, she felt it had been designed to 鈥渢ruly reimagine graduate work and look beyond what we might consider the 鈥榯raditional鈥� norms of graduate studies.鈥�

鈥淭he program prepares students to reflect deeply about what leadership means to them, what is community engagement, and how they can be leaders within various public and private sector organizations,鈥� Apputhurai says. 鈥淚t provides students various opportunities to make connections with a wide network of people and really prepares them with innovative and practical tools that they can implement in their current and future jobs.鈥�

A chief tenet of the program is experiential education. There are two placements that students need to complete as part of the program. They have to be taken in two different community-based spaces, which makes the experience a truly diverse one in learning.

Biddie participated in two different community placements as part of her program. 鈥淏oth placements were in sectors that I wanted to try out, and it was helpful to gain experience in roles that were quite different than my own,鈥� she says. 鈥淚n the MLCE placements, I was able to share my visions and thoughts with my placement organizations and felt like a valuable contributor to their teams. 鈥淭his left me feeling more empowered and confident in my abilities.鈥�

Apputhurai, too, recounts her own experiential education, which extended an opportunity for her to partner with two different public and non-profit agencies. 鈥淚t helped me complete a literature review, connect with leading researchers in the area that I was interested in, and create networks outside of my current employment sector,鈥� she says. 鈥淚t allowed me to collaborate with others on projects in a meaningful way through which I gained valuable insights about myself and about employment sectors that were unfamiliar to me prior to the experiential education aspect of this program.鈥�

To any prospective students considering pursuing the MLCE, professor Balyasnikva says this: 鈥淭his is a special program, where one can broaden their horizons both academically and professionally.鈥� She notes that one unique aspect of this program is that it is cohort-based, which means that all students move through the courses together and deepen their relationships with each other and within the community.

Bidde emphasizes that no matter who you are, or what field of work you are pursuing, the learning outcomes of the MLCE program will prove to be valuable. 鈥淭his program has changed the way I think about the world around me and the power dynamics that have built it,鈥� she says. 鈥淚 will forever be grateful that I had the learning experience, and I had fun along the way too!鈥�

Appuruthurai echoes this sentiment. 鈥淕o for it!鈥� she says. 鈥淭his will be one of the best educational journeys you鈥檒l embark on in your life and it truly will transform your perceptions of what it means to be a leader, and to work in and with the community to improve the world that we live in.鈥�

The application deadline for the next cohort who will be admitted to start the program in May 2023 is December 15, 2022. Visit yorku.ca/edu/mlce to learn more.

Article by Dennis Bayazitov special contributing writer

The post Experiential education a big part of Master of Leadership and Community Engagement professional degree program appeared first on Faculty of Education.

A new Educational Studies capstone course created by Faculty of Education Professor Celia Popovic is broadening students鈥� 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鈥檚 certainty that he鈥檒l find employment post-graduation.

鈥淚 know if one door closes, another will open,鈥� says Garrish, who will graduate from his BA program this year and earn his concurrent BEd next year. 鈥淚鈥檓 super happy I took this course. I have a better outlook on opportunities. When you are single-minded, you don鈥檛 realize the possibilities, but this course opened my eyes.鈥�

Broadening her students鈥� 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鈥檚 projects.

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

鈥淥f 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鈥檛 think beyond that and aren鈥檛 familiar with other choices.鈥�

To make her students aware of some of these choices, the course鈥檚 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鈥檙e 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 鈥� 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.

鈥淣ext 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,鈥� she said. 鈥淚 encourage anyone with connections in a related area to get in touch with me.鈥�

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.

鈥淚 originally wanted to be a teacher, but I鈥檝e decided to take a different path,鈥� Duya said. 鈥淚t鈥檚 great to see these different perspectives and learn how the people got there. I鈥檓 finding that it鈥檚 common to just let things happen and to learn as you go along.鈥�

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 鈥� also as part of a group.

鈥淕roup work is such an important skill to have; it sets the students up for success,鈥� Popovic said. 鈥淚 want them to learn and to make mistakes in a safe environment.鈥�

As for the website that contains the students鈥� distillation of what they鈥檝e learned about various careers, Popovic believes it鈥檚 a more valuable product than standard essays would be.

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

Garrish wholeheartedly agrees.

鈥淚 never even thought of these other options,鈥� he said. 鈥淚 didn鈥檛 realize there were so many possibilities with a general education degree. After this, I feel that even if I don鈥檛 get a teaching job, I鈥檒l be able to pursue one of these positions and enjoy it.鈥�

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

The post Capstone course opens up career possibilities for students appeared first on Faculty of Education.

Gissela Avila, an undergraduate student in the Faculty of Education at 91亚色, talks about the enormous benefits offered by her community placement. For Avila, it was the joy found in the unexpected that affirmed her passion for teaching.

Doing a community placement with the Wadoka Academy, a North 91亚色 martial arts training school for children, is a joy for Gissela Avila;she鈥檚 a future teacher learning from a different type of teacher: a sensei, or karate master.

鈥淣ever in a million years would I have connected education with karate, but the academy鈥檚 founder, Colin Ninvalle, designed his programs to aid mental health; they are calming and help children with tempers and behaviour regulation,鈥� said Avila, a third-year Bachelor of Arts (BA) Educational Studies student.

Because the pandemic originally interrupted classes, Avila began by tutoring one of the students and his mother in English. Now, as the restrictions relax, she is working with a team to create a social media campaign for the academy, giving her the opportunity to learn social media marketing skills.

鈥淚鈥檓 really excited about it,鈥� she said. 鈥淚 know it鈥檚 something I can use for my future.鈥�

Avila is one of the education students lucky enough to have a placement during the pandemic as part of her Educational Studies (EDST) 3999 course, Experience, Inquire, Contribute. Usually, community placements are built into the Bachelor of Education (BEd) first-year curriculum as a way of familiarizing future teachers with the contributions communities make to learning; they are also required for BA Educational Studies students in their third or fourth years to allow them to explore education in community contexts.

During this academic year, third-year BA Educational Studies students have engaged with community partners. The placements for Educational Studies students are part of a year-long course and they generally work with their placement organizations weekly from September through April. The first-year BEd students usually work with community organizations once a week, assisting with programs that take place after school or on weekends.

First-year BEd community placements facilitate connection between communities and their schools. Community partnerships are at the center of developing holistic and asset-based approaches in teaching and education.

鈥淔uture teachers learn the importance of building relationships and engaging with community. These relationships help facilitate meaningful connections that support culturally relevant and responsive pedagogy in the classroom,鈥� said Lindsay LaMorre, associate director, experiential education in the Faculty of Education.

Community partnerships offer excellent resources and support for students and their families. For students in the educational studies program, it鈥檚 an opportunity to put theory into practice while enhancing workplace skills and building networks.

鈥淭eaching skills can be transferred to so many different settings,鈥� LaMorre said, citing colleague Faculty of Education Professor 鈥檚 capstone course as another way of introducing students to these opportunities. 鈥淥ur students choose to participate in quite a range of opportunities and programs with a variety of amazing community organizations.鈥�

The list of opportunities is long and varied, including such possibilities as working with the Toronto Region Conservation Authority, helping with computer literacy for visitors to the Yonge Street Mission and taking part in Basketball Beginnings, a program that uses physical activity to motivate students and incorporates tutoring.

Diane Vetter, the course director for the educational studies practicum course, noted, 鈥淢y philosophy is that the community is central and foundational to the relationship students have with their schools,鈥� she said. 鈥淭he community is the heart of the school.鈥�

By building trusting relationships with community partners, the BEd students learn about the importance of these relationships in teaching.

鈥淚t is important to have a professional trust relationship with your students so that they want to learn from you,鈥� Vetter said. 鈥淥nce you build these relationships, you facilitate learning, and it becomes so much easier for the students.鈥�

Vetter ensures that the placements are bolstered by theory and guidance. She holds quarterly class sessions and quarterly workshops for her students during the course. There are required readings and guest speakers, too.

One of the workshops is based on competencies, such as communication. Vetter asks the students to assess where they are in their development of these competencies and helps them create a learning template for improving their skills.

The students are also asked to keep a weekly reflective journal that they can draw upon to write their final paper. The paper is also reflective, allowing them to look back on the personal growth they experienced during the year and the impact community has had on them.

鈥淭he point is to develop an understanding of community,鈥� Vetter said.

It鈥檚 a point that third-year student Avila now understands and appreciates. In reflecting on her experiences thus far, Avila realizes that 鈥渁lthough I thought education was about school, it鈥檚 about so much more; it can be done in so many different ways.鈥�

鈥淔uture teachers learn the importance of building relationships and engaging with community. These relationships help facilitate meaningful connections that support culturally relevant and responsive pedagogy in the classroom,鈥� said Lindsay LaMorre, associate director, experiential education in the Faculty of Education.

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

The post Community placements enhance education curriculum appeared first on Faculty of Education.

This month's issue of Innovatus highlights some of the transformative projects, initiatives and activities happening here in the Faculty of Education.

Hello and welcome to a new issue of 鈥業nnovatus,鈥�

It鈥檚 March and it finally feels as if spring may defeat winter. For educators, there鈥檚 also a collective assessment underway to consider what the pandemic has meant to teaching, learning and the student experience.

In the Faculty of Education at 91亚色, the talented faculty and staff are examining how the challenges we鈥檝e faced during the pandemic have brought many valuable lessons. This is particularly apparent in how we think about educating the next generation of teachers. At 91亚色, the focus is on equipping future educators to create positive change, whether it be in the classroom, through actions to address the lack of equity, diversity and inclusion in the classroom, through alternative careers in education, and more. There are some exceptional examples on display in this issue of 鈥業nnovatus鈥� that highlight this wonderful work in the Faculty.

Please let me know your thoughts on the stories presented in this special issue. And, if you have an interesting story to suggest, please send it to my office. Faculty, course directors and staff are invited to share their experiences in teaching, learning, internationalization and the student experience through the 鈥業nnovatus鈥� story form, which is available at .

As always, thank you. I look forward to receiving your comments and to seeing you on campus.

Sincerely,

Will Gage
Associate Vice-President, Teaching and Learning

In this issue:

In his message to the community, Faculty of Education Dean Rob Savage talks about how the pandemic has brought adaptations in the ways in which we collectively approach teaching and learning.

Oyemolade Osibodu, an assistant professor in the Faculty of Education at 91亚色, conducted a pilot study to help her understand the mathematics experiences of Black youth in Greater Toronto Area high schools and the results confirmed a lack of diversity in mathematics educators

Gissela Avila, an undergraduate student in the Faculty of Education at 91亚色, talks about the enormous benefits offered by her community placement. For Avila, it was the joy found in the unexpected that affirmed her passion for teaching.

For years, educational institutions have contributed to the marginalization, racialization and vilification of Black youth. Faculty of Education Professor Carl E. James is out to change that reality and doing so with help from an interdisciplinary team and a three-year grant provided by RBC.

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

鈥樷�� is a special edition of YFile devoted to teaching and learning innovation at 91亚色.

The post Welcome to the March 2022 issue of Innovatus appeared first on Faculty of Education.

With more than 鈥� and almost post-pandemic 鈥� the Faculty of Education anticipates interest in its Masters of Leadership and Community Engagement degree program (MLCE) will be at an all-time high this year.

The University is accepting applications now until mid-March for its MLCE degree program that was custom designed for those who want to help make a difference by leading and fostering social change.

The part-time degree is only offered every other year in a flexible format of blended and online courses 鈥� and features COVID-19-appropriate community placements and assignments. (The next application period won鈥檛 be until 2023.) First of its kind in Ontario, this unique degree is designed for public sector employees who are interested in developing their professional skills to leverage community-based research and practice for social change.

Faculty of Education Assistant Professor Vidya Shah recently did a radio interview on Newstalk 1010 to discuss:

• How to know if it鈥檚 time to put your career soul searching into action
• How to apply for the Masters of Leadership and Community Engagement
• What kind of candidates are most successful
• How the program focuses on social justice for social change and how students can achieve this
• The Experiential Learning component of the program allows students to see the value of community knowledge and research vs just classroom theory
• What kind of jobs will be available for Masters of Leadership and Community Engagement graduates in a post-COVID-19 world

Listen to the full interview .

The post In the media: What kind of jobs are going to be available for students in community leadership programs in a post-Covid world? appeared first on Faculty of Education.