Central America & the Caribbean Archives - Global Engagement

91��ɫ to train next generation of climate ambassadors

amaav — Tue, 20 May 2025 12:43:15 +0000

91��ɫ will offer funding from the highly competitive Canadian Queen Elizabeth II Diamond Jubilee Scholarships (QES) program to students and researchers from 91��ɫ, as well as partner universities in Costa Rica, Ghana and the Philippines to tackle issues at the intersection of climate change and human population displacement.

The highly competitive QES program was established in 2012 and is managed through a partnership between Universities Canada, the Rideau Hall Foundation and Canadian post-secondary institutions. To date, more than 2,600 scholars from Canada and around the world have received the award.

91��ɫ’s project, titled the , will direct scholarships valued at up to $10,000 to send 12 91��ɫ students overseas and welcome 10 international scholars to 91��ɫ over the next three years.

Professor Ali Asgary, director of CIFAL and executive director of the Advanced Disaster, Emergency and Rapid Response Simulation Lab, is academic lead for the QES project and says he is hopeful the program will inspire students to continue working in a field that needs fresh ideas and dedication.

Ali Asgary

“91��ɫ students will have the opportunity to visit places where they can make connections with what they are studying firsthand and get to know the challenges and complexities of these situations. They will be able to network with policymakers and researchers in other countries, and because the focus is interdisciplinary, they will get to know researchers in both climate change and population displacement.”

Additionally, scholars visiting 91��ɫ will provide invaluable insights to the University community on how they address these challenges in their countries, which can help inform how Canadians tackle climate change at home.

With these goals in mind, Asgary and 91��ɫ’s former assistant vice-president Global Engagement and Partnerships Vinitha Gengatharan, whose team is supporting the QES project, sought expert partners to bring the diverse expertise and perspectives required for this multi-continental project. At 91��ɫ, the new project brings together faculty leaders from 91��ɫ Emergency Mitigation, Engagement, Response and Governance Institute (Y-MERGE), 91��ɫ’s Las Nubes campus in Costa Rica, the Centre for Refugee Studies, the and the Dahdaleh Institute for Global Health Research.

International partners were chosen from countries specifically impacted by climate change and displacement, and include the University of Costa Rica, University of Ghana, the University of Cape Coast (Ghana), the Ghana Institute of Management and Public Administration and the University of the Philippines.

United Nations Institute for Training and Research’s (UNITAR), CIFAL, the Global Water Academy and Learning for a Sustainable Future, a Toronto-based NGO, are also among the external collaborators.

Amir Asif, vice-president, research and innovation, says the new scholarly exchange reflects 91��ɫ’s continued focus on advancing partnerships for the Sustainable Development Goals (SDGs). 91��ɫ’s global partners on this project carry out compelling climate and human displacement-related research which complements the University’s strengths and Canada’s climate diplomacy initiatives.

Amir Asif

“We hope that through the QES, we will provide youth from Canada and around the world with unique opportunities to gain new perspectives from beyond their labs,” he says, adding that addressing climate justice is essential to reduce growing social inequities. “Future generations will need to have more empathy and stronger cross-cultural understanding. This is important to make difficult compromises and design effective climate policies that garner global consensus. It’s easy to talk about inequities without understanding what inequity looks like, in a different cultural and geographical context.”

In this project, 91��ɫ students attending the University of Cape Coast will have the opportunity to learn from the legacy of the transatlantic slavery at Cape Coast Castle, a UNESCO World Heritage Site, and witness how the industrialized West continues to have an impact on the lives of coastal communities in Africa by contributing to rising sea levels.

Asgary notes the project will help move the global goals forward. “This is hugely important for our future. Climate change has introduced a lot of forced or semi-forced displacement and may worsen in years to come," he says.

With files from Suzanne Bowness

Originally published on YFile.

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From research to rights: 91��ɫ project supports self-determination in Central America, Caribbean

amaav — Sat, 17 May 2025 00:58:00 +0000

By Alex Huls

A research initiative led by 91��ɫ is building lasting partnerships and resources to support community-driven autonomy strategies across Central America and the Caribbean.

In 2024, Prilly Bicknell-Hersco sat on the shaded porch of a house on Colombia’s San Andrés Archipelago, surrounded by seven Raizal women, an Afro-Caribbean ethnic group native to the region.

A PhD student in the Faculty of Education, Bicknell-Hersco was there as the senior research assistant for a Social Sciences and Humanities Research Council of Canada (SSHRC)-funded project led by Miguel González, professor in 91��ɫ’s Department of Social Science, Faculty of Liberal Arts & Professional Studies.
The project – titled “Emancipatory Horizons for Self-Determination of Indigenous and Afro-Descendant Peoples in Central America” – is focused on exploring the different forms of autonomous self-governance systems developed by these communities to assert their rights, while strengthening their autonomy strategies and legal capacities throughout the region.

While Bicknell-Hersco was on that porch in her capacity as a researcher, there were no surveys or structured interviews. Just a circle of women – all mothers – talking about their hopes for their children, including maintaining their cultural identity and self-determination.

The coast of San Andrés Island, within the Archipelago of San Andrés, Providencia and Santa Catalina

For her, it was a powerful reminder of how the project differs from conventional research – both in intention, method and planned outcome. “That was very memorable for me: to not just read about a community or assume what I think of a community, but to sit down on their porch and talk,” she says.

That emphasis on collaborative, respectful engagement has shaped the initiative from its outset. The research builds on work González and his team began in 2021 with the Inter-American Commission on Human Rights of the Organization of American States (OAS). At the OAS’s request, the 91��ɫ team coordinated with regional consultations to support a thematic report on the right to self-determination for Indigenous and Afro-descendant communities in the western hemisphere. Through consultations with several organizations across Central America and the Caribbean, they heard a consistent message about research projects that involved the communities.

“They told us that they didn't want to see universities or researchers just showing up for research or consultations, but they wanted to see something being done – something concrete, something tangible,” says González.

In response, González and his collaborators co-designed “Emancipatory Horizons.”

Its research goal was to examine how communities assert territorial rights, preserve languages, maintain governance systems and mobilize international law. It would pursue that goal by involving and benefiting the involved communities, focusing on three case study regions – the Brunca and Bribri Peoples of Costa Rica, the Guna Peoples of Panama and the Raizal Peoples of Colombia.

González and his team established three priorities for the project to focus on: self-governance; territorial and maritime tenure rights; and legal capacity building.

González, Bicknell-Hersco and their team advanced the project in collaboration with those groups and more than a dozen Indigenous and Afro-descendant organizations. “We wanted to make sure that the research question, the ideas, the actions of the project, gain the input of these communities and their aspirations,” González says.

Drawing from what community leaders shared while González worked on the OAS report, a key part of “Emancipatory Horizons” includes the development of lasting community resources.

A cornerstone of the initiative is the creation of an Indigenous Data Repository (IDR), which will hold maps, governance documents, demographic data and cultural records – all accessible to participating communities. Another key component is a series of legal training workshops developed in partnership with community organizations. These sessions are designed to support advocacy in national courts and international human rights forums.

“We want to give them the tools to use even after this project is done,” says Bicknell-Hersco.

From left to right, at the recent CALACS conference: project collaborator Anexa Cunningham, co-investigator Ana Isabel, Miguel González, Prilly Bicknell-Hersco and co-investigator Ritsuko Funako.

González and Bicknell-Hersco recently highlighted the project’s methodologies, early outcomes and community engagement strategies at the annual conference of the Canadian Association for Latin American and Caribbean Studies (CALACS), hosted at 91��ɫ. The presentation emphasized the participatory methods and contextual realities at the heart of "Emancipatory Horizons," as well as the knowledge gained during consultations across the region.

Raising awareness of the project and its ambitions has become more urgent as, González notes, threats to democratic freedoms and land rights are growing across Central America and the Caribbean. In this volatile context, the project’s commitment to ethical, community-driven research is more than academic – it’s a vital act of solidarity and empowerment.

Looking ahead, the research team hopes to equip Indigenous and Afro-descendant communities with the tools and knowledge to claim their rights and safeguard their futures long after the project ends. By building accessible data repositories, delivering legal training and fostering regional collaboration, the project's goal is to turn knowledge into real political power. Centering community voices and lived experiences, this initiative challenges traditional research models and redefines what supporting self-determination means in practice.

Originally published in YFile.

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Future business leaders drive social innovation in Costa Rica

amaav — Fri, 25 Apr 2025 13:08:00 +0000

By Deirdre Kelly

In the lush hills of Pérez Zeledón, Costa Rica, 91��ɫ’s Las Nubes EcoCampus shows how education can cross borders.

At its centre is Casita Azul, a modest one-room library that serves as a hub for cultural exchange, community empowerment and collaboration.

Recently, Casita Azul received a donation from Kellogg-Schulich Executive MBA (EMBA) students at the Schulich School of Business – a gesture inspired by their experience during the program’s capstone course. But, this story is about more than a donation; it’s about how a week in Costa Rica is reshaping how future business leaders see their role in addressing global challenges.

Kellogg-Schulich Executive MBA students in Costa Rica.

Three years ago, Schulich’s EMBA capstone was redesigned to focus on social and environmental issues, challenging students to apply business tools in unfamiliar contexts. The course culminates in a week-long immersion in Costa Rica, where students work with local youth to co-create business models using the social business model canvas. The goal: integrate economic, social and environmental priorities into innovative, culturally grounded solutions.

Geoffrey Kistruck, professor and RBC Chair in Social Innovation & Impact at Schulich, calls the experience transformative. “The alternative business models co-designed with local youth combine solid business principles with highly contextualized realities,” he says. “It’s not just academic – it’s about creating solutions that work within their lived experiences.”

Unlike typical study tours, the capstone is an intensive learning sprint. Mornings start with classroom sessions; afternoons, students collect insights and collaborate with local entrepreneurs. Evenings are for reflection and refining strategies. The business models they develop must be viable and address pressing social and environmental challenges.

Casita Azul plays a key role in this exchange. More than a library, it anchors the community and brings 91��ɫ’s work in advancing United Nations’ Sustainable Development Goals (SDGs). Its programs include literacy workshops, environmental education for schoolchildren and internet access – still rare in parts of Pérez Zeledón. The library also hosts cultural exchanges connecting 91��ɫ researchers, students and local residents.

Dana Craig, teaching and learning librarian at 91��ɫ, highlights Casita Azul’s role in fostering connections. “The immersive experience transforms expectations. Students leave not just educated but motivated to act – whether through donations, teaching workshops or sharing their stories.”

This spirit of engagement inspired the EMBA cohort’s donation – a gesture neither planned nor solicited but born naturally from their time at Casita Azul. While philanthropy isn’t 91��ɫ’s primary goal in Costa Rica, moments like this show how deep connection can spark meaningful action.

Rahim Dharamsi, director of development, institutional priorities, sees a deeper impact. “Las Nubes isn’t just a place – it becomes part of you. People leave wanting to contribute because they’ve been part of something meaningful.”

Kellogg-Schulich Executive MBA students during their capstone course in Costa Rica.

That sense of belonging and shared purpose is reflected in Casita Azul’s daily work. The library has become integral to life in Pérez Zeledón, offering internet access, books and workshops on entrepreneurship, computer skills and environmental stewardship. Its programs respond to local needs – supporting women’s groups, collaborating with schools and hosting classes led by local experts. By working alongside the community, Casita Azul advances 91��ɫ’s mission while building capacity and opportunity in the Alexander Skutch Biological Corridor.

Not everyone sees such programs as an unqualified good. Critics of “voluntourism” question whether short-term visits create lasting change or risk reinforcing power imbalances. Kistruck acknowledges these concerns but emphasizes Schulich’s focus on co-creation, not charity. “It’s not about coming in with solutions,” he says. “It’s about working together to design something that fits their reality.”

That collaborative philosophy now shapes Schulich’s global outlook. Drawing on the lessons learned at Las Nubes, the school is launching a similar capstone course in Tanzania, where students will partner with local co-operatives to develop business models tailored to local needs.

“As future business leaders’ skills evolve, we will continue to adapt how we educate and deliver value to both local and global communities,” Kistruck says.

Watch a video below.

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Las Nubes trip inspires 91��ɫ U’s future educators

amaav — Thu, 23 Jan 2025 14:42:00 +0000

Maya and Nayha Gill are budding teachers and are already planning how they will shape their future classrooms.

The identical twins may be a few years away from leading a classroom, but on a recent trip to Las Nubes, 91��ɫ’s EcoCampus in Costa Rica that stresses care of the environment and sustainability, they began to imagine future classrooms. The trip to the campus was life-changing for the third-year educational studies students who will begin the Bachelor of Education teaching certification program upon completion of their undergraduate degree program.

In Costa Rica, the sisters stayed with a family who made a major impact. “Marianella, our homestay mom, the absolute best woman I've ever met in my life. She loved us like family,” says Nayha. They visited local classrooms, hiked the forest, painted Indigenous masks and baked cookies at a women’s co-operative bakery, all activities that stress education as a process of self-understanding, gathering resolve and forging deep respectful connections in the world, aligning with the vision of Las Nubes EcoCampus.

Sisters Maya and Nayha with Marianella

“It's an experience of a lifetime,” says Maya. “Hands-on activities resonate with you. You retain so much more … (The trip) added to our own personal pedagogies, the way we would be teaching. We will definitely be integrating hands-on activities, field trips, experiential learning. We have seen first-hand that you just remember everything so clearly.”

The Gill twins – nicknamed Los Gemelos by their homestay family, the Spanish word for twins – were students of Steve Alsop, a professor in 91��ɫ’s Faculty of Education. Alsop taught Education for a Sustainable Future in the summer at the Las Nubes EcoCampus. Unusually, the classes he leads there have a mix of undergraduate and graduate students (master’s and doctorate students) from many disciplines. The classes focus on: ecology and sustainability themes; feeling powers of local ecology and community and practicing reciprocity; respect and gratitude in learning environments set within farms, forests, mountains, schools, women’s co-operatives; and Indigenous communities.

“I have had the privilege of teaching there for the last few years. In summer courses, I go down there, and a group of students come and join me. We work together in a series of activities and thoughts and readings on place and land-based education,” Alsop says. “It's a beautiful, energizing and rewarding experience.”

He explains that at a time of great awareness of climate change, biodiversity breakdown and increasing social inequality, people are seeking ways to respond to and support one another. His Las Nubes courses offer that in a beautiful setting, celebrating ways in which all life is related and the responsibility to understand and support each other in life journeys. The setting and lessons offer “a clear advocacy agenda,” he says.

“It's quite a moving and humbling experience. At the end of the course, students come to me and say it was a profound and motivating experience. And often they say, it's a special life experience. It's really a moment of transformation.”

Nana Adu-Poku, a second-year PhD candidate in the class, felt that transformation.

“Dr. Alsop curated a great environment. We could feel the connections he had with the people in the town, the staff at Las Nubes,” says Adu-Poku. “He put thought into where he was taking us and what he wanted us to take away from it, the text he selected for us to analyze each day. It all connected to what we were doing. I appreciated that he took the time to make it a meaningful experience.”

Adu-Poku also stayed with a family – learning a little Spanish from watching Blue’s Clues with the family’s children – and took part in the field trips and cultural activities, including making chocolate at an organic cocoa farm.

The day and night hikes remain a particularly vivid memory for him.

“The hikes were really fun because it's like we got to see the same forest, but it was different from day to night. We saw different wildlife, and the views were different too,” Adu-Poku says. “There was a point in the night hike where we turned off all our phones, turned off all the flashlights, and just stood in the darkness. It was slightly terrifying, but at the same time, it was an experience to remember … Growing up where I grew up (Jane and Finch) that's not really something I was normally exposed to.”

Students and educators at the Las Nubes EcoCampus.

Plants used to tie dye during an activity at the Las Nubes EcoCampus.

91��ɫ students with local children from Santa Elena Public School.

All three students commented on the local community’s awareness of and care for the environment. The twins recalled walking with some children who picked up litter they saw along the way and put it in a garbage can without being asked to.

“What was really interesting was how conscious they were of the environment. Environmental studies is mandatory in their lessons so it's very normalized and near and dear to their hearts,” says Nayha.

Adu-Poku noticed how local perceptions of sustainability differed from a North American view. “In different parts of the world, different things are valued. A lot of that community is engaged with efforts to sustain the environment and the forest.”

Alsop emphasizes the importance of the students’ full experience in providing a comprehensive understanding of ecological conservation and community revitalization and our need to move beyond familiar doomism and techno-fixes (often central to reduce-reuse-recycle approaches.)

“I think the students really begin to understand and value those words differently: education; sustainability; future. They suddenly find themselves thinking, appraising and questioning Western modernity and associated assumptions. They find themselves reflecting on their own life, regarding what they know, need to know, what they desire and how they can contribute,” he says.

“And all of that, for me, are values which open and reframe education, sustainability and the future in potentially more generous and generative ways.”

With files from Julie Carl

Originally published in YFile.

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President Rhonda Lenton welcomes international students to 91��ɫ

amaav — Thu, 03 Oct 2024 15:41:00 +0000

By Gloria Suhasini

New and returning students enjoy a meet and greet with the University president, foreign diplomats and peers

“From the very first day I stepped on the 91��ɫ campus, what I found most appealing was the mix of students from all over the world! This led to new friendships and connections which continue to make my university experience even more rewarding.” said Damor McQueen, a fourth-year political science student from Jamaica, speaking at the President’s International Student Reception on September 25.

The Student Success Mentor Lead in the Black Excellence at 91��ɫ program urged his peers to build new connections and get involved in academic and extracurricular activities to make the be best of “this once in a lifetime opportunity being presented to you.” He cited his own experience volunteering last year at the Congress of the Humanities and Social Sciences hosted by 91��ɫ that led to his current work/study student opportunity.

President Rhonda Lenton with recipients of the President’s International Scholarship of Excellence, awarded to high school applicants around the world, who are entering their first year of a four-year undergraduate degree at the university

91��ɫ continues to attract students like McQueen from around the world, who join the community with great enthusiasm to receive worldclass education — often work-integrated — in their chosen field, be that in the arts, science, technology or engineering.

To make high quality university education accessible, 91��ɫ offers several . One such scholarship is the President’s International Scholarship of Excellence, awarded to high school applicants around the world, who are entering their first year of a four-year undergraduate degree at the university. Another scholarship popular among international students is the Tentanda Via Award. Named after 91��ɫ’s motto “The Way Must Be Tried,” it assists undergraduate students who have demonstrated resilience in overcoming significant personal barriers in the pursuit of a university education and progressive changemakers committed to sustainable development.

Other scholarships available for international students include Daughters for Life, the Global Leader of Tomorrow Award, and Mitacs Internships and Awards. Several attended the president's reception. For additional information, students are encouraged to visit 91��ɫ’s Global Engagement��ɱ��ٱ�.

“While it is our intention to support you in your academic journey, you also bring a wealth of insights and strengths to 91��ɫ," President and Vice-Chancellor Rhonda Lenton told the student audiences. “We are thrilled that you chose us, and we look forward to what we will accomplish together. Please remember that nothing is more important than your well-being and health and we have many student services to support you.”

The event organized by was also attended by China’s Education Counsels Renzhu Li and Wenjin Han; India’s Consul (Commerce & Political) Kapidhwaja Pratap Singh; and the Philippine Deputy Consul General Kerwin Orville Tate and Consul Rodney Jonas Sumague.

These diplomatic representatives to Canada were not only present to celebrate their respective country’s highly talented students, but also to assure support in their new country of temporary residence. “We wish them the very best in their courses of study,” said Singh. “The Indian Consulate remains at disposal for welfare and well-being of all Indian international students in Canada.”

Philippine Deputy Consul General Kerwin Orville Tate, second from left, and Consul Rodney Jonas Sumague, right, were among the foreign diplomats in attendance

Diplomats were also on hand to speak to the students during the networking hour, a rare opportunity for these outstanding future leaders of the world.

By the end of the event, it was evident that many students had forged enriching new friendships that could last a lifetime, while advancing their education and career aspirations.

Originally published in News@91��ɫ.

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91��ɫ U students engage in experiential learning in Costa Rica

amaav — Tue, 03 Sep 2024 14:25:00 +0000

91��ɫ students are stepping out of the traditional classroom to experience the principles of sustainability and ecology first-hand at the University’s Las Nubes EcoCampus in Costa Rica.

This summer, 25 students in the Faculty of Environmental & Urban Change (EUC) had the opportunity to visit the EcoCampus, located within the Alexander Skutch Biological Corridor in southern Costa Rica, as part of an experiential education opportunity.

Supported by the Fisher Fund for Neotropical Conservation, the EcoCampus aims to safeguard the biological, cultural and social values of the communities living in the area.

Students hiking in the rainforest in Costa Rica. Photo by Timothy Ong.

According to Ana Martinez, associate director of the Las Nubes EcoCampus, the program has had a profound impact on its participants, as it fosters both personal and academic growth.

“Many students find – or even redefine – their passion and drive through experiences enriched by deep cultural and natural immersion, gaining new perspectives on the interplay between the environment, culture and social issues,” said Martinez. “For some, the experience is transformative on a personal level, pushing them out of their comfort zones and instilling a sense of confidence and appreciation for new cultures.”

Several courses are offered as part of the Study Abroad Program in Costa Rica – Environmental Psychology, Global Eco-Arts Residency, Protected Area Management, Educating for a Sustainable Future and more – for both undergraduate and graduate students. The courses have condensed timelines, with summer courses completed in 10 days and fall/winter courses in nine days. Students can opt to take one course for a shorter trip, or back-to-back courses for a longer stay.

Timothy Ong, a fourth-year student in the Sustainable Environmental Management (SEM) program, describes a typical day studying in Costa Rica as beginning with a prepared breakfast from his homestay parents and getting picked up by a shuttle bus around 8 a.m. to head to his first activity of the day – which could be a hike, a visit to the farm or a trip to the EcoCampus. After an activity and lunch, students head to the EcoCampus for lectures until 5 or 6 p.m., when the bus drives everyone back to their respective homestays.

“In the context of Costa Rica as an international reference for conservation and sustainable development, we explore a number of initiatives that attempt to achieve the ideals of conservation, development and well-being,” said Felipe Montoya, an EUC professor and the director of Las Nubes, who teaches a course called Conservation and Development for Social-Environmental Sustainability and Well-being. “With the analysis of each case, we try to gain a greater understanding of the possibilities and obstacles for achieving these goals in and beyond Costa Rica.”

Students taking Montoya’s course will take part in hiking activities, allowing them to observe natural ecosystems that have evolved away from urban areas and learn about the theory and principles of ecology as they apply to sustainable development in a tropical environment.

Paula Kaston, a fourth-year SEM student, chose to go to Las Nubes because she wanted to witness how the different programs – agroecology, sustainability, Indigenous issues, etc. – are implemented.

Students visiting the Marvin Arias diversification farm. Photo by Timothy Ong.

“My favourite experience was when we went to the diversification farm,” she said, “because [the instructor demonstrated] so many different ways to be successful in maintaining a sustainable agroecological system.”

As a mature SEM student who will be starting a master in environmental studies next year, Kaston said this experience has given her hope that a sustainable future is possible: “It made me feel like there are a lot of people who are on the ground – feet on the ground, hands in soil – making sustainability accessible.”

Courses offered in the Las Nubes EcoCampus have no prerequisites and are open as electives to all third- and fourth-year undergraduate students and graduate students.

For more information about courses at 91��ɫ’s Las Nubes EcoCampus, who is eligible and how to register, visit the .

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Study abroad course in Cuba breaks new ground

amaav — Fri, 19 Jul 2024 14:32:00 +0000

Two groups of 91��ɫ students travelled to Cuba this spring as part of a new Faculty of Health course exploring human rights, Cuban culture and the country’s health-care system. The course – Experience Cuba: Enacting the human right to health and health equity, taught by Jessica Vorstermans, an associate professor in the School of Health Policy & Management – marked the first simultaneous collaboration between 91��ɫ U, the University of Holguin and the Medical University of Holguin. It is an offering the Faculty of Health hopes to strengthen and continue.

The 34 students in the Experience Cuba course were part of a cohort of more than 300 91��ɫ students participating in faculty-led study abroad programs this spring and summer. They received funding support through 91��ɫ International’s Sustainable Development Goals (SDGs) in Action Program, which is funded by the Government of Canada’s Global Skills Opportunity.

The course provided a look at how the Cuban health-care system flourishes amidst a landscape of economic crisis. The country has been under a United States trade embargo since 1962, resulting in a scarcity of many goods – including medicines and modern medical equipment. Nonetheless, many Cuban indicators of health are comparable to those in Canada, said Vorstermans.

“Cuba is an example of everything we want an equitable and universal system to look like, but in an environment of great scarcity,” Vorstermans said. “It’s a system that prioritizes preventive and primary care.”

Developed by Vorstermans and supported by Julie Hard, director of global and community partnerships in the Faculty of Health, the new course attracted so much interest that the Faculty chose to run two sessions back to back to accommodate more students.

While in Cuba, the students attended lectures about the health-care system at the partner universities and visited the neighbourhood network of clinics – the first stop for patients. They toured the medical school and learned about the curriculum, which also includes dentistry and traditional medicine.

It was an eye-opening experience for the students, who were housed with Cuban families in a Holguin neighbourhood, took the university bus to campus, and visited many cultural sites during their visit.

“It was a two-week snapshot of Cuban life,” Hard said. “Most Canadians think of Cuban resorts and beaches, but living in a home in a country coping with scarcity was very different. It was an immersive cultural experience that went way beyond textbooks and the travel brochures.”

They learned about navigating fuel shortages and gained an appreciation for how hard people work to put food on the table. “The state makes sure there is enough,” said Hard, “but there isn’t the same selection to which we’re accustomed.”

The students were amazed by the efficiency of the Cuban health-care system, and couldn’t help but draw comparisons to Canada’s.

“The health care in Cuba is inclusive; it accommodates all types of people,” said El Salvador-born Alexa Rios, a first-year health studies student. “Everything is egalitarian, and everyone gets the same care…. If people with so few resources can create a welcoming system, why can’t we – with all of our opportunities – do the same?”

Sophia Desiri, another first-year health studies student, was very impressed by the strong emphasis on preventive care and the use of local clinics as the first line of defence against illness, rather than emergency rooms.

“This course opened my eyes to what health care really means, which is community,” she said. “The Cuban system looks at patients as people, with feelings and needs.”

Gurher Sidhu, a fourth-year global health student, noted the emphasis the Cuban system places on primary care, with integrated health-care teams that serve the local community at polyclinics.

“The system was designed logically, with common sense,” she said. “The family physicians, for example, live in their communities – so their patients are also their neighbours. If someone doesn’t show up for an appointment, they worry. I wonder how we could foster that commitment to care here.”

Sidhu hopes to take more time to reflect on what she experienced and to consider how lessons learned could be applied within the Canadian context. Looking back at her journal – which she was required to write in while abroad – might offer some insights. At a Knowledge Mobilization Fair held last month at 91��ɫ U, the students shared their takeaways with their families and other invited guests.

“We were very glad to partner with and support the Faculty of Health with the launch of the Experience Cuba summer abroad course this year,” said Helen Balderama, director of global engagement and partnerships at 91��ɫ International. “The insights and observations that were shared by the health students precisely demonstrate the whole point of global learning (and study abroad) programs: to be exposed to new ideas and experiences, reflect on them, and be moved to action or further reflection.”

As for Vorstermans and Hard, they plan to run the course again in 2025 and deepen their partnership with the two Cuban institutions.

“This was a transformative learning experience that was amazing to witness,” Vorstermans says. “We view these connections as the beginning of a long-term partnership that we co-create so it is reciprocal.”

Originally published in YFile.

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Dancing without borders: workshop teaches Chilean dance

donan — Tue, 20 Feb 2024 14:28:00 +0000

It’s likely that only a small percentage of Toronto residents could show you the steps to the cueca, the national dance of Chile that is performed at festivals and social gatherings, but a group of 91��ɫ undergraduate students has swelled those ranks.

Department of Dance students in Professor Bridget Cauthery’s Big Dance Small Space course are now familiar with the cueca, thanks to a workshop they attended along with students from SUNY Buffalo State in New 91��ɫ this past summer. GNL is an approach to teaching and learning that enables people from different locations worldwide to participate in and collaborate on knowledge-making processes and concrete research projects. It provides cross-cultural opportunities for students who might not have the opportunity to study abroad, a benefit in today’s global economy.

“The GNL exercise grew out of a connection I made with Joy Guarino, a dance professor at SUNY Buffalo State,” said Cauthery. “We both taught similar courses for non-majors that focused on the globalization of dance and the recognition of cultural dance practices within our own diasporic families and communities.”

Guarino was a proponent of GNL, and the pair discussed bringing their students together online. They had a few brainstorming meetings and decided to offer their students a workshop in cueca, since Cauthery had a teaching assistant from Chile, Sebastián Oreamuno, who was versed in in the dance.

The course was developed during the pandemic and has been taught online, so the workshop this past year brought the 91��ɫ students together in the studio on campus for the first time, along with Oreamuno, a PhD candidate in dance. The students from SUNY gathered in the Student Union on the Buffalo campus and participated via Zoom.

“There was a bit of a learning curve,” said Oreamuno, who simplified the steps for the workshop. “The dance is performed in 6/8 time, which isn’t a musical signature that’s prevalent in western dance.”

First, he had them listen to the rhythm of the dance and asked them to clap it. Next came the steps, done to a pulse rhythm. He worked with the students on a 30-second sequence of seven steps based on the rhythm. At the end of the 45-minute session, everyone performed it together.

“It was fun,” said Oreamuno. “The students in the 91��ɫ studio definitely enjoyed it; I felt the energy coming from them. The professor in Buffalo sent me a message saying her students enjoyed it, too.”

Cauthery said, “Folk dances lend themselves well to community engagement and connection, and this was a good first attempt, given our reliance on the technology. Next time Joy and I run our courses, we hope to make this a cross-border experiential learning opportunity. We could also have a reciprocal exchange between our programs.”

She is also further considering integrating the collaboration with Guarino and SUNY Buffalo State into something more long-term and with a larger scale; for example, collaborating together on choreography and sharing dance knowledge.

The GNL project also reflected one of 91��ɫ’s dance program’s larger goals: to globalize its offerings by teaching beyond the western canon.

“We want to focus on making connections through dance and dances that represent some aspect of heritage and identity,” Cauthery said. “By sharing that, we can build a bridge of understanding and respect, and create an equitable ecosystem of dance. These may be bold goals, but dance can be a way to bring people and ideas together.”

The GNL team will be hosting an information session for 91��ɫ faculty members on Monday, Feb. 26 from 10 to 11:30 a.m. .

Originally published in YFile

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Schulich ExecEd expands health-care training partnership in Guyana

amaav — Fri, 12 Jan 2024 16:49:00 +0000

, an extension of the Schulich School of Business at 91��ɫ, is building upon its existing partnership with the Government of the Co-operative Republic of Guyana by launching a new Guyana-Schulich ExecEd Masters Certificate in Physician Leadership Program and kicking off a second cohort of the Schulich ExecEd-Guyana Masters Certificate in Hospital Leadership Program. Both programs are set to begin their virtual classroom sessions this month.

Representatives from Schulich ExecEd travelled to Guyana last month to celebrate the new program launch with members of Guyana’s government. The attendees from Schulich ExecEd were: Rami Mayer, executive director; Dr. Susan Lieff, program director; Jeff MacInnis, facilitator; Robert Lynn, associate director; and Ai Hokama, program co-ordinator.

“I am excited to announce the continuation of our partnership with the Government of the Co-operative Republic of Guyana,” said Mayer. “Together, we are pioneering transformative learning programs focused on social innovation that are aimed at equipping health-care leaders with essential skills crucial for navigating the evolving landscape of health care in the Guyana region.”

The Schulich ExecEd-Guyana Masters Certificate in Hospital Leadership Program focuses on fortifying the administrative skills of health-care workers, equipping them with the knowledge to effectively manage health-care facilities, resources and personnel. Its sister program, the Guyana-Schulich ExecEd Masters Certificate in Physician Leadership Program, is a direct response to the needs of physicians in the region. The goal is to build up physicians’ leadership abilities, improve their decision-making skills, and sharpen their capacity to manage health-care facilities and resources.

“These programs have been specifically designed to empower health-care professionals in Guyana and enhance the quality of health-care services they provide to their patients,” said Frank Anthony, Guyana’s minister of health. “We are grateful for the co-operation of the Ministry of Public Service and the Government of Guyana in delivering this training to the participants free of charge.”

Schulich ExecEd’s ongoing mission with this partnership is to transform Guyana’s health-care system to deliver more equitable, accessible and enhanced health care. The shared vision of these partners is to develop better health care and physician leaders in Guyana and to provide innovative health-care solutions to improve patient outcomes across the country. Program participants hail from all 10 regions of Guyana, including the country’s Indigenous communities.

“Our programs are meticulously designed to fill critical gaps in business education, addressing skill needs not traditionally covered in medical school,” explained Mayer. “We are committed to empowering physicians and health-care leaders with the tools to manage difficult conversations, solve complex problems, foster collaboration, lead effectively and elevate the overall quality of care in the country.”

Both programs are expected to graduate their current participants in September of this year.

For a closer look at the Schulich ExecEd team’s celebratory trip to Guyana last month, visit .

Originally published in YFile.

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91��ɫ U program helps fund 16 Global South health-care hubs to combat infectious diseases

amaav — Tue, 12 Sep 2023 19:32:00 +0000

TORONTO, Sept. 12, 2023 – A 91��ɫ-led program is helping bolster health care in the Global South by providing more than $5.8 million in funding for 16 projects in as many countries, including polio surveillance in Ethiopia and helping Indigenous communities in the Philippines.

“We have led the call to strengthen the health-care system in low- and medium-income countries (LMIC) in the Global South for more than a year now,” says 91��ɫ Assistant Professor , executive director of the (AI4PEP). Originally from Cameroon, Kong understands the strains faced by health-care systems in LMIC and the importance of southern-led solutions.

“Funding these projects will help strengthen capacity and support prevention, early detection, preparedness, mitigation and control of emerging or re-emerging infectious disease outbreaks in LMIC countries in Africa, South Asia, Southeast Asia, Latin America, the Caribbean and the Middle East, which, as we know, can make their way to every country in the world.”

Incidents of disease outbreaks are expected to increase in severity and frequency as more viruses, bacteria and parasites jump from animals to people.

AI4PEP received $7.25 million in funding from the International Development Research Centre in 2022 to develop a multi-regional, interdisciplinary network to use AI and big data to improve public health preparedness and response, and promote equitable and ethical solutions.

After a recent call for proposals, the team received 221 submissions from 47 countries with 142 of them from Africa, 40 from Asia, 26 from Latin America. The overall program framework centers around a gender, equity, inclusion and decolonization lens.

“AI4PEP at 91��ɫ is deepening the understanding of how equitable and responsibly designed artificial intelligence can lead to southern-led solutions to strengthen public health-care systems in the Global South,” says Vinitha Gengatharan, assistant vice-president, global engagement and partnerships. “This is just the start of a growing, multi-regional network to improve and strengthen public health preparedness and response to disease outbreaks that can make a real difference in the lives of people.”

The projects are led by universities in collaboration with health-care system stakeholders in 16 regions of the Global South. They include AI and modelling for community-based detection of zoonotic disease with increasing climate change in Senegal; a Foundation for Medical Research-University of Mumbai project; an AI-powered early detection system for communicable respiratory diseases based on integrated data sets at Wits University in South Africa; an Al-Quds University project; and an AI and eco-epidemiology-based early warning systems to improve public health response to mosquito-borne viruses in the Dominican Republic. .

“The funding for our project, named AutoAI-Pandemics, will enable the development of a cutting-edge and user-friendly platform, driven by responsible artificial intelligence practices, to deal with the challenges of infectious diseases, in particular, control of epidemics and pandemics. Current advances in artificial intelligence have resulted in robust solutions for epidemiological analysis, bioinformatics, and misinformation detection, while actively combating biases and ensuring fairness,” says Professor André C. Ponce de Leon F. de Carvalho of the Institute of Mathematics and Computer Sciences, University of São Paulo at São Carlos, Brazil.

“Thanks to this funding, we have the opportunity to contribute to the efforts to fight epidemics and improve human health. By collectively fortifying our defenses against infectious diseases, we can make a lasting impact on global health with increasing equity and equality. We also believe that this research will bring relevant scientific contributions in the areas of artificial intelligence and bioinformatics.”

As diseases increasingly spreading from animals to people with continued human encroachment into natural landscapes, AI4PEP’s One Health concept is designed to recognize and respond to the reality that human health is interdependent with the health of animals and the environment. Climate change is another huge factor.

“Climate change is exacerbating existing health and social inequities by increasing the vulnerability of climate hotspots to the emergence and re-emergence of many infectious diseases, such as malaria, dengue fever and zika,” says Associate Professor of the Faculty of Liberal Arts and Professional Studies. “This is a huge initiative, but with the support of many of 91��ɫ’s research institutes, including the 91��ɫ Emergency Mitigation, Engagement, Response and Governance Institute directed by Distinguished Research Professor , as well as CIFAL and the Dahdaleh Institute for Global Health Research, I believe we can all collaborate with this exceptional global network to respond to the increasing threat of infectious diseases.”

AI solutions and data science approaches are increasingly being used across the globe to identify risks, conduct predictive modelling, and provide evidence-based recommendations for public health policy and action.

“Responding to the complex nature of these interactions in a timely way requires the ability to analyze large data sets across multiple sectors,” says Kong of the Faculty of Science and director of the Africa-Canada Artificial Intelligence and Data Innovation Consortium.

But even with the promised good of these innovative tools to improve public health outcomes, the team recognizes there are important ethical, legal, and social implications that, if not appropriately managed and governed, can translate into significant risks to individuals and populations. AI4PEP intends to deepen the understanding of designing responsible AI solutions.

“Responsible AI entails intentional design to enhance health equity and gender equality and avoid amplifying existing inequalities and biases. We are working toward the realization of the United Nation’s Sustainable Development Goals, in particular, three and five – good health and well-being, and gender equality,” says Kong. “Colonialism and gendered oppression have enduring effects, disproportionately impacting the health and quality of life of formerly colonized people and vulnerable groups, including women, gender non-conforming people, people with disabilities, rural communities, and low-income households.”

Projects within the initiative will work closely with governments, public health agencies, civil society and others to generate new knowledge and collaborations to inform practice and policies at subnational, national, regional and global levels.

Originally published in News@91��ɫ.

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