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Now an event on May 1, 2025 will highlight 91亚色-Germany collaboration success stories, as well as share details on how to access funding from German agencies. 91亚色 researchers and faculty are to learn more about joint collaborative opportunities from German partners and ask questions to understand if their projects may be a fit.

91亚色 has already established many strong relationships with German institutions. The recent delegation visit included several universities such as , , , , , as well as with partners in the 翱苍迟补谤颈辞/叠补诲别苍-奥眉谤迟迟别尘产别谤驳 (OBW) consortium. In 2023-24, 71 international students from Germany attended 91亚色 and 130 exchange students studied at 91亚色. Fifty-six 91亚色 students have gone to Germany on exchange from 2021 to 2024.

In their visit last year, Asif and his colleagues deepened their knowledge about a wide range of initiatives at German universities. They toured individual university facilities and also met with representatives from German research funding councils like DAAD (German Academic Exchange Service) and DFG (German Research Foundation), along with high-ranking officials and individual researchers. Some meetings included multiple universities, which meant that the conversations could range across institutions to discuss shared research goals more broadly.

鈥淓ach university has its own research strengths, but there鈥檚 often meaningful overlap,鈥� says Asif, explaining the benefits of this wider dialogue. 鈥淢eeting in person allows us to explore those connections in a much richer way鈥攖ouring labs, asking questions, and having informal conversations that often spark new ideas. These interactions not only deepen our academic relationships but also open doors to collaboration and funding opportunities.鈥�

In some cases, 91亚色 has already signed official Memorandums of Understanding to formalize research partnerships; for example, 91亚色鈥檚 Connected Minds research group signed a cooperation agreement with the University of Konstanz . Many other collaborations exist between individual researchers, for example, in 91亚色鈥檚 Health faculty, psychology professor Michaela Hynie works closely with Annette Korntheuer at Munich University of Applied Sciences on issues related to forced migration. Laura Sergio, 91亚色 Research Chair in Brain Health and Skilled Performance in the School of Kinesiology & Health Science, is working with Dr. Marc Dalecki at DHGS German University of Health and Sports in Berlin. 91亚色鈥檚 Faculty of Environmental and Urban Change and J.W. Goethe University Frankfurt have engaged in multiple collaborations, including a graduate student exchange, and summer programs as part of the Global Suburbanisms Project.

In addition to nurturing existing partnerships, 91亚色 is always on the lookout for new areas compatible for collaboration. At Goethe University Frankfurt, for example, the team pinpointed artificial intelligence as a major area of potential collaboration, as well as feminist research, bees and ecology, and areas in the social sciences and humanities. 鈥淥ur partnerships with German universities are built on shared values of research excellence, equity, and global impact. These collaborations allow us to connect across disciplines and geographies to address complex challenges together. At 91亚色, we are committed to growing these relationships, exploring new areas of synergy, and creating opportunities for our students, faculty, and researchers to engage globally,鈥� says Vinitha Gengatharan, 91亚色鈥檚 assistant vice-president for Global Engagement and Partnerships.

Asif notes that there are many similarities as well as differences between German and Canadian universities, so in-person visits help to understand the academic landscape. Some German universities such as the Goethe Institute are very research intensive, whereas others are more general, or technically focused, for example on STEM areas. Commonalities include the fact that most European universities are publicly funded, and both countries value academic freedom.

鈥淚 think we have a common culture and connection, the same democratic norms,鈥� says Asif. 鈥淭heir aspirations align closely with ours, including research excellence, social equity, health equity, social justice, and a meaningful contribution to society.鈥� He also sees a shared commitment to multidisciplinary academic programs. 鈥淲e want to prepare graduates who are leaders in their respective fields.鈥�

Asif says he also heard in his conversations a deep respect for Canada, with German universities eager to learn from this country鈥檚 institutions as well, particularly when it comes to multiculturalism. 鈥淭here鈥檚 a real admiration among our German counterparts for how Canada approaches these complex issues,鈥� he says. 鈥淭hey look up to Canada, because we鈥檝e introduced immigration in a way that embraces multiculturalism, and that model is deeply relevant to broader societal discussions鈥攈ow diverse communities can coexist, how public policy can be inclusive, and how social systems can be shaped to reduce inequities.鈥�

That admiration has meant that German institutions are eager to connect with Canada. German universities want to partner with us through faculty exchanges, student exchanges, and joint research,鈥� Asif explains. 鈥淲e all face global challenges that touch on multiple disciplines including climate change, migration, health systems, democratic governance and no single institution or country can solve them alone. That鈥檚 why collaboration is essential.鈥�

He adds that there are practical benefits as well. 鈥淩esearch is expensive, and collaboration allows us to share labs, data, and resources. But just as important is the sharing of ideas, especially in areas where society is evolving rapidly and new policy responses are needed.鈥�

These international connections will be further explored at an upcoming event on May 1, 2025, which will showcase 91亚色-Germany collaboration success stories and outline how 91亚色 researchers can access funding through German agencies, and vice versa. At the May event, attendees will learn about key funding opportunities with German agencies including DAAD, DFG and EURAXESS. They will also hear from faculty members who already collaborate with Germany counterparts, and have the opportunity to ask questions about best practices for similar collaborations. Since each new meeting is an important opportunity to strengthen collaborations, Asif says he sees the May event as an important continuation in terms of building awareness of opportunities to work together. 鈥淚'm really looking forward to exploring how we can deepen our existing partnerships, whether through academic exchange or collaborative research initiatives.鈥�

Register Here for 91亚色-Germany Research Collaboration Workshop

1 May 2025 - 9:30am to 12:30pm

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By Gloria Suhasini

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

鈥淔rom the very first day I stepped on the 91亚色 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.鈥� said Damor McQueen, a fourth-year political science student from Jamaica, speaking at the President鈥檚 International Student Reception on September 25.

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

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

To make high quality university education accessible, 91亚色 offers several . One such scholarship is the President鈥檚 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亚色鈥檚 motto 鈥淭he Way Must Be Tried,鈥� 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聽聽attended the president's reception. For additional information, students are encouraged to visit 91亚色鈥檚聽Global Engagement听飞别产蝉颈迟别.

鈥淲hile it is our intention to support you in your academic journey, you also bring a wealth of insights and strengths to 91亚色," President and Vice-Chancellor Rhonda Lenton told the student audiences. 鈥淲e 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.鈥�

The event organized by  was also attended by China鈥檚 Education Counsels Renzhu Li and Wenjin Han; India鈥檚 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鈥檚 highly talented students, but also to assure support in their new country of temporary residence. 鈥淲e wish them the very best in their courses of study,鈥� said Singh. 鈥淭he Indian Consulate remains at disposal for welfare and well-being of all Indian international students in Canada.鈥�

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亚色.

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When political science major Sara Harsini heard 91亚色 was hosting a Model European Union (EU) for university students nationwide, she signed up to participate and convinced her third-year classmate, Nawal Alhawari, to join her.

The Model EU, a simulation of the work done by the European governing body, was held this spring and organized by聽Heather MacRae, an associate professor in 91亚色 U鈥檚 Department of Politics. Sponsored by the Delegation of the European Commission in Canada, it brought 55 students from across the country to the Keele Campus to experience politics and diplomacy in action.

鈥淚t was an excellent experiential education exercise,鈥� MacRae said. 鈥淭he students had to do advance work, both reading and research, and then they put it into action. They learned a lot about how the EU works and a lot about climate change.鈥�

The event was the second of its kind to be held in Canada; last year, it was held in Ottawa. According to MacRae, the goal going forward is to have universities assume the role of hosting.

The Hungarian Consulate hosted the opening reception, an event that brought students and diplomats together to hear an opening speech by EU ambassador Melita Gabri膷 and to discuss the issues of the day. Many of the conversations centred around the European Green Deal 鈥� the EU climate law requiring a 55 per cent reduction of emissions by 2030 and climate neutrality by 2050 鈥� since it was the focus of the weekend鈥檚 sessions. The students were tasked with creating a resolution, addressing how they would achieve its goals.

Students worked in pairs to represent the governments of the 27 EU nations. Alhawari and Harsini chose to represent Austria, because they wanted to embody a nation that was forward thinking in its environmental policies. After researching green policies and Austria鈥檚 contribution to the EU, they were delighted to meet a representative from the Austrian Consulate at the reception.

鈥淚t was fantastic to meet him and discuss Austria鈥檚 green policies,鈥� said Harsini. 鈥淎 major part of our success came from his commentary and insights.鈥�

Gabriele Alexandru, head of the political, press and information section at the EU Delegation to Canada, gave the opening talk the following day, before the students got to work on their Green Deal resolutions. The event was entirely student run, with a pair from the University of Victoria acting as Chairs.

鈥淚t鈥檚 an opportunity to hone so many skills, including negotiation, co-operation, public speaking and research,鈥� MacRae said. 鈥淭here鈥檚 an extra benefit getting to know people interested in similar issues from across the country. We鈥檙e building a community of European scholars.鈥�

This was the first time Alhawari and Harsini had participated in a simulation exercise. They thoroughly enjoyed the experience and are considering trying a Model United Nations simulation next.

鈥淲e always have a notion that government work takes too long, but this shed light on the fact that every nation鈥檚 voice had to be heard,鈥� said Harsini. 鈥淣ow, I understand why it takes time.鈥�

Added Alhawari, 鈥淭he actual Green Deal already exists, so we were just adding to it. I realized that if the real EU was able to forge an agreement, so could we.鈥�

MacRae liked the idea of giving students a sponsored opportunity to learn more about the EU.

鈥淭here is an EU study tour each summer, which our students can take part in, but it is expensive,鈥� she said. 鈥淪ince not all students can afford to go to Europe, we bring Europe to them.鈥�

J.J. McMurtry, dean of 91亚色鈥檚 Faculty of Liberal Arts & Professional Studies (LA&PS), believes the exercise was extremely valuable.

鈥淧articipating in opportunities such as the Model EU simulation is a vital component of experiential learning and internationalization at LA&PS,鈥� he said. 鈥淭hese experiences enhance students鈥� understanding of global affairs, cultivate critical thinking, communication and collaboration skills. By actively participating in these activities, our students not only enrich their academic pursuits but also develop the necessary competencies to thrive in an increasingly interconnected and diverse world.鈥�

By giving students a greater understanding of European governance, MacRae is helping to fulfil the聽University Academic Plan鈥榮 goal of advancing global engagement and bring its new聽Internationalization and Global Engagement Strategy聽to life.

Originally published in YFile.

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By Elaine Smith

Students from Greece have an opportunity to study or conduct research at 91亚色 through a聽聽supported by the Stavros Niarchos Foundation (SNF), an international philanthropic organization that honours the late shipping magnate.

In fact, Alexandros Balasis, a PhD student in history at 91亚色, can trace his connection to 91亚色 back to that scholarship. In 2018, when he was a fourth-year history student at Aristotle University in Thessaloniki in northern Greece, one of his professors told him about the Niarchos Foundation scholarships that provided an exchange to 91亚色.

He applied, was invited for an interview and was accepted in November 2018 for admittance in January 2019. 91亚色 International, the office that handles exchanges, assisted him with orientation, registration and other logistics. Balasis arrived on Jan. 2, 2019, in time for 91亚色 International鈥檚 orientation for international students, and from there, he was off and running.

鈥淚 saw a university system that I really liked,鈥� Balasis said. 鈥淚 got hooked from the very beginning.鈥�

At 91亚色, he met Sakis Gekas, an associate professor who holds the Hellenic Heritage Foundation Chair of Modern Greek History, and they met every few weeks to discuss various aspects of modern Greek history.

鈥淭he scholarship gave me an opportunity to clarify my goals,鈥� Balasis said.

He decided to pursue a master鈥檚 degree in history with Gekas, a degree that he obtained remotely during the pandemic. Gekas urged him to continue on to a PhD program and he has done so, studying Greek migration to Canada after the Second World War.

鈥淭he foundation changed the course of my life,鈥� he said. 鈥淢y experiences, both in Toronto and later with their Istorima project in Greece, gave me the opportunity to understand how much I like history. It made me decide to keep open to opportunities and take advantage of them.鈥�

A Stavros Niarchos Foundation scholarship has also impacted Grigorios Iliopoulos鈥榮 PhD studies, bringing his topic to life. Iliopoulos, a third-year PhD student in the American Literature & Culture Department at Aristotle University, is working on a thesis about contemporary literature that talks about the city of Toronto. However, until recently, he had never visited the city that is at the heart of his research.

鈥淭his was the perfect program for me,鈥� Iliopoulos said. 鈥淚 worked on material referring to Toronto, but this was my first chance to see the place.鈥�

Iliopoulos鈥檚 work centres on literature depicting urban spaces. He chose Toronto because it is one of the most diverse metropolitan areas in North America and he has focused on novels and collections of short stories by authors of non-French or -British background, those less represented in the past.

鈥淲hen I got to Toronto, I walked the streets and got a much better idea of how the city and the residents worked,鈥� he said. 鈥淚 got a sense of scale that is much different than in Europe and it felt like there was a huge difference in how we perceive space. I acquired a different understanding of the perspective of the authors I鈥檝e studied, including David Bezmozgis and Dionne Brand.

鈥淚 was also able to access a wealth of library material that wasn鈥檛 available in Greece, so this opportunity will have a huge impact on my dissertation.鈥�

Gekas, who serves as a liaison with the Stavros Niarchos Foundation, is eager to see more students in Greece take advantage of the opportunity to study at 91亚色. The foundation provides funding for three or four undergraduates and one graduate student each year, and he would like to exploit 91亚色鈥檚 partnership with the University of Crete and connect with the University of Athens to provide broad national coverage in Greece.

Faculty members who collaborate with colleagues in Greece and want to promote this opportunity are encouraged to contact Gekas or Ashley Laracy, associate director of global learning at 91亚色 International.

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When researchers at Bauhaus wanted to share their work in immersive, multi-user VR with colleagues outside of Germany earlier this year, they turned to 91亚色, an institutional partner for more than 20 years.

Mojgan Jadidi, an associate professor of civil engineering who works with extended reality (XR) tools in , was intrigued when teaching and learning colleagues at the Lassonde School of Engineering referred the inquiry to her, given her own work with VR. She invited Anton Lammert and Tony Z枚ppig, researchers working for the head of the Virtual Reality and Visualization Research Group at Bauhaus, to spend a week at 91亚色 and present a public workshop focused on immersive teaching and virtual reality.

鈥淲e discussed different educational applications for immersive, multi-user virtual reality,鈥� said Lammert. 鈥淲e focused on lecture scenarios, as well as guided tour scenarios, and discussed how immersive recordings (recordings of all interactions that happened in virtual reality) could be used for research and educational purposes.鈥�

The discussion led several interested undergraduate students to approach Jadidi afterward and, as a result, she has recruited new research assistants. At the same time, the Bauhaus researchers also made some new connections at 91亚色 and revitalized their relationship with 91亚色 International.

Outside of the lecture, the German team spent time collaborating and exchanging ideas with Jadidi鈥檚 lab team. 鈥淭he visit was a stepping stone for broader collaboration between our labs,鈥� said Jadidi. 鈥淲e鈥檙e aiming to implement their algorithm and concepts in game development to enhance our games for multi-players. There was a lot of knowledge exchanged; they are teaching VR using a VR platform and I teach engineering through VR, so this enriches us both.

鈥淩esearchers from other universities bring a different mindset with them, and it re-energizes our students and faculty.鈥�

The new connection prompted Jadidi to encourage one of her research assistants, Alexandro Di Nunzio, to apply for a scholarship to study at Bauhaus this fall, so he鈥檚 preparing to leave for Weimar, Germany in September.

Di Nunzio, who is also a master鈥檚 candidate in digital media, met the visiting researchers and was impressed by their work.

鈥淥nce I met them, I became interested in their work on multi-player VR applications,鈥� said Di Nunzio, 鈥渁nd then I learned that they鈥檙e teaching a class about developing virtual reality applications using their multi-player VR framework. We did a little work together while they were here, and when they voiced interest in having me come to Bauhaus, I hastily applied for the scholarship.鈥�

Di Nunzio will study at Bauhaus from October to February, taking the course taught by Lammert and Z枚ppig, and will incorporate his new knowledge into his master鈥檚 research project. He is working on finding a way to implement his current research on real-time audio analysis and music visualization into a multi-player virtual reality setting.

鈥淢y main goal while abroad is to become very familiar with VR development,鈥� he said.

Jadidi is pleased that Di Nunzio is taking advantage of an existing partnership 鈥� which epitomizes 91亚色鈥檚 Internationalization and Global Engagement Strategy 鈥� to enhance his own skills and knowledge, as is Lammert.

鈥淭he framework exists, so why not use it?鈥� Jadidi said.

Lammert agreed. 鈥淭hrough this exchange, we hope that the student exchange between our two universities will be strengthened,鈥� he said.

Originally published in YFile.

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Khalid, a medical doctor and newly hired assistant professor in the School of Global Health, has the global outlook and fluency one would expect of a person born in Jordan and raised in the United Arab Emirates, who attended medical school in the Caribbean, worked in Europe and earned four post-graduate degrees (MD, PhD, MMgmt, MEd, GradCertPHM) in Canada.

He attributes his travels to 鈥渃uriosity,鈥� always eager to learn more and understand the larger picture. His first real journey abroad took place at 17 after he read an article about Chelsea Clinton, daughter of the former American president, doing an internship at the World Health Organization (WHO) in Geneva. Eager to spend a summer in Europe, the teenager鈥檚 next step was finding out what the WHO was and applying for an internship. Dr. Jose Martines, former director of WHO鈥檚 Newborn & Child Health department and Khalid鈥檚 long-time mentor, took a chance on hiring 鈥渢he youngest-ever intern at the time鈥� and his 鈥渁mazing journey with WHO informed who I am today.鈥�

Khalid spent the summer at WHO working in maternal and child health-care community interventions, giving him a glimpse of a health systems perspective that has only deepened over time. It also influenced him to attend medical school, followed by post-graduate degrees in population health, health-care leadership, medical education and health policy in order to satisfy his unending curiosity about the health-care system.

While working on his health policy PhD at McMaster University, Khalid was determined to advance the knowledge on how to . His thesis work took him to Jordan and to Lebanon to  caused by the civil war in that country.

鈥淚 saw first-hand the struggle of Syrian refugees and I was determined to help out by providing the best available evidence to decision-makers to inform their health-care policies for Syrian refugees,鈥� Khalid says.

After graduating from his PhD, Khalid was awarded the prestigious 2021 CIHR Health System Impact Fellowship with the Canadian Red Cross where he is working on implementing efforts to support real-time evidence use in humanitarian practice.

鈥淭he fellowship helped me scaffold the work I started with my PhD, making sure that all the Red Cross interventions were informed by evidence, whether they related to COVID-19, long-term care or vaccine clinics,鈥� he says. 鈥淚t was a chance to bring together my professional experience and scholarly knowledge.鈥�

During the COVID-19 pandemic, Khalid used his medical knowledge and health policy expertise by giving more than 200  where he simplified complex COVID-19 medical knowledge into easy-to-understand information for the public.

Now, Khalid, who is a member of the board of directors for M茅decins Sans Fronti猫res/Doctors Without Borders, is sharing that experience and knowledge with 91亚色 students.

鈥淢y parents always said that when you know more, you should do and give more,鈥� he says. 鈥淚 sit between professional practice and research and can intertwine those two worlds for my students.

鈥淚 see 91亚色 as a hub that combines a multi-disciplinary faculty and a student body with diverse viewpoints that is eager to learn.鈥�

Khalid is happy to call 91亚色 home and is excited to bring his worldly views and diverse professional and academic background to his fellow colleagues and students.

鈥淢y life is about intention and passion,鈥� he says. 鈥淚 will deliver the best I can with the resources I have.鈥�

Originally published in YFile

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鈥淚nternational Education Week is an opportunity to celebrate the benefits of international education and cultural and academic exchange worldwide,鈥� said Vinitha Gengatharan, assistant vice-president, global engagement and partnerships, 91亚色 International.

鈥淢ore than ever, we need to learn from, share with and understand and dialogue across cultures and differences and address global challenges,鈥� she said. 鈥淭he month-long events and activities at 91亚色 serve to remind our community of the importance of, and to share with, the 91亚色 community, particularly our students, the many opportunities to broaden their perspectives and how the University continues to support a key pillar of the University Academic Plan: advancing global engagement.鈥� 

The celebrations began with 91亚色 International鈥檚 annual Global Learning Fair on Nov. 2. 91亚色 International exchange students, global partners Brunel University London, U.K., and the Obama Institute at Johannes Gutenberg-Universit盲t in Mainz, Germany, as well representatives from the Faculties of Science and Liberal Arts & Professional Studies (LA&PS), joined forces to spread the word about the various study and work abroad opportunities available to students. The in-person fair was followed by two virtual sessions featuring representatives from 91亚色鈥檚 global partners in more than 20 countries worldwide. The Global Learning team is  academic year abroad.

The Glendon and Keele campuses were buzzing on Nov. 5 (Glendon) and Nov. 19 (Keele) with prospective students and their parents who were interested in learning more about 91亚色 and all it has to offer. 91亚色 International took part, sharing information about study and work abroad opportunities, virtual projects such as the  and the  and global engagement programs. Since 91亚色 International鈥檚 work is supported by the student community, the team also discussed the variety of volunteer and work-study roles available to 91亚色 students to assist in supporting new and current international students who study here.

91亚色 International鈥檚 student and scholar services team supports international student retention and success by offering non-academic programs and services on campus. The team鈥檚 November calendar offered a variety of workshops to support students with their study permit questions and pathways to permanent residency. The team also hosted a Q-and-A with Immigration, Refugees and Citizenship Canada representatives and provided virtual and in-person support to Iranian students experiencing ongoing hardship. The team launched its International Student Experience newsletter to pan-University partners to better streamline communication about programs, supports and services for the University鈥檚 international students, and to further educate partners on the international student experience.

International Education Week coincided with the Canadian Bureau of International Education (CBIE) annual conference in Toronto this year. Representatives from the Faculties of Science, LA&PS and 91亚色 International attended the conference to learn about best practices and share knowledge and expertise. The delegation also accepted, on behalf of 91亚色, the , demonstrating its outstanding achievement in championing innovative and inclusive international education programming that engages Faculties, students and global partners.  

91亚色 hosted the second  on Nov. 17. This year鈥檚 discussions were guided by three themes: Connecting the Local and Global Classrooms; Sustainable and Inclusive Global Learning; and Local and Global Community Engagement, with Gender, Education for Sustainable Development and Inclusivity. There were more than 450 speakers and participants from 59 countries.

Throughout the month, 91亚色 International welcomed global partners to campus to discuss future collaborations and exchanges. From Nov. 6 to 12, colleagues from the Universidad del Magdalena, Colombia met with professors and students. (The Universidad del Magdalena is a  partner, and through this consortium, there is funding available for students participating in Faculty-led programs and research internships at the institution.)

On Nov. 21 and 22, 91亚色鈥檚  representative, Agnes Poleszczuk, and 91亚色 International hosted the coordinator of the Rh么ne-Alpes, France (ORA) program based in Lyon, France. They engaged with faculty, staff and students in discussions about the funding that is available for exchanges, summer research and language programs in France. On Nov. 21, a  was signed led by the Philippine Studies Group at 91亚色 Centre for Asian Research and with the support three 91亚色 Faculties.

To find ways to continue exploring the complex issues that have been the subject matter of the diverse courses offered by the  in Costa Rica, Ana Maria Martinez, the EcoCampus associate director, with colleagues from the Faculties of Environmental and Urban Change and Health, created the .  On Nov. 23, the Grounded Project hosted the premiere of their third documentary, . The documentary explores Indigenous persistence in their homelands after more than 500 years of colonialism. It recounts struggles in Costa Rica for Indigenous rights to land, to self-governance and autonomy. Following the screening, the audience enjoyed a panel discussion featuring Gilbert Gonz谩lez Maroto, Indigenous Elder and executive director of the Centre for Indigenous Development (CEDIN, a Costa Rican NGO), Assistant Professor Jos茅 Miguel Gonzalez P茅rez (LA&PS), Faculty of Environmental & Urban Change (EUC) Assistant Professor Martha Stiegman, Felipe Montoya, EUC professor and Chair of Neotropical Conservation and the director of the Las Nubes Project.

Visit the  to learn more about international education opportunities.

Originally published in YFile

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For the first time since the start of the pandemic, students in Glendon Professor Willem Maas鈥� course, The Netherlands and Europeanization, were able to learn about the Netherlands and the EU first-hand with the return of study abroad at 91亚色.

"Having taught this course twice in virtual format, it was a welcome challenge to make it come together in person, and I鈥檓 very grateful to the many guest speakers who spoke with the class, and the many institutions we were able to visit,鈥� said Maas. 鈥淩eal, on-the-ground international experience is invaluable for students and is a completely different experience from classroom-based learning."

The summer course, a three-week class that took students around the Netherlands and into Belgium and Luxembourg with a brief foray across the border into Germany, offered them an in-depth look into the workings of what Maas calls a 鈥渕iddle power鈥� in the EU as a case study of this regional government that came into being after the Second World War.

鈥淭his intensive summer abroad course helps students understand political, social and economic transformations in the European Union through site visits, interviews and meetings," Maas said.

The class was constantly on the move, starting off the course in the Dutch administrative capital, the Hague, and ending it in Amsterdam, with visits to Brussels, Luxembourg, Nijmegen and Rotterdam in between. The group visited a variety of institutions including the Dutch parliament, the International Court of Justice and other courts in the Hague and Luxembourg, several universities, the European Parliament and the European Commission. They met politicians, academics and diplomats who gave them personal insights into the workings of the EU and the roles they played.

In addition, there were opportunities to absorb history, business and culture: for example, Roman ruins, a Canadian war cemetery, the port of Rotterdam, and the Rijksmuseum, home to many renowned Dutch paintings by Rembrandt, Vermeer and others.

Ed Leurebourg, an international studies student, also found the course very meaningful and was appreciative of the experiential education opportunity.

鈥淭he insights and experiences gained through this time will last me a lifetime,鈥� Leurebourg said. 鈥淲e saw everything from national to interstate parliaments. We met with diplomats of all levels and career public servants doing an earnest job serving their country or the EU. We visited museums and institutions that showed us the importance of a union such as this one, and got to see what a world without it could resemble.

鈥淚n just a month, this course managed to give me the real-life perspective I have been missing.鈥�

Maria D鈥橝guanno, who recently graduated with a BA in children, childhood and youth studies, said, 鈥淚t was eye-opening for me.鈥�

D鈥橝guanno registered for the course simply as a way to fill a necessary social science requirement, but came away with both new knowledge and a rich experience.

鈥淚 enjoyed every moment, even though I had no background in political science. It sounded interesting and it was hands-on. I learned about what the EU does, not only for Europe, but for Canada and the rest of the world; things I wouldn鈥檛 have known.鈥�

One of the highlights for her was a virtual conversation with Dutch teachers where she had the opportunity to compare the Canadian and Dutch education systems and learn about how the Netherlands handled education during the pandemic.

鈥淚t made me think about how we could all come together to make learning more equitable and how I, as an educator, can assist parents and children who have limited resources.鈥�

Of course, the class didn鈥檛 land in the Netherlands without any knowledge of the country. The course required them to do a number of readings and analyses prior to their travels and reflections both during and after the trip.

鈥淚鈥檇 like my students to gain an empirical understanding and theoretical grounding to analyze developments and ideas related to the EU and European integration,鈥� said Maas.

In addition to the body of subject knowledge the students gained, they also reaped other benefits.

鈥淭here were small things that meant a lot,鈥� D鈥橝guanno said. 鈥淲hen you immerse yourself in a culture, it changes the way you see things. Interacting with the locals, I felt like part of the community, and I learned a lot through social interactions. You grow as an individual.

鈥淵ou also need to start being more independent; you have to do things for yourself; there鈥檚 no one to do it for you. I recommend that everyone take advantage of at least one study abroad opportunity. You learn more than you will ever imagine and it stays with you.鈥�

The Netherlands Summer Course will be offered again in 2024. For information on abroad courses offered this coming summer 2023, visit .

Originally published in YFile

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From June 3 to July 3, 91亚色 was home to eight students from Manchester Metropolitan University (Manchester Met) who were taking part in an opportunity offered by the U.K.鈥檚 Turing Scheme, which gives students a chance to gain international experience. Named in honour of the renowned British mathematician and computer scientist, Alan Turing, the program is designed to support life-changing international experiences for study or professional advancement. The visit to 91亚色 is special because it does both, and it is one of the select Canadian programs delivered under the Turing Scheme鈥檚 inaugural call.

The students are part of Manchester Met鈥檚 Digital & Technology Solutions Degree Apprenticeship program, which allows them to earn university degrees while working in industry and earning a salary. It鈥檚 similar to a model that Jane Goodyer, dean of the Lassonde School of Engineering at 91亚色, pioneered in New Zealand and plans to .

Over the course of their degree apprenticeship program at Manchester Met, students spend 20 per cent of their time in class and 80 per cent applying what they鈥檝e learned to industry jobs and learning workplace skills. Many degree apprenticeship participants are employed full time at the same employer for four years, earning a competitive salary while studying towards a Bachelor of Applied Science (BASc) degree. 91亚色鈥檚 program will offer a variation on that theme.

鈥淚 was commissioned by the New Zealand government to lead a pilot program [for work-integrated-learning] and Manchester Met became our advisors,鈥� said Goodyer. 鈥淎lthough this learning model is a first for Canada, where students spend the majority of their time working with employers, it is widely used across more than 100 universities in the U.K. We鈥檙e proud to be working closely with Manchester Met, one of the U.K.鈥檚 leading providers, with over 2,500 students enrolled in these kinds of programs whilst working with 544 employers. Our intention is to bring this concept to Canada and it鈥檚 a win-win for us to have these students visit. It is informative and a joy for academics and Canadian employers to learn first-hand about their experiences.鈥�

For their part, the Manchester Met students visiting 91亚色 had an opportunity to expand their professional exposure beyond the U.K. context.

鈥淲e want our students to have international awareness and exposure,鈥� said Darren Dancey, a professor of computer science at Manchester Met. 鈥淭hey can see what is common and what is unique and compare and contrast. The Turing Scheme is fairly new in the U.K., and we think we are the first apprenticeship program to use it. The opportunity for our students to come to 91亚色 came out of our international network where Jane, who is passionate about work-integrated-learning, plays a leading role.鈥�

Since most of the students are involved in work year-round at their jobs as part of the apprenticeship program, they were given time off to spend a month at 91亚色.

鈥淭he employers have been hugely supportive,鈥� said Dancey. 鈥淭hey see them as people well worth investing in.鈥�

The students had a full schedule while at 91亚色. After a week of orientation to Lassonde and the University, they attended classes four days each week; visited technology companies, including Ceridian, CGI, IBM Canada, mimic Technology Inc., Shopify and Pearson; and met weekly with the University stakeholders responsible for the curriculum for the forthcoming 91亚色 program. There was also time built into their visit to take in some of the area鈥檚 sights, such as the waterfront, Niagara Falls and Canada鈥檚 Wonderland.

Two members of the group, Tasmia Niazi and Ryan Whittaker, both recently finished their software engineering undergraduate degrees at Manchester Met and have accepted positions 鈥� and promotions 鈥� with the companies where they did their apprenticeships, Lloyd鈥檚 Banking Group and AstraZeneca, respectively.

鈥淎s a student and a full-time employee, you spend four years learning about the processes and procedures of the employer, which makes you a very valuable team member,鈥� said Niazi. 鈥淚 don鈥檛 understand why someone would leave.鈥�

Whittaker agreed. 鈥淎fter four years, you鈥檙e so well integrated,鈥� he said. 鈥淚 appreciate the benefits and the confidence I鈥檝e gained, and I want to stay. People who leave university with the usual degree start in entry-level jobs, but we鈥檝e had a four-year head start.鈥�

They are also ahead financially, having earned while they learned.

According to Manchester Met, the average student salary a year after graduating is 46 per cent higher than the average U.K. computer science graduate and five per cent higher than graduates from the top five U.K. computing courses. Across all Manchester Met鈥檚 degree apprenticeships, learners performed so well during their programs, 78 per cent received a pay-raise and 64 per cent received a promotion.

鈥淎s working and learning occur in a seamless environment, businesses can benefit from a learner鈥檚 access to the latest expertise, knowledge and resources a university provides,鈥� said Goodyer. 鈥淎 vehicle for social mobility, the program offers a pathway into higher education for non-traditional learners, particularly those underrepresented in the technology sector or those without the means to pursue a traditional degree.鈥�

The U.K. visitors enjoyed sharing their degree apprenticeship experiences with 91亚色 faculty and staff, as well as Canadian employers who are potential participants in 91亚色鈥檚 upcoming work-integrated program in Digital Technologies.

鈥淚t has been an opportunity to talk about what we do day-to-day,鈥� said Niazi. 鈥淪ince 91亚色 is trying to implement a similar program, it felt right to help employers understand it and see how they can onboard and support learners.鈥�

While in Canada (鈥淚t鈥檚 a massive country!鈥�), the pair enjoyed the opportunity to live on campus with their fellow students, something that was not possible while doing their degrees.

鈥淚 missed out on university living, so that鈥檚 one of the reasons I wanted to come,鈥� said Whittaker. 鈥淭he educational system is very different here with majors and minors and there is much more granular detail in the lectures. I am enjoying the exposure to the North American market and would like to spend more time here to explore the different lifestyle and work culture.鈥�

Niazi noted that most of the British student visitors, 鈥渘ever knew each other because we鈥檙e in different years or different courses. It has been great getting to know each other and learn from their experiences, too.鈥�

Although 91亚色 has yet to inaugurate its Integrated Program, the connection between 91亚色 and Manchester Met will continue, based on longstanding personal connections, the value propositions each university鈥檚 ecosystem brings to the partnership, a mutual desire for reciprocal student mobility, and the U.K. model to which Lassonde aspires. The partnership between 91亚色 and Manchester Met exemplifies how international collaborations offer a mutual benefits for students, faculty and higher education ecosystems.

Originally published in YFile

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