LA&PS Archives - Global Engagement

91��ɫ a family tradition for eight Congolese siblings

amaav — Thu, 19 Jun 2025 00:44:00 +0000

Congolese politician-turned-businessman Eugene Serufuli had a vision that all of his children would attend university abroad, living together and looking out for each other as they earned a degree that would set them up for life.

Dating back to 2018, eight of his nine children have travelled the 10,000 kilometres to Canada from the Democratic Republic of Congo to attend 91��ɫ. Three of the Serufuli siblings are graduating this spring from . Two sisters have already graduated, and three more siblings are part-way through their degrees.

“My dad always wanted all of us together in one place, one university, one house – just to live together, help each other out and watch out for each other,” says Jean-Luc Serufuli, 25, who graduated on June 12 along with his brother Salomon, 24, and sister Diane, 30. All three have earned a degree in political science.

Brothers Salomon, Wilson and Jean-Luc Serufuli studying together. Wilson is on track to graduate next year.

After the first Serufuli sibling attended another Ontario university, it became a family tradition to attend 91��ɫ. It began with two of the eldest sisters, Isabelle and Florine, who enrolled at the Keele Campus in the Faculty of Liberal Arts & Professional Studies. Florine earned an economics degree in 2018 and Isabelle convocated from information technology in 2024.

The next set of siblings, including Diane and her twin sister Nadia, all chose 91��ɫ’s Glendon College. Fluent in Swahili and French, they were attracted to studying in French while also developing fluency in English. They gravitated toward the business economics and political sciences courses that they felt could set them up for careers back home or in Canada. They liked the intimate environment of Glendon’s smaller campus and its picturesque location close to Toronto’s vibrant downtown.

Only the maverick Jean-Luc thought about bucking the tradition and setting his own course somewhere else.

“I wanted my own lonely life, I guess,” Jean-Luc says with a chuckle. “My dad was like, ‘No!’ Then my appendix ruptured and my dad was staying with me in hospital and he said, ‘You see? What if something like this happened and you were on your own? You can see why you should be with your brothers and sisters.’ And I could.”

Currently, seven of the Serufuli children are sharing a home off campus. They don’t know a way of life without each other in reach, and say that coming to Canada and attending the same university has strengthened their bond.

“Growing up, you think that every single person in the world has eight siblings – you think it’s normal,” says Salomon. “It’s so fun going home. You have eight different stories at the end of the day and maybe more with the parents around.”

Salomon and Jean-Luc say their father couldn’t have helped them make a better decision.

“The supports, the programs – Glendon has all the tools you need to succeed in whatever you want to go into,” says Jean-Luc. “It was one of the best choices that I made, to be honest.”

They are thinking through their next steps, what field they want to go into and which end of the world they want to start their careers.

One option is to join their parents in the family businesses that deal in real estate, agriculture and oil and are run from their home in Kinshasa, Congo’s capital.

But, one thing is certain; if they decide to return home, they will continue to live as one big family, at least in the short term.

“As always, my dad doesn't like us to be separated,” says Jean-Luc. “The tradition is that we all live together until we get married. If you don’t get married, you’re not moving out. So, we’re going to stick together until we find someone.”

Watch a video below:

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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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91��ɫ U alumna makes history as Ghana’s first female vice-president

amaav — Fri, 10 Jan 2025 15:01:00 +0000

When Jane Naana Opoku-Agyemang was sworn in as Ghana’s first female vice-president on Jan. 7, it marked the latest barrier shattered by the 91��ɫ alumna.

Her inauguration is another milestone in her journey from distinguished academic to national leader. Long before entering the political arena, she achieved historic firsts as the first female vice-chancellor of a Ghanaian public university in 2008, and Ghana’s first female minister of education, appointed by then-president John Mahama after the 2012 Ghanaian general election.

Her journey began in 1977 at the University of Cape Coast where she graduated with a BA (Hons) in education. She followed up with a master’s and doctoral degree in 1980 and 1986 respectively, both in English literature, at 91��ɫ.

Vice-Provost and Dean of the Faculty of Graduate Studies, Alice MacLachlan, says: “Professor Opoku-Agyemang’s trajectory as an alumna speaks to the nature of graduate research here at 91��ɫ – in particular, our commitment to cutting-edge research that remains socially engaged and grounded.

“We are all extraordinarily proud of her achievements and her commitment to political leadership and empowerment, and we honour her status as the first woman to take on so many crucial roles: first woman vice-chancellor of a Ghanian public university, first woman minister of education, and – now – first woman vice-president. Professor Opoku-Agyemang’s example reminds us that a master’s or doctoral degree from 91��ɫ – in any field – empowers our alumni to change the world.”

Opoku-Agyemang taught and worked at the University of Cape Coast beginning in 1986. She has held various academic positions, including: head of the Department of English, dean of the Faculty of Arts, warden of Adehye Hall, Valco Trust Fund Post-Graduate Hostel, and the founding dean of School of Graduate Studies and Research. In 1997, she was named academic director of the School for International Training in the History and Cultures of the African Diaspora. From 2008-12, she was the Cape Coast University's vice-chancellor.

Professor Solomon Boakye-Yiadom, Faculty of Liberal Arts & Professional Studies Dean J.J. McMurtry, Vice-President of Ghana Jane Naana Opoku-Agyemang, Vice-President Research & Innovation Amir Asif, Professor Godfred Boateng and Director of Global and Community Partnerships Julie Hard during a meeting in Cape Coast in early 2024 during 91��ɫ’s first institutional visit to Ghana.

In November 2019, she returned to 91��ɫ’s Keele Campus to participate in the Tubman Talks series for the discussion “On Feminizing the Academic Space in Ghana: The Story of a 91��ɫ U Alumna,” where she shared her experiences as an academic in Ghana. With a population of more than 36 million people, Ghana is a country in western Africa, situated on the coast of the Gulf of Guinea. The country gained independence from the United Kingdom in March 1957.

"Professor Jane Naana Opoku-Agyemang's historic appointment as Ghana's first female vice-president is a significant achievement that reflects her commitment to education, leadership and public service," says J.J. McMurtry, dean of the Faculty of Liberal Arts & Professional Studies. "Her accomplishment underscores her role as a pioneer for women in leadership, illustrating the potential for transformative change within governance and public service. As an alumna of 91��ɫ, her success serves as an inspiration for our students and exemplifies the values of our Faculty, highlighting the impact of a 91��ɫ education in shaping leaders who contribute meaningfully to society. We look forward to seeing the continued impact she will make in her field and on the next generation of student leaders in Ghana."

In July 2020, when she was first chosen to be his vice-presidential running mate by former president John Dramani Mahama, Opoku-Agyemang said: “Making history is gratifying; but what really matters is not to be first through the door. What matters is to hold the door open for those behind us and create other avenues for self-actualization for many more.”

Opoku-Agyemang’s journey serves as a testament to the limitless potential of dreams. Her achievement not only sets new precedents, but also ignites the belief that no dream is unachievable. Through hard work, resilience and an unwavering commitment to her vision, she has paved the way for future generations of women and Black leaders everywhere.

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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LA&PS Bridging Program empowers international professionals

amaav — Wed, 14 Aug 2024 14:29:00 +0000

91��ɫ’s Faculty of Liberal Arts & Professional Studies (LA&PS) is gaining recognition for its Bridging Program for Internationally Educated Professionals (IEPs), designed to assist newcomers to the country in navigating the complexities of the Canadian job market.

Within the Bridging Program, there are two options on offer: the Foundations Program, which includes courses created exclusively for IEPs, focusing on professional communication, leadership, internet technology (IT), as well as law and management skills in the Canadian context; and certificate programs focusing on either Canadian business or information technology, which allow students to gain a Canadian university credential and take courses toward professional accreditation. Both routes offer part-time and evening study options, along with flexible course selection, access to fee waivers, experiential education and career support.

Offering a comprehensive educational experience tailored specifically for IEPs seeking to enhance their career prospects in Canada, the programs benefit from financial supports from both the government of Ontario, through the Ministry of Labour, Immigration, Training & Skills Development, and the federal government, through Immigration, Refugees & Citizenship Canada. Government funding goes toward supporting newcomers to access language development, career coaching and professional-level courses.

Art Noordeh is the academic director of the Bridging Program that, since its inception in 2010, has been instrumental in facilitating the career transitions of countless IEPs from diverse backgrounds and industries. “Our aim,” Noordeh says, “is to empower individuals to unlock their full potential and contribute meaningfully to their chosen fields in Canada.”

Over 1,400 newcomers have participated in the programs since they started, says Monica Brennan, the Bridging Program’s associate director. Currently, a new intake of over 80 students are beginning their IEP journey and adding to those numbers.

Brennan says participants have an option to continue at 91��ɫ following the completion of the Foundations Program, where they can take additional university-level credit courses as visiting students in their chosen field or apply to join the certificate programs. To date, approximately 40 per cent of participants have gone this route.

Among the Foundation Program graduates is Neha Aggarwal, who completed the program in December 2023. Despite having professional experience and expertise in her native India, she faced challenges securing interviews for a data analyst position after coming to Canada. After enrolling in 91��ɫ’s Bridging Program for IEPs in 2023, she participated in networking seminars, technology summits, and career fairs that exposed her to industry professionals and peers with similar aspirations. She also participated in drop-in language classes on weekends.

With enhanced language and communication skills, Aggarwal secured a data analyst internship within just one month of enrolment, a testament to the program’s effectiveness in facilitating career transitions for IEPs. She has now joined the IEP Professional Certificate in Information Technology.

“My journey with the IEP program at 91��ɫ has been a personal odyssey of growth and success,” says Aggarwal, in a Foundations Program testimonial on the LA&PS website. “This program has not just been a professional journey; it has been the best personal chapter since I arrived in Canada, setting the stage for continuous success and growth.”

The professional certificate programs in both Canadian Business and IT have a long track record of success. The recently created Big Data & Data Analytics stream has been designed to quickly transition established IT professionals into the highest-demand skills of today’s workplace. The required course work includes deep theoretical knowledge, practical skills with current software packages and immersive project work in team environments. “These specialized IT skills can help relaunch the careers of IEP students on a new path well-aligned with the future of the Canadian economy,” says Professor Stephen Chen of the School of Information Technology at 91��ɫ U.

At a ceremony last month – attended by Provost and Vice-President Academic Lisa Phillips and Interim Dean of LA&PS Michele Johnson – recognizing newcomers who have graduated from the certificate programs or achieved career success, several attendees spoke – like Aggarwal – about the impact of 91��ɫ’s IEP programs.

“The program provided insights into the Canadian labour market, enhancing my understanding of industry trends and employer expectations. It equipped me with job search strategies, including resumé writing and interview preparation, to effectively compete in the job market,” said IT graduate Dawit Gulta, who is currently working toward a graduate degree in big data and data analytics at 91��ɫ U and is a Mitacs graduate student intern at the Sunnybrook Research Institute.

“I learned essential knowledge and methodologies through the specialized courses in public administration. The practicum course allowed me to practise in a real public sector work setting, which led to my current job,” said student Eva Yuanyuan Han at the event. She joined the Ontario Ministry of Health as a resource analyst in May, graduating with a Certificate in Canadian Business in the Public Administration stream.

The graduates’ words spoke not only to how the Bridging Program for IEPs benefits individuals but also how it enriches Canada’s workforce with diverse talents and perspectives.

“At 91��ɫ, we are dedicated to empowering IEPs with the resources required to unlock their potential to excel and fulfil their dreams in Canada,” says Noordeh. “The transformative impact of the program helps them to overcome barriers and achieve significant career growth in the job market.”

For more stories about graduates of the programs – including��Dawit Gulta, who won a Dean’s Award for Research Excellence during his studies – visit the��Bridging Program for IEPs website.

Originally published in YFile.

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91��ɫ U mature students take their studies abroad this summer

amaav — Fri, 12 Jul 2024 14:45:00 +0000

91��ɫ’s summertime, faculty-led study abroad opportunities continue to be popular post-pandemic, and it’s not only 20-somethings who are taking advantage of the chance to broaden their cultural horizons. Mature students, too, are registering for courses that take them across the globe.

, the University’s hub for both international students and international education programs, supports Faculties and academic units in offering study abroad opportunities led by 91��ɫ U course directors, and mature students are eager to participate.

Human geography PhD student F. Evnur Taran, for example, studied in Mexico City last month. Meanwhile, undergraduate student Paula Kaston is off to 91��ɫ U’s in Costa Rica and Richard Smith has headed to China. None of them had studied abroad previously, but their life experiences made them confident that they would succeed in an unfamiliar environment.

“I’m excited,” says Taran. Called Free Trade, Unfree Labour and Environmental Justice in Continental North America, it looks at the current North American free trade agreement. Students in this intensive course, led by Faculty of Environmental & Urban Change (EUC) Professor Anna Zalik, spend a week studying with peers at the National Autonomous University of Mexico in Mexico City and reconvened the following week at 91��ɫ U.

“It’s an opportunity to be in a university in another country and see what their system is like,” says Taran.

Taran loves both travelling and learning. Once her children were grown, she earned a second bachelor’s degree at Glendon College. Next came a master’s degree in international development studies, which led her to apply for the PhD program in human geography.

“I’m living my second youth,” she says. “I love to study and to be active, and I’ll continue as long as life permits me.”

Kaston, who is retired, is finishing her bachelor’s degree in environmental sustainability. She decided that a course at 91��ɫ U’s EcoCampus would be a wonderful end to her undergraduate studies.

Years earlier, career opportunities lured Kaston away from her university studies, so she is fulfilling her long-term goal now by earning a degree. In fact, she has enjoyed the experience so much that she is continuing on to a master’s program in environmental science this fall.

“Environmental sustainability has been a passion of mine for a long time,” she says, “and when I found the 91��ɫ program, I decided to go full on.”

Kaston registered for a course called Conservation and Development for Social-Environmental Sustainability and Wellbeing, led by EUC professor and Las Nubes director Felipe Montoya. The course explores the ways Costa Rica is succeeding with sustainable development.

“I want to see what these initiatives that we read about really look like on the ground,” Kaston says.

Smith, who retired from 91��ɫ U last year as director of institutional planning, began taking language courses prior to retirement. This summer, he embarked on an intensive course in Mandarin – Intermediate Chinese Language and Culture in China: Shanghai as an International and Chinese Centre – taught by Assistant Professor Gang Pan in the Faculty of Liberal Arts & Professional Studies. It brought him to China at the end of May.

“I’m fascinated by how people in other countries do the same things in different and often surprising ways,” he says.

To help support his trip, Smith received a $2,000 award from the Government of Canada’s Outbound Student Mobility Pilot Program Global Skills Opportunity (GSO). The funding is meant to offset the cost of travel while increasing the participation of under-represented groups in international learning opportunities.

Smith and 10 of his classmates studied at Fudan University in Shanghai for a month, lived in the residences there and ate in the dining hall. Their course was intensive, with five hours of language classes daily, but the month-long session ended with a five-day trip to the cities of Suzhou, Hangzhou and Nanjing, as well as the Shaolin monastery (the birthplace of Buddhism) and the countryside of Zhejiang Province to experience first-hand the culture, history and landscapes – and put their language skills to the ultimate test.

“I’ve been dropped into cities with a different language before,” Smith says, “but here, it may be hard to find English speakers, so I’ll pretty much have to rely on my Chinese.”

Ashley Laracy, associate director of global learning for 91��ɫ International, urges students of all ages to follow in the footsteps of these mature students.

“Faculty-led study abroad programs create a supportive space for students to travel abroad with a group of their known peers,” she says. “We’re excited to see the diversity of our student population reflected in our global learning programs. Our Global Engagement Strategy outlines 91��ɫ’s commitment to building and facilitating opportunities that are inclusive and accessible to our students. Global learning is lifelong learning.”

This summer, 91��ɫ has more than 300 students abroad as part of faculty-led programs. With the help of the GSO funding, the University has been able to increase its participation levels in summer study abroad initiatives, with more than 220 participating students receiving financial support towards their global learning.

For more information about 91��ɫ faculty-led abroad opportunities, contact��yuabroad@yorku.ca.

Originally published in YFile.

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Model EU brings students from across Canada to 91��ɫ U

amaav — Fri, 12 Jul 2024 14:43:00 +0000

When political science major Sara Harsini heard 91��ɫ 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��Heather MacRae, an associate professor in 91��ɫ U’s 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.

“It was an excellent experiential education exercise,” MacRae said. “The 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.”

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 Gabrič and to discuss the issues of the day. Many of the conversations centred around the European Green Deal – the EU climate law requiring a 55 per cent reduction of emissions by 2030 and climate neutrality by 2050 – since it was the focus of the weekend’s 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’s contribution to the EU, they were delighted to meet a representative from the Austrian Consulate at the reception.

“It was fantastic to meet him and discuss Austria’s green policies,” said Harsini. “A major part of our success came from his commentary and insights.”

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.

“It’s an opportunity to hone so many skills, including negotiation, co-operation, public speaking and research,” MacRae said. “There’s an extra benefit getting to know people interested in similar issues from across the country. We’re building a community of European scholars.”

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.

“We always have a notion that government work takes too long, but this shed light on the fact that every nation’s voice had to be heard,” said Harsini. “Now, I understand why it takes time.”

Added Alhawari, “The 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.”

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

“There is an EU study tour each summer, which our students can take part in, but it is expensive,” she said. “Since not all students can afford to go to Europe, we bring Europe to them.”

J.J. McMurtry, dean of 91��ɫ’s Faculty of Liberal Arts & Professional Studies (LA&PS), believes the exercise was extremely valuable.

“Participating in opportunities such as the Model EU simulation is a vital component of experiential learning and internationalization at LA&PS,” he said. “These experiences enhance students’ 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.”

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

Originally published in YFile.

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Students gain experiential education in South Korea

amaav — Wed, 19 Jun 2024 14:37:00 +0000

Fifteen undergraduate students, from across Faculties and disciplines, travelled to South Korea for a Global Political Studies course designed to immerse undergraduates in the history and culture of the country – both academically and experientially.

Each year, students in the course South Korea: The Politics of Youth and Old Age participate in a unique opportunity representative of 91��ɫ’s commitment to experiential education.

Beginning with one week of study at 91��ɫ U’s Keele Campus, students in the course embark on a three-week trip to Seoul, South Korea. There, the students “take advantage of every opportunity to understand, and participate in, Korean society,” notes Professor Thomas Klassen, who teaches the annual course.

This year, in addition to absorbing the culture through visiting museums, palaces and temples, the students learned to cook, watched live shows and a professional baseball game. They also met with staff at the Canadian Embassy in Seoul for a presentation on Canadian diplomacy and the life of diplomats. The course – and trip – concluded with a full-day guided tour to the demilitarized zone between North and South Korea. Kavindi Perera, a student in the course, says, “Getting to visit and study in South Korea was a dream come true for me. I was able to learn and experience so much.”

During their visit, students spent two days collaborating with Korean undergraduate students at Chung-Ang University, exchanging knowledge on – and designing solutions to – major social problems in both Canada and Korea. ��

91��ɫ students wearing traditional Korean clothes while visiting a palace.

Each student developed a research project while in Seoul, covering topics such as the K-pop industry, gender inequality, Korean beauty standards, fertility trends, education fever and international relations. Speaking and observing Koreans, seeing local advertisements and clothing, and living in Seoul provided students with a rich knowledge base that would have been impossible to obtain otherwise.��
“I learned enormously by being immersed in Korean culture, politics and society,” says student Alex Singh. “The knowledge I acquired helped me grow as a person and will be an integral part of my university education.”

Another student, Samantha McConnell, says the course was “the greatest and most fun adventure of my academic career.”

Klassen adds, “The students learned more, not only about Korea but about themselves. They returned with a much deeper understanding of the world around them, but also their place in it, and the possibilities they have to make positive changes.”

Originally published in YFile.

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91��ɫ program offers teaching practicum in Japan

amaav — Tue, 23 Apr 2024 15:14:00 +0000

91��ɫ’s Teaching English to Speakers of Other Languages (TESOL) Certificate program offers students a unique experiential education opportunity: participate in an international teaching practicum in Japan, in partnership with Meiji University, where they can practice teaching in an English immersion program.

Setting teachers up for success when they’re at the front of a classroom is at the heart of every teaching program. 91��ɫ U’s TESOL Certificate program provides a 50-hour teaching practicum that allows participants to observe and apply what they have learned in a range of English language teaching contexts, including internationally. The Meiji University partnership provides a field experience in a global setting and enables participants to explore their new skills while enjoying the rewards of teaching abroad.

This year’s field experience with Meji University took place in March. TESOL students��Denise Suarez,��Kelvin Luk��and��Veronica Ward-Bone��travelled to Japan where they worked with 50 students and five faculty from Meiji University. They were able to do so through funding support from 91��ɫ International Mobility Award and the Faculty of Liberal Arts and Professional Studies (LA&PS).

Under the supervision of Antonella Valeo, professor and TESOL Certificate Program coordinator in the Department of Languages, Literatures, and Linguistics of LA&PS, 91��ɫ students participated in a week-long course with formal English language classes led by Meiji instructors.

The 91��ɫ TESOL students helped provide lessons and support, while living together with Meiji students and faculty at a seminar house in a mountain setting just north of Tokyo. Teaching and learning inside and outside the classroom, the experience provided the 91��ɫ students with an opportunity to learn how to run a class, as well as how to support other instructors as teaching assistants.

“Getting to observe the teachers’ different instruction methods and activities, while seeing how the students respond to it in a new context, improved and expanded my own perspectives on teaching,” reflected Suarez.

“It was amazing to see the students’ quick progress in their English proficiency as they became more comfortable talking to us in the new setting,” added Ward-Bone.

“The most valuable things I got out of the trip were the teaching practice in real classrooms and the opportunities to learn about Japanese culture through authentic interactions with Meiji students,” said Luk.

According to Valeo, that is an important part of this opportunity. “This unique international experience helps students broaden their perspectives and experience teaching abroad with personalized support and mentoring,” she says. “For many students, it is a life-changing experience that stays with them long after graduation.”

Originally published in YFile.

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91��ɫ U leadership return from India with strengthened partnerships and opportunities to pursue

amaav — Tue, 23 Jan 2024 20:03:00 +0000

TORONTO, Jan. 23, 2023 – Renewed relationships, new collaborations, future engagement opportunities are just some of the results of 91��ɫ’s recent delegation to India, aside from increased awareness about the University and its global engagement.

The two-week trip included meetings with strategic partners, high school counsellors, alumni, government officials and media, and exploratory conversations with potential partners in the South Asian country.

The India mission was part of 91��ɫ’s revitalized vision, Engaging the World: 91��ɫ’s Internationalization and Global Engagement Strategy, 2022-2027, to bring greater focus, cooperation and prioritization to the university’s internationalization efforts as highlighted in the University Academic Plan 2020-2025.

“Our partnerships in India are very important to us, and we were eager to explore how we can continue to support access, excellence, connectedness and impact in higher education through enhanced collaboration,” said President and Vice-Chancellor Rhonda Lenton. “Given the increasing complexity of global problems, partnering across borders with leading institutional partners who share our values is key to sharing knowledge, skills and resources for the betterment of all”.

O.P. Jindal Global University (JGU) and its Vice Chancellor Professor facilitated parts of the trip that kicked off with signing of a Memorandum of Understanding (MOU) for student mobility between 91��ɫ and JGU, which is located near Delhi, in Sonipat. Developing programs for student and faculty exchange, summer abroad and dual degrees as well as establishing collaborative research projects are also in the works.

O.P. Jindal Global University and its Vice Chancellor Professor��, centre, facilitated parts of the trip that kicked off with signing of a Memorandum of Understanding for student mobility between 91��ɫ U and JGU, which is located near Delhi, in Sonipat.

Professor Kumar, who recognizes 91��ɫ as an early mover in the Indian higher education system’s foreign institution landscape, facilitated conversations with diverse higher education stakeholders across India.

These interactions also came at a time when the government of India removed restrictions preventing world class universities from offering education programs to its growing youth population, the largest in the world.

91��ɫ’s president Lenton was accompanied by the deans for , Liberal Arts & Professional Studies, and Science; ’s associate dean for research; associate dean for programs at the ; associate vice president for alumni engagement; and an associate director from .

91��ɫ’s leadership visit also attracted significant media attention, since the delegation was in India during heightened diplomatic tensions between the two countries.

Members of Indian media centred their questions around how current and future students may be affected by the situation. In response, Lenton highlighted Canada as one of the safest countries in the world that values diversity and continues to attract large number of immigrants from the Indo-Pacific region.

“Canada is an incredibly welcoming multicultural, inclusive, safe society that values higher education. In fact, Canada’s university education system is one of the country’s best resources because no matter what university you go to, you are going to receive a high quality education,” assured Lenton, including in an exclusive interview to the .

“We help students connect with each other and build a strong network and community in Canada. 91��ɫ is unwavering in the support for our diverse and inclusive community,” Lenton told the . “We continue to welcome students from all over the world, including India, and provide a supportive environment for all international students, both current and those planning to come to study at 91��ɫ. We look forward to welcoming them to our community.”

91��ɫ representatives met with Hon. M.C. Sudhakar, Karnataka’s minister of higher education, Hon. Palanivel Thiagarajan, Tamil Nadu’s minister of information technology and digital service, and Sanjay Murthy, the Government of India’s higher education secretary, to better understand how regional and national governments are facilitating international higher education collaborations.

91��ɫ President Rhonda Lenton highlighted Canada as one of the safest countries in the world that values diversity, responding to questions from reporters at various press conferences during her recent visit to India leading a delegation.

Internationalization has long been a part of 91��ɫ’s identity since it was founded in 1959 and is a defining feature of our community. The University has been delivering business programs in the country since 2009 and established an India Advisory Council consisting of top Indian business leaders to ensure its programs address the growing needs of India’s economy, Lenton told reporters during press conferences in various cities.

JGU hosted education conclaves in Bangalore, Chennai, Delhi and Kolkata, where Lenton highlighted the initiatives that are in the pipeline, in her remarks on the theme of “India-Canada Higher Education Partnership: In Pursuit of Excellence, Inclusion and Empowerment.” Those in attendance included hundreds of educators from high schools and universities and think-tanks. Attendees were encouraged to ask questions about how 91��ɫ’s presence in India might help their students in pursuing studies in Canada, particularly at 91��ɫ.

The university also hosted some of its first alumni events in cities across India, attended by hundreds of professionals who call 91��ɫ their alma mater.

During the trip, delegates visited 91��ɫ’s campus in Hyderabad to exchange academic ideas and learn about the experience of students enrolled in the University’s India MBA as well as other programs offered by the Schulich School of Business in collaboration with GMR Group.

In all, the deans visited six cities in as many states, and engaged in discussions with their Indian counterparts to explore opportunities for two-way student exchange programs and research partnerships, and to firm up institutional collaborations. The delegates met or visited representatives from ��(Bengaluru);��(Chennai);��(Delhi);��(Hyderabad);�� (Kolkata);��(Bengaluru), the��(Chennai),��(Assam),��(Mumbai) and the��(Delhi) and the��(Delhi). ��During the visit to the��, with which 91��ɫ��recently launched��a collaboration on disease modelling, 91��ɫ delegates met with Nadir Godrej-91��ɫ India Advisory Council Member and FMR Trustee- and FMR researchers.��

Faculty of Science Dean Rui Wang speaking at an event during the 91��ɫ delegates’ recent India visit. Visiting deans engaged in discussions with their Indian counterparts to explore opportunities.

91��ɫ also made significant announcements that will increase cooperation with countries like India, including the launch of the Global Research Excellence Fund that will seed research collaborations with leading and diverse global partners to drive research excellence at 91��ɫ.

Another important announcement focused on experiential learning and pathway programs to support entrepreneurship-related education with India, by building on the success of the Schulich School of Business’s��. This partnership would see 91��ɫ students travel to India to learn about its dynamic innovation ecosystems, and access other unique educational opportunities in a country that is home to 1.5 billion people.

Originally published in News@91��ɫ

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