Receiving the prestigious award are Student Senators Issa Abdi Jamaa, Faculty of Liberal Arts & Professional Studies (LA&PS); Muhammad Shahmir Masood, (LA&PS); and Dael Vasquez, Glendon College.

All of this year鈥檚 nominees exhibited incredible dedication to supporting governance at the University. This year鈥檚 recipients stood out for their passion, leadership, collegiality and inclusiveness, and their significant and lasting contributions to governance, which perfectly embody the spirt of this award. The University Secretariat and Senate extend congratulations to these exceptional students. Their names will be added to the Student Award plaques in the Vari Hall rotunda.

Issa Abdi Jamaa鈥檚 contributions to governance at 91亚色 have been significant and lasting, including the establishment of the International Students at 91亚色 group. Particularly noteworthy to the panel considering the nominations for the award was that Jamaa actively strove to bring all voices and views to the table to foster full deliberations to reach a better decision. Faculty were impressed by Jamaa鈥檚 dedication to governance, evidenced by his service for four successive years on the Student Council of the Faculty of Liberal Arts & Professional Studies, Vanier College Council and Senate, and most recently in the roles of co-Chair of Senate Student Caucus and on the Chancellor Search committee. A student wrote with equal praise of Jamaa鈥檚 advocacy for student concerns and the cumulative effect of the many 鈥渟mall things鈥� he has done over the years to improve the governance experience for students at both the Faculty and Senate levels.

The Everett Award is bestowed on students who have demonstrated high distinction in governance during their studies at 91亚色. Those who wrote in support of the nomination for听Muhammad Shahmir Masood听provide clear evidence that he fulfilled this criterion in every respect. Through their words, a clear picture emerges of Masood鈥檚 deep commitment to student engagement in governance. His contributions to governance at 91亚色 have been significant and lasting, including increasing the number of opportunities for student participation in Faculty Council committees within the Faculty of Liberal Arts & Professional Students. Particularly noteworthy to the panel considering nominations was the description of Masood as a 鈥渟teward鈥� who 鈥渇unctions as the anchor that holds faculty, students, staff together by enabling them to not only meet the challenges they face, but by allowing them collectively to realize their full potential as an engaged team.鈥� Masood鈥檚 many roles since 2016 illustrate his sustained dedication to fostering active governance. A student wrote with praise of the valuable mentoring Masood provided to ensure robust and inclusive student governance.

Passion, leadership, collegiality and inclusiveness are the hallmarks of听Dael Vasquez鈥檚 approach to student governance, which perfectly embody the spirt of this award. Vasquez鈥檚 contributions to governance at Glendon, Senate and the University have been significant and lasting. His accomplishments include his work to integrate a stronger focus within the Glendon Faculty Plan on digital literacy skills in the curriculum Glendon Academic Plan, his role in providing the student perspective on the Glendon Research Plan, and his contributions to Glendon鈥檚 initiative to establish a Common Core Curriculum. Particularly noteworthy to the panel was Vasquez鈥檚 dedication to fostering equity, diversity and inclusion. Faculty members were struck by his dedication to governance, not only by actively serving in Faculty and Senate roles, but also his work to foster active student participation. A student wrote to commend the importance of Vasquez's work in being an 鈥渆ffective bridge and channel of communication鈥� at Glendon and to Senate.

More about Robert Everett

The award was established in honour of the late , a distinguished senior assistant secretary of the University who made extraordinary contributions supporting University governance for nearly three decades. President and Vice-Chancellor Rhonda L. Lenton established the Robert Everett Exceptional Leadership in Student Governance Award in 2018 to recognize and celebrate students and their impact on governance at 91亚色.

To learn more about the Robert Everett Exceptional Leadership Award in Student Governance, visit the听Senate of 91亚色 award webpage.

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鈥淐reating Space: Precarious Status Women Leading Local Pandemic Responses鈥� is a collaborative, two-year project that brings together five organized research units (ORUs) and six researchers representing five 91亚色 Faculties, as well as 10 partners, working on issues of equity, diversity and inclusion to advance a feminist response to the impacts of COVID-19 through systemic change.

The project was awarded $667,609 and aims to centre precarious status women鈥檚 experiences to support self-determination and accelerate systemic change to reduce gender-based violence, promote workplace health and safety and increase economic security.

Associate Vice-President Research Jennifer Hyndman says the successful application was made possible through a groundbreaking collaborative effort. 鈥淪uch collaboration across Faculties, schools, and disciplinary boundaries is unprecedented among the ORUs at 91亚色,鈥� she said.

The community-based project will be led by Professor Luann Good Gingrich (director, Global Labour Research Centre; Faculty of Liberal Arts & Professional Studies) and Professor Heidi Matthews (Osgoode Hall Law School), the project's co-principal investigators, along with four research directors: Professor Elaine Coburn (director, Centre for Feminist Research; International Studies at Glendon Campus); Professor Deborah McGregor (Canada Research Chair in Indigenous Environmental Justice; Faculty of Environmental & Urban Change/Osgoode Hall Law School); Professor Gertrude Mianda (director, Harriet Tubman Institute; Gender & Women's Studies at Glendon Campus); and Professor Yu-Zhi Joel Ong (director, Sensorium: Centre for Digital Art & Technology; School of Arts, Media, Performance & Design).

鈥淥ur project will take advantage of this unprecedented moment of significant appetite for new ways of thinking and living together that are more just and sustainable,鈥� said Matthews. 鈥淎s devastating as the pandemic has been for women and gender-diverse individuals, particularly those from Indigenous nations and racialized communities, it has also pried open space to dismantle the otherwise rigid status quo structures that work to marginalize these groups.鈥�

鈥淐reating Space鈥� involves five 91亚色 ORUs 鈥� the Centre for Feminist Research, the , the , the , and  鈥� and nine community partners representing female temporary foreign workers, asylum seekers, Indigenous women and undocumented frontline workers: ; .; ; Black Creek Community Health Centre; ; ; ; ; and . The project will also be supported by its international human rights law collaborator, the .

The multidisciplinary team brings together expertise in labour, digital arts, international law and human rights, Indigenous legal traditions and knowledges, feminist and Indigenous methodologies, and migration and Black diaspora studies.

鈥淲e are committed to a collaborative approach that emphasizes relationships and mutual learning, and opening space for creativity and innovation to reimagine the legal and economic systems that create status insecurity for many women in Canada,鈥� said Good Gingrich.

Funding for this project highlights 91亚色's efforts in working to support gender equality during the COVID-19 recovery. Sara Slinn, associate dean research and institutional relations at Osgoode Hall Law School, said "Osgoode is very proud to be involved in this timely and important project."

LA&PS associate dean research and graduate studies, Ravi de Costa, said the grant is a testament to the strength of social science and humanities research at 91亚色 鈥� not only in LA&PS, but across the University. He commended Good Gingrich and Matthews for putting together a "superb" group of researchers from five faculties.

"The research they will do in this project will provide a critical and largely missing understanding of the effects of the pandemic on some of the most marginalized members of society.鈥�

The project will:

• design collective, autonomy-focused, and locally rooted strategies to address economic insecurity, frontline workplace safety and systemic gender-based violence
• launch a new human rights initiative to devise innovative legal arguments that disrupt dominant legal paradigms by supporting Indigenous-led self-determination
• create a participatory, experimental multimedia digital framework to shift the public conversation and accelerate systemic change around gender and status precarity.

Good Gingrich and Matthews say they anticipate cross-Canada impact. Researchers and graduate students contributing to the project will work with partner organizations to build capacity and support mutual knowledge exchange. This work will shape transformative policy, innovative and critical strategies for legal intervention, and change the conversation on a national level.

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91亚色 students, faculty, staff and alumni nominated students based on their engagement and leadership roles at 91亚色. An in-person ceremony was not possible this year due to the COVID-19 pandemic; however, winners were notified in a congratulatory letter from Lucy Fromowitz, vice-provost, students.

鈥淎ll candidates for this award are role models who exhibit leadership, dedication, integrity, enthusiasm and the demonstrated pursuit of excellence. On behalf of the entire 91亚色 community, thank you for your hard work and commitment to excellence,鈥� Fromowitz wrote.

Tiffin also recognized the students鈥� achievements and their dedication to leadership amid the challenges of the COVID-19 pandemic. 鈥淓ach year, students are encouraged to become proactively engaged with their educational experiences through their academic studies, co-curricular and extracurricular activities. You definitely embraced that challenge and, despite the disruption caused by the pandemic in the past two academic years, have not only enhanced the student experience of your fellow students, but also shaped the foundations for future students to become engaged within the 91亚色 community,鈥� he said. 鈥淚鈥檓 always impressed by the diversity of ways in which leadership occurs at 91亚色, and this was truly evident in the ways you contributed.鈥�

Robert J. Tiffin Student Leadership Award recipients this year:

Amin Hatamnejad
Hatamnejad is pursing a bachelor of science in the Kinesiology and Health Science program in the Faculty of Health. He has held a variety of roles within the Kinesiology and Health Science Student Organization, including president. He helped to transition the program fully online amid the pandemic and created two new chapters: Discover You and the Alumni Network (YUKSAN). Hatamnejad has also worked as a leadership coach, course representative co-ordinator and orientation co-ordinator at both Calumet and Stong Colleges, and has served as a student senator and a president鈥檚 ambassador.

Ammon Cherry
Cherry, an environmental studies student in the Faculty of Environmental & Urban Change (EUC), is the president of the EUC鈥檚 Student Association (EUCSA). He was part of the Black Excellence YU Student Consultations, whose input contributed to the actions outlined in 91亚色鈥檚 Anti-Black Racism Framework. Cherry also served as a president鈥檚 ambassador, alumni ambassador and a as student representative on several Faculty committees while pursuing his studies.

Bri Darboh
Darboh is a doctoral student in clinical neuropsychology in the Faculty of Health and an MBA student at the Schulich School of Business. She has held many advocacy roles, including doctoral student representative, Black Students in Psychology (BSIP) graduate student representative, member of the Diversity Committee and peer mentor in the Autism Mentorship Program. She is also a student affiliate at the Canadian Psychological Association, the Ontario Psychological Association and the American Psychological Association. Throughout her time at 91亚色, Darboh has also created several new workshops, planned events and participated in student groups.

Humayra Rashid Safa
Safa, an international development studies student in the Faculty of Liberal Arts & Professional Studies (LA&PS), fundraised with LA&PS鈥檚 Advancement team to help visible minority students experiencing financial difficulties. This effort allowed more than 200 students to take classes last summer. Safa has also held several roles on the International Development Students鈥� Association, including co-president, vice-president and treasurer. She also helped to co-ordinate the creation of the Sustainable Development Goals Hub and served as both a president鈥檚 ambassador and LA&PS dean鈥檚 ambassador.

Jean-Marc Moke
Moke, a psychology student in the Faculty of Health, is dedicated to improving the lives of Black students at 91亚色 through his many leadership roles on campus. He is a co-founder and president of the BSIP and a member of the Department of Psychology Undergraduate Studies Committee. He sat on both Calumet and Stong colleges' Student Success Councils and is a volunteer with 91亚色鈥檚 Black Student Alliance. Moke also contributed to the development of 91亚色鈥檚 Anti-Black Racism Framework and is currently working on establishing a proprietary mentorship program for Black psychology students at 91亚色.

Magdalena Kajo
Kajo, an economics and French studies student at 91亚色's Glendon Campus, has been an active leader throughout her time at 91亚色. She has contributed by serving Glendon Campus as a school director for Peace by PEACE Glendon. She also held the positions of Chair of Glendon鈥檚 Student Caucus and co-founder and vice-president of the Glendon Economics and Business Club. In addition, Kajo was an RBC student ambassador for 91亚色 with RBC Wealth Management.

Mahafarid (Fara) Seddigh
Seddigh, a psychology and law and society student in the Faculty of Health, has held various roles with the Undergraduate Psychology Student Association, including being promoted to co-president after serving as vice-president of student success and as a peer tutoring co-ordinator. She founded LetsStopAIDS at 91亚色, the local chapter of a youth HIV charity. She is currently a Daughters of the Vote Delegate for Equal Voice and a member of the Richmond Hill Constituency Youth Council.

Mingyu (Matthew) Lim
Lim, a biology (biomedical science) student in the Faculty of Science, has held several leadership roles throughout his time at 91亚色. He has served in many capacities, including as a president鈥檚 ambassador, science student ambassador, vice-president of communications and first-year representative on the Bethune College Council. He also contributed his time as a Residence Life don. Lim is currently working as a research assistant in the infant clinical psychology field.

Monica Shafik
Shafik, an international development studies and law and society student in LA&PS, has been an active volunteer and social justice advocate, completing more than 4,200 hours of community service. She is the director of ancestral services for Future Ancestors Services, an Indigenous- and Black-owned, youth-led organization that advances climate justice and equity with an anti-racism and ancestral accountability focus. Shafik has also been a Go Global student ambassador for 91亚色 International, a student advocacy co-ordinator for the Student Academic Support Centre in the 91亚色 Federation of Students, and a student ambassador and dean鈥檚 ambassador for LA&PS.

Simi Sahota
Sahota, a psychology and business student in the Faculty of Health, has been dedicated to helping others reach their full potential. Her success as a Peer-Assisted Study Sessions (PASS) leader led to faculty inviting her to co-present about PASS at 91亚色鈥檚 2019 Teaching in Focus Conference. She has also been a leadership coach, and as project lead of the Financial Wellness Project, she leads a team of research assistants, script writers and video editors.

Vishwaveda Joshi
Joshi, a social anthropology student in the Faculty of Graduate Studies, was 91亚色 International鈥檚 first graduate international student engagement liaison and was invited to represent 91亚色 during the High Commission of Canada鈥檚 Women鈥檚 Day Celebration. As co-chair of the Social Anthropology Graduate Students鈥� Association, she was involved in creating a COVID-19 emergency fund for graduate students in her program early in the pandemic.

To learn more about the Robert J. Tiffin Student Leadership Award, visit the .

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A new study out of 91亚色 and Dartmouth College provides new insight into this process known as "visual stabilization." The results are published in the听.

"Our results show that a framing strategy is at work behind the scenes all the time, which helps stabilize our visual experience," says senior author Patrick Cavanagh, a senior research fellow in psychology at both Glendon Campus and the Centre for Vision Research at 91亚色 and a research professor in psychological and brain sciences at Dartmouth College. "The brain has its own type of steadycam, which uses all sorts of cues to stabilize what we see relative to available frames, so that we don't see a shaky image like we do in handheld movies taken with a smartphone. The visual world around us is the ultimate stable frame but our research shows that even small frames work: the locations of a test within the frame will be perceived relative to the frame as if it were stationary. The frame acts to stabilize your perception."

One such example is when someone waves goodbye to you from the window of a moving bus. Their hand will appear as if it's moving up and down relative to the window rather following the snake-like path that it actually traces out from the moving bus. The bus window acts like a frame through which the motion of the hand waving good-bye is seen relative to that frame.

The study consisted of two experiments that tested how a small square frame moving on a computer monitor affected participants' judgments of location. The experiments were conducted in-person with eight individuals including two of the authors; and also online due to the COVID-19 pandemic with 274 participants recruited from 91亚色 of which 141 had complete data. The data were very similar for both types of participants.

In Experiment 1, a white, square frame moves left and right, back and forth, across a grey screen and the left and right edges of the square flash when the square reaches the end of its path: the right edge flashes blue at one end of the travel and the left edge flashes red at the other (see听), as shown in the figure below. Participants were asked to adjust a pair of markers at the top of the screen to indicate the distance they saw between the flashed edges.

Experiment 1 had two conditions: The first condition evaluated how far apart the outer left and right edges of the square frame appeared; the second condition assessed the travel of the frame's physical edge.

The data from both conditions of Experiment 1 demonstrated that participants perceived the flashed edges of the frame as if it were stable even though it was clearly moving, illustrating what the researchers call the "paradoxical stabilization" produced by a moving frame.

Experiment 2 again demonstrated the stabilizing power of a moving frame by flashing a red disc and a blue disc at the same location within a moving frame (see ). The square frame moves back and forth from left to right while the disc flashes red and blue in alternation. As in Experiment 1, participants were asked to indicate the perceived separation between the red and blue discs. Even though there is no physical separation between the discs, the moving frame creates the appearance that the two discs are located to the left and right of their true locations, relative to the frame where they flashed. In other words, participants perceived the location of the discs relative to the frame, as if it were stationary and this was true across a wide range of frame speeds, sizes, and path lengths.

"By using flashes inside a moving frame, our experiments triggered a paradoxical form of visual stabilization, which made the flashes appear in positions where they were never presented," says Cavanagh. "Our results demonstrate a 100 per cent stabilization effect triggered by the moving frames - the motion of the frame has been fully discounted.鈥�

These data, he says, are the first to show a frame effect that matches our everyday experience where, each time our eyes move, the motion of the scene across our retinas has been fully discounted making the world appear stable.

"In the real-world, the scene in front of us acts as the anchor to stabilize our surroundings," Cavanagh says. Discounting the motion of the world as our eye move makes a lot of sense, as most scenes (i.e. house, workplace, school, outdoor environment) are not moving, unless an earthquake is occurring.

"Every time our eyes move, there's a process that blanks out the massive blur caused by the eye movement. Our brain stitches this gap together so that we don't notice the blank, but it also uses the motion to stabilize the scene. The motion is both suppressed and discounted so that we can keep track of the location of objects in the world," says Cavanagh.

Based on the study's results, the research team plans to explore visual stabilization further using brain imaging at 91亚色 Dartmouth.

Mert 脰zkan, a graduate student in the Department of Psychological and Brain Sciences at Dartmouth; Stuart Anstis, professor emeritus in psychology at the University of California San Diego; Bernard M. 鈥檛 Hart, a postdoc at the Centre for Vision Research at 91亚色; and Mark Wexler, Charg茅 de Recherche at the Integrative Neuroscience and Cognition Center at the Universit茅 de Paris, also served as co-authors of the study.

Courtesy of YFile.

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The President's University-Wide Teaching Awards are chosen from four categories: full-time faculty with 10 or more years of teaching experience, full-time faculty with less than 10 years of experience, contract and adjunct faculty, and teaching assistants. They are selected by the Senate Committee on Awards. The goal of the awards is to provide significant recognition for excellence in teaching, to encourage its pursuit, to publicize such excellence when achieved across the University and in the wider community, and to promote informed discussion of teaching and its improvement.

Receiving the awards this year are Hossam Ali-Hassan, Gordana Colby, Sofia Noori and Michael Kenny. They were chosen from numerous nominations received by the awards committee. Each award winner will have their names engraved on the University-Wide Teaching Awards plaques displayed in Vari Hall.

Glendon international studies Professor Hossam Ali-Hassan has been named the recipient of the 2021 President鈥檚 University-Wide Teaching Award in the full-time tenured faculty with 10 or more years full-time teaching experience category. Ali-Hassan鈥檚 nomination highlighted his balanced approach to teaching, with a mix of technology and human abilities, with approachability and generosity that inspires student success and well-being. In addition, his colleagues mention the complementary relationship between his research, teaching and service to the University in administrative roles. More broadly, his continual self-development through perfecting his pedagogical approach and updating courses to incorporate in-demand skills and real-life experience improve the student experience at 91亚色.

Gordana Colby, assistant professor of economics (teaching stream), is the recipient of the 2021 President's University-Wide Teaching Award in the full-time faculty with less than 10 years teaching experience category. A 91亚色 alumna, Colby is the Department of Economics鈥� first full-time faculty member in the teaching stream. In their submission to the awards committee, Colby鈥檚 nominators highlighted her passion for teaching and improving the student experience at 91亚色, which they note promotes excellence in teaching and learning. Her nominators spoke of her commitment to enhancing student experience and engagement in academics and curricular activities. They praised the many innovative and transformative ways she has fostered student success while promoting 91亚色鈥檚 instructional priorities in first-year experience and e-learning.

The 2021 President's University-Wide Teaching Award in the contract and adjunct faculty category has been awarded to Sofia Noori, a course director in the Faculty of Education. Noori was praised by her nominators for her commitment to creating an academically rigorous learning environment that is also a safe and inclusive space for students to express and hear a wide range of perspectives. Student letters in support of her nomination for the award speak about how Noori鈥檚 approach to teaching has inspired them to further their critical and imaginative capacities in ways that cultivate social and political awareness and justice. More broadly, her nominators spoke of her exemplary commitment to curricular development, innovative teaching and inclusive student engagements, all of which promote excellence at 91亚色.

91亚色 Teaching Assistant听Michael Kenny听received the 2021 President's University-Wide Teaching Award in the teaching assistant category. Kenny is a PhD candidate in the Faculty of Education and a research associate with the Robarts Centre for Canadian Studies. In their submission to the awards committee, Kenny鈥檚 nominators praised his leadership as a teaching assistant and his ability to empower his students to seek positive change in addressing today鈥檚 environmental and social concerns through advocacy, policy change and community service. His nominators expressed their high regard for his support of students by fostering a respectful and inclusive environment in his classrooms, and despite the challenges of the pandemic, promoting excellence among his students.

Courtesy of YFile.

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O'Connor joined the Glendon School of Public and International Affairs (GSPIA) and the School of Public Policy and Administration (SPPA) in the Faculty of Liberal Arts & Professional Studies as public servant in residence from his substantive role in Indigenous Services Canada as associate regional director general, Atlantic region.

Previously, O鈥機onnor held several challenging executive positions, including director of West Bank and Gaza development (Global Affairs Canada), director of strategic planning and operations-development for Eastern Europe, Middle East and Maghreb (Global Affairs Canada), and director of ministerial services (Canadian International Development Agency). Over his career, he has worked for the Treasury Board Secretariat, Canada Customs and Revenue Agency, and Veterans Affairs. His experience includes working in regions, headquarters and overseas (including diplomatic roles in Afghanistan and Iraq), in policy, programming and corporate service functions. Prior to joining government, he worked with the United Nations Association in Canada.

Led by the , the  is intended to: encourage stronger links and collaboration between academia and the federal government; collaborate on federal public service recruitment opportunities; and provide students with an understanding of how government works.

O鈥機onnor advanced this work by presenting on a wide range of topics to various classes, as well as to alumni and at McLaughlin College events. He also served in the role of co-coach for the SPPA and GSPIA graduate student teams representing the University at the annual Canadian Association of Programs in Public Administration (CAPPA) and Institute of Public Administration of Canada (IPAC) National Case Competition in February. O鈥機onnor was actively engaged in helping to build students鈥� professional competencies such as briefing notes, policy proposals, and recruitment and interview tips. Throughout, he enjoyed engaging in both formal and informal mentoring with students and alumni.

To those interested in pursuing careers within the federal government, he shared that there is no bad way to enter government. Knowing many who joined in administrative roles and went on to become senior executives, he said that whether joining as a student, in a term position, a professional level permanent position or through a recruitment program, getting in the door is key. Once in, by doing good work and building a positive professional reputation, mobility and career progress would follow.

He also shared key skills to succeed in government, noting these skills were also relevant outside of government, including:

• Communication: The ability to analyze information is important, but without the ability to clearly articulate ideas and advice orally and in writing, it will be difficult to have an impact. Understanding needs and perspectives is vital, so active listening is also a key to effective communication.
• Interpersonal: The ability to work effectively and respectfully with colleagues and clients is vital to making a contribution to an organization and stakeholders. This is also key to building a positive professional reputation, which opens so many career possibilities.
• Being solution oriented: You want to be known as someone who can not only diagnose issues, but offer practical solutions. People like that are in demand in almost all organizations.
• Learning: The work world is always evolving, so continue learning to keep pace. In charting a course, whether in government or elsewhere, you should be constantly learning. While managers can help in suggesting areas to improve, your own personal reflection, aided by knowledge of your goals, will be key in this area.
• Be open to opportunities: Linked to learning, it can be great to stretch your comfort zone. O鈥機onnor noted how his most rewarding career moments came from contributions outside of his regular job (such as going to Erbil in Northern Iraq to set up a program to support internally displaced people in 2014). Further, it is often at the periphery of your comfort zone that you can develop the most.

鈥淢y time as executive public servant in residence with 91亚色 was a fantastic experience," O'Connor said. "Exposure to leading theory and practice has been enriching, and I鈥檒l be able to take many of the ideas back to the federal government. It has been particularly rewarding to interact with such high-calibre students and faculty over the past months as I expanded my professional network. Thanks to all who made for such a welcoming environment.鈥�

O鈥機onnor will stay involved with 91亚色 after his return to the federal government, including in his capacity as a Fellow at McLaughlin College.

For more information about O鈥機onnor鈥檚 career and additional tips, visit: yorku.ca/laps/sppa/faculty/rory-oconnor.

To see his presentation at McLaughlin College鈥檚 Lunch Time Talk Series, visit:听.

Courtesy of YFile.

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The Research Apprentice Program offers students an unparalleled opportunity to receive mentorship from a faculty member, develop skills in conducting research and explore their interests. Participants in first or second year can expect to spend up to five hours per week doing apprenticeship-related work.

In 2021-22, participants will receive a $1,000 bursary. In some cases, for students in third year and up, course credit through an independent reading course or thesis course may be possible. Contact Glendon Research Officer Reagan Brown with any questions at rbrown@glendon.yorku.ca.

The deadline to apply is June 11.

The program offers:

RAP 1 (for students in first year)

Students will work with a Glendon faculty member on their research project. Mentors are available from a wide range of disciplines, from psychology and math to international studies and French studies. Students might help create a Second Life educational platform to promote Indigenous futurity through language learning, interview cutting-edge feminist researchers or study model-minority stereotypes. First-year entry happens via the Recruitment Top Scholars program .

RAP 2 (for students in second year)

Similar to RAP 1, students will work with a Glendon faculty member on their research project. Entry through Top Scholars is not required. Those interested can see a full list of available research mentors and their projects, as well as fill out an application, .

RAP 3 (for students in third year and up)

In RAP 3, students can work on an independent passion project under the supervision of a faculty member. Instructions and the application form can be found .

RAP 4/g21 (for students third year and up)

In RAP 4/g21, students can work with a mentor on a project that centres on one or more of the , working toward a project outcome with real-world impact. These projects can be community based, entrepreneurial or academic. Apply .

Courtesy of YFile.

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鈥�91亚色鈥檚 Top 30 Under 30 is a community of changemakers,鈥� says Julie Lafford, executive director, Alumni Engagement. 鈥淒riven by passion, they create positive change and are outstanding representatives of the university, reflecting the high calibre of 91亚色 alumni.鈥�

91亚色 alumni take the education, skills and support they receive at 91亚色 and develop a strong sense of purpose, a desire to create positive change, and a long-standing commitment to the public good. Those qualities are all evident in the young alumni selected.

鈥淚 am proud to know that my work with Fix the 6ix was recognized by 91亚色,鈥� says Deanna Lentini (BSc 鈥�16), a physiotherapist and founder of Fix the 6ix, a thriving volunteer organization that gives back to the community and gives students opportunities to build their leadership skills. 鈥淚t shows that little ideas with a lot of heart can do big things.鈥�

Representing every Faculty at the University, these alumni are leaders working and volunteering in a variety of fields, from health and sustainability to the arts and business, and work to bring a uniquely global perspective to help solve societal challenges.

鈥淭o create positive change in the world, the action starts at the local level,鈥� says Miranda Baksh (BES 鈥�17, MES 鈥�19), founder and CEO of the Community Climate Council (CCC), a not-for-profit organization advocating for local climate action through enhancing climate literacy and political advocacy. 鈥淧ositive change can occur when a community feels empowered and increases climate literacy and political advocacy. I hope that through our work I can keep inspiring youth, especially from underrepresented and marginalized communities, to use their voices for positive change."

For more information on the 2021 Top 30 Changemakers Under 30, visit the website.

The 2021 Top 30 Changemakers Under 30 are:

• Ajith Thiyagalingam, BA '15, JD '18, Liberal Arts & Professional Studies, Osgoode Hall Law School
• Alexandra Lutchman, BA '14, Liberal Arts & Professional Studies
• Aurangzeb Khandwala, BA '18, Liberal Arts & Professional Studies
• Bailey Francis, BA '19, Liberal Arts & Professional Studies
• Basia Pozin, BBA '17, Schulich School of Business
• Bo Cheng, BSC '17, MMAI '20, Science, Schulich School of Business
• Christine Edith Ntouba Dikongu茅, BA '14, Glendon
• Dani Roche, BDES '13, School of Arts, Media, Performance & Design
• David (Xiaoyu) Wang, MSCM '20, Schulich School of Business
• David Marrello, BBA '15, Schulich School of Business
• Deanna Lentini, BSC '16, Health
• Eunice Kays, BA '17, Liberal Arts & Professional Studies
• Farzia Khan, BA '17, Lassonde School of Engineering
• Giancarlo Sessa, BBA '19, Schulich School of Business
• Iman Mohamed, BA '14, Liberal Arts & Professional Studies
• Isabella Akaliza, BA '20, Liberal Arts & Professional Studies
• Jillian Lynch, BA '19, Health
• Krystal Abotossaway, BHRM '13, Liberal Arts & Professional Studies
• Larissa Crawford, BA '18, Liberal Arts & Professional Studies
• Luke Reece, BA '15, School of Arts, Media, Performance & Design
• Maneesha Gupta, JD '17, Osgoode Hall Law School
• Matthew Ravida, BCOM '18, Liberal Arts & Professional Studies
• Mikhaela Gray Beerman, BA '14, MED '18, Glendon, Education
• Miranda Baksh,听BES 鈥�17, MES '19, Environmental & Urban Change
• Nicole Doray, IBA '17, MES '19, Glendon, Environmental & Urban Change
• Prakash Amarasooriya, BSC '15, Health
• Rana Nasrazadani, BA '20, Liberal Arts & Professional Studies
• Rowena Tam, BA '17, School of Arts, Media, Performance & Design
• Shant Joshi, BFA '17, School of Arts, Media, Performance & Design
• Shaquille Omari, BA '15, Liberal Arts & Professional Studies

Courtesy of YFile.

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Last fall, the Canadian Language Museum at the Glendon Gallery (Glendon Campus, 91亚色) staged a compelling exhibition 鈥淏eyond Words: Dictionaries and Indigenous Languages.鈥�

The travelling show (which ran at Glendon from Sept. 19 to Oct. 23, 2019) examined the relationship between dictionaries and Indigenous languages 鈥� the former functioning, at first, as rudimentary translation tools to facilitate trade; then later, as vehicles through which to retain Indigenous languages for future generations.

The show encapsulates several centuries and tells the story of this remarkable transformation.

Guest speaker Amos Key Jr. (Tae ho w臋hs), inaugural vice-provost Indigenous Engagement at Brock University, spoke at the opening and set the stage for the exhibition. A member of Mohawk Nation, Key is an educator and advocate for First Peoples鈥� human, civil and linguistic rights; the decolonization of Indigenous education; and the emancipation of Indigenous Peoples.

He was central to the creation of the digital archive of Onkwehonweh Ceremony and Rituals and the publication of an English-Cayuga Cayuga-English Dictionary, which was part of the exhibit.

Show examines the different roles of dictionaries over four centuries

鈥淏eyond Words,鈥� created by student curators Briahna Bernard and Stephen Shurgold, under the supervision of Elaine Gold, director of the Canadian Language Museum, has an ambitious objective: to trace the varied functions that dictionaries have played over 400 years. Given this massive scope, establishing themes was a brilliant idea. The show is built around six themes that frame the examination and, essentially, walk the viewer back in time. It is organized by:

• first meeting and trade;
• dictionaries for conversion;
• early modern dictionaries;
• community initiatives; and
• embracing technology.

The show begins with first contact between European settlers and the Indigenous population. It features word lists, dictionaries and phrasebooks that were needed to communicate for economic trade 鈥� words such as 鈥渇ur,鈥� 鈥渃ost,鈥� and 鈥渧alue,鈥� for example.

These early resources, created by non-Indigenous wordsmiths, were far from bias free. Bilingual dictionaries were used as tools of colonization, conversion and assimilation.

In this way, the show exemplifies how dictionaries are a microcosm for the world at a particular point in time. 鈥淒ictionaries are not just lists of vocabulary; they are artifacts of the time and place they are made and reflect the goals of the people who create them,鈥� says Gold.

In sharp contrast, today鈥檚 Indigenous language dictionaries are vehicles to retain and restore Indigenous languages for future generations. 鈥淭hey have become a powerful means of community-driven Indigenous language revitalization and cultural continuity,鈥� says Gold.

Show offers compelling new resources to combat the loss of Indigenous languages

This exhibition provides an important opportunity to recognize that the loss of language in this community, over the last few decades, has been grave. Dislocation and fractured communities negatively affect a person鈥檚 or a community鈥檚 ability to retain a mother tongue.

Effort such as this traveling exhibition are turning this around. Today, there are more than 60 Indigenous languages and over 200,000 people speaking them. Cree and Inuktitut are the languages with the most speakers.

The interactive component of this show is an important part. The exhibition features an online tool where visitors can access language materials being developed by Indigenous communities to transmit the elders鈥� language knowledge to today鈥檚 youth.

鈥淏eyond Words鈥� is an engaging, comprehensive and interactive show containing historical insights and resources for the enrichment of Indigenous languages.

The show toured in 2019, from spring to fall, launching at the 2019 Congress of the Humanities and Social Sciences in June and displayed at venues including Glendon, the Markham Public Library and the University of Calgary.

The Canadian Language Museum promotes an appreciation of Canada鈥檚 rich language heritage: over 60 Indigenous languages, the official languages of French and English, and the many other languages brought to this country by immigrants from around the world. Exhibits at this museum explore important language issues such as bilingualism, multilingualism, and language endangerment, preservation and revitalization.

To learn more about the show, visit the听. To learn more about the show on the Glendon Campus, visit the听.

To learn more about Research & Innovation at 91亚色, follow us at听; watch our new听, which profiles current research strengths and areas of opportunity, such as Artificial Intelligence and Indigenous futurities; and see the听, a glimpse of the year鈥檚 successes.

By Megan Mueller, senior manager, Research Communications, Office of the Vice-President Research & Innovation, 91亚色,听muellerm@yorku.ca听

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Hosted by the Department of Multidisciplinary Studies (MDS) at Glendon College, in collaborations with the听, the talk 鈥淕oing Back to the Land: The Nature of Canada鈥� was presented as one of the MDS Research Talks that include short presentations from members of the department. These events are designed to support collegiality and potential research synergies in a department that hosts many academic programs.

鈥淥ur monthly departmental talks are a great way for colleagues, students and members of our community to stay up to date with the research projects of others in the department,鈥� said Chair of the Department, Professor Betsey Price.

From left to right: Professor Colin Coates (Canadian Studies Program), Professor Jean Michel Montsion (deputy director, Robarts Centre for Canadian Studies), and Professor Betsey Price (Chair, MDS Department)

The new edited collection titled (UBC Press) was co-edited by Coats and Professor Graeme Wynn from the University of British Columbia. Speaking of the book, Coates indicated that he and Wynn wanted to create an 鈥渁ccessible collection of articles that would give a taste of what environmental history offers to our understanding of Canada.鈥�

The book covers topics ranging from the cod and beaver trades, mining, gender, environmentalism, to climate change.

The launch of the book, a key text in the growing field of Canadian environmental history, was supported by the of the . A Robarts Centre research cluster, this group is composed of various students and faculty members of 91亚色 that research the multiple dimensions of the Canadian environment from a broad range of disciplines and interdisciplinary fields, including sciences, social sciences, humanities, fine arts and health. Representing the group at the event, Professor Jennifer Bonnell said they are always looking for members of the 91亚色 community to join this growing network. Her group will host quarterly presentations of works-in-progress, beginning with the first meeting Dec. 10, 12:30 to 2 p.m. at the Robarts Centre, 7th floor of the Kaneff Tower. For more information, contact Bonnell at bonnellj@yorku.ca.

During the Nov. 21 event, a second book was also highlighted. For this book titled (University of Calgary Press), Coates coordinated the translation of the original English-language collection of essays, edited by Daniel Heidt. The work of the translation and revision team was made possible by a Canada150@91亚色 grant. Also supported by the Robarts Centre through its , the book launch was an opportunity to celebrate this important collection, especially useful for French-speaking academics working on and teaching Canadian politics and history.

鈥淭his book brings new analyses of Confederation by examining this process from a regional perspective and considering the impact on Indigenous Peoples,鈥� said Professor Audrey Py茅e. 鈥淲e particularly welcome a new resource in French about the entire country. There are too few of them.鈥�

Book Launch of The Nature of Canada and La Conf茅d茅ration 1864-1999: nouvelles perspectives, from left to right: Professor Audrey Py茅e (Chair, History, Glendon), Professor Jennifer Bonnell (History, LA&PS), Professor Colin Coates (Canadian Studies Program, Glendon), Professor Jean Michel Montsion (deputy director, Robarts Centre for Canadian Studies)

The Robarts Centre for Canadian Studies is a research centre that facilitates and mobilizes research pertaining to various aspects of the study of Canada in the 91亚色 community. Through various research clusters such as the Environmental Research Group and the Francophone Canada Research Group, the Robarts Centre promotes emerging inter-Faculty, collaborative and interdisciplinary fields in Canadian Studies. For more information about the Centre and its research clusters, .

Courtesy of YFile.

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