teaching Archives | Research & Innovation

Two 91��ɫ researchers receive Petro-Canada Young Innovators Awards

muellerm — Tue, 27 Aug 2013 08:00:00 +0000

Two 91��ɫ researchers recently received Petro-Canada Young Innovator Awards. The awards program is a commitment by Petro-Canada and 91��ɫ to encourage excellence in teaching and research that will enrich the learning environment and contribute to society.

“Professors Jennifer Chen and Sean Kheraj are among the faces of the future of research at 91��ɫ. As early career researchers, they are being recognized for the excellence and promise of their research programs,” said Robert Haché, 91��ɫ’s Vice-President Research & Innovation. “The funding provided by Petro-Canada and 91��ɫ will support these outstanding researchers in the building of their programs. The awards are most well-deserved.”

Jennifer Chen, a professor in the Department of Chemistry, Faculty of Science, studies nanomaterials for sensing and solar applications. Solar is poised to be an abundant clean-energy alternative that can be harvested to generate electricity and produce chemical fuels such as hydrogen. Currently, the adoption of solar processes for large-scale applications is hampered by low efficiency and high cost per energy density produced.

Chen will explore novel, innovative and cost-effective strategies for light management to boost the efficiency of solar processes by employing nanomaterials and structures that can slow light or localize electromagnetic fields. The Petro-Canada funding will support both fundamental and applied science aspects of her research program.

, a professor in the Department of History, Faculty of Liberal Arts & Professional Studies, will explore the history of oil pipeline spills in Canada from the construction of the first interprovincial oil pipeline from Alberta in 1949 to the present. The study will assist in risk assessment for future oil pipeline development proposals and help to improve the current environmental assessment processes of the National Energy Board and other pipeline regulators in Canada. The data and insights provided by this study will have implications both for the historical understanding of pipelines, as well as the policies and practices with which they are managed by government and industry today.

In past years one award valued at $7,500 has been presented, but in consideration of the large number of excellent nominations received, this year’s adjudication committee recommended that two awards valued at $5,000 each be given. The awards provide support for new full-time faculty members who are at the beginning of their academic careers. Nominations are adjudicated by a panel consisting of the associate vice-president research and senior faculty members from various disciplines.

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VPRI engages Faculty Councils to seek input on the Strategic Research Plan

muellerm — Fri, 28 Sep 2012 08:00:00 +0000

Vice-President Research & Innovation Robert Haché continues to seek input on the development of 91��ɫ’s new Strategic Research Plan: 2013-2018 by engaging with Faculty Councils.

In the first of a series of Faculty visits, held last week, Haché had an in-depth discussion with the Faculty of Education Council about how the new Strategic Research Plan can best support and integrate the core research values and objectives reflected in the Faculty Strategic Research plan.

Robert Haché

“The feedback resulting from the Faculty Councils is integral to the development of the Strategic Research Plan,” said Robert Haché, vice-president research & innovation. “It is important to ensure that the University-wide Strategic Research Plan echoes the research programs, core research values and objectives identified by each of the Faculties, as reflected by the individual Faculty strategic research plans.”

Over the past 18 months, the Faculty of Education has undergone an extensive consultation process for the development of their Faculty strategic research plan. Members of the Faculty Council had an opportunity to discuss and reflect on this process and share their thoughts and concerns with the VPRI.

Among the comments raised were: the need to effectively consider the distribution of resources with respect to research at 91��ɫ, the ways in which the Faculties can work together to support interdisciplinary initiatives and advance research agendas, the intersection of teaching and research, the pursuit of research agendas as they relate to tri-council funding measures, and the need to ensure that the finalized plan reflects the fluid, fast-paced and rapidly-changing nature of research.

Over the coming months, Haché will be continuing the discussion on the development of the Strategic Research Plan with each of the Faculty Councils and more broadly with the University community through workshops and community chats.

To view the workshop schedule and for more information on the development of the plan, visit the website.

Republished courtesy of YFile– 91��ɫ’s daily e-bulletin.

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History of Las Nubes captured in stunning photo book

fmaquito — Thu, 19 Jul 2012 08:00:00 +0000

Las Nubes: Conservation in the Cloud Forests of Costa Rica, a new book by two 91��ɫ graduate students, tells the story of the Las Nubes Biological Reserve through stunning photos and accompanying text, from its 91��ɫ beginnings until today.

“Las Nubes is Spanish for ‘the clouds’, and Las Nubes Biological Reserve is a place where the opportunity for discovery is as limitless as the sky,” write its authors, 91��ɫ environmental studies PhD candidate Chris Saker (MES ’09) and Ana Maria Martinez (MES ’10), a PhD candidate in 91��ɫ’s Faculty of Education.

Organic shade-grown coffee beans. All photos by Brett Cole

Las Nubes: Conservation in the Cloud Forests of Costa Rica (Rainforest Editions), available through the 91��ɫ Bookstore, is dedicated to the memory of the late 91��ɫ environmental studies Professor Howard Daugherty.

Golden-hooded Tanager

“The book is intended to raise awareness of the natural beauty of this ecosystem and the research, teaching and outreach programs conducted at Las Nubes,” says Barbara Rahder, former dean of the Faculty of Environmental Studies (FES). “It is also a fundraising project for FES and the Fisher Fund.”

But it is also what Rahder calls “a tribute to the years Professor Howard Daugherty spent developing our educational and research programs at Las Nubes.” Daugherty first conceived of the book as a way of showcasing the program's accomplishments, and the reserve itself, as well as promoting conservation. He spent some two years on the book, hand picking the photos from the thousands that had been taken, and helping to fashion the storyline. After his death, the work was continued by his colleagues, students and friends.

Laughing Falcons

The book contains 200 photographs by nature photographer Brett Cole, of everything colourful, strange and wonderful that thrives and fights for life amid the towering rainforests – from birds, such as the Golden-hooded Tanager and flowers like the Apostle’s Iris, to the Morpho butterfly, a caterpillar dotted with parasites, and spiders and shiny-backed beetles.

Cole was commissioned by FES in 2007 “to capture the fragile, but diverse ecosystem at Las Nubes,” says Rahder. And capture it he did, showing a glimpse of the rich diversity of the 124 hectares of protected rainforest on the Pacific slopes of the Talamanca Mountains in southern Costa Rica. It was this piece of rainforest that was donated to 91��ɫ by Dr. M.M. (Woody) Fisher in 1998.

It’s not only an essential refuge for tropical biodiversity, but a place where students and researchers from 91��ɫ’s FES, as well as other academic institutions, go to learn and conduct research in tropical conservation, sustainable development and biodiversity, while working with local communities.

Apostle's Iris

“Hundreds of our undergraduate and graduate students have been able to do fieldwork at Las Nubes. 91��ɫ is committed to social justice and that is embodied in our fair trade Las Nubes coffee, which is grown by local farmers in shaded coffee farms,” says Rahder.

Orchard spider

All proceeds from the sale of this book go to the Fisher Fund in Neo-Tropical Conservation, Faculty of Environmental Studies, 91��ɫ, to support student and faculty research at Las Nubes.

Order single copies through the or by contacting Steve Glassman, bookstore director, at glassman@yorku.ca or ext. 33018.

For more photos, visit the at the bottom of the .

Republished courtesy of YFile– 91��ɫ’s daily e-bulletin.

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91��ɫ to honour two professors for their scholarship and contribution

fmaquito — Mon, 11 Jun 2012 08:00:00 +0000

91��ɫ will honour two of its professors during Convocation ceremonies for their scholarship, teaching and participation in University life and contribution to it as a community.

Professors Stanley Tweyman (right) of 91��ɫ’s Department of Philosophy in the Faculty of Liberal Arts & Professional Studies (LA&PS) and Jan Rehner of 91��ɫ’s Writing Department in LA&PS have been selected by the Senate Committee on Awards to receive the title of University Professor.

A brief summary of Tweyman’s contributions to the University is impossible given his extraordinary involvement in many areas of campus life, as well as his distinguished record of research and publication.

As Chair of the Philosophy Department at Glendon, graduate program director in philosophy and Master of Vanier College, Tweyman has not only proved to be a creative and able administrator, but an inspiration to students and colleagues alike.

His work is focused on students; whether as adviser and mentor, both formal and informal, or in his development of college programs and activities, he has worked to engage students fully in the life of the University. Tweyman will be awarded the title of University Professor during the LA&PS Spring Convocation ceremony on Wednesday, June 13 at 3:30pm.

Jan Rehner

Rehner has made stellar contributions to the growth and development of 91��ɫ. The range and depth of her service to the collegium is impressive. In addition to active involvement in YUFA and generous contributions to teaching development programs at the Centre for the Support of Teaching, she was a well-respected associate dean in the Faculty of Arts and chair of the Faculty of Arts Council.

A highly effective administrator, she played an important role in the transformation of the Centre for Academic Writing into the Writing Department. The recipient of Canada’s most prestigious teaching award, the 3M Fellowship, as well as the Ontario Confederation of University Faculty Associations teaching award and numerous awards internal to 91��ɫ, Rehner is applauded as a captivating lecturer, encouraging tutor and thoughtful mentor to both students and colleagues.

She is a widely respected international authority on various aspects of the pedagogy of critical thinking, reading and writing, and has also written several novels. She has indeed made extraordinary contributions to the University as a colleague, teacher and scholar. Rehner will receive her title during the Fall Convocation ceremonies.

Republished courtesy of YFile– 91��ɫ’s daily e-bulletin.

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New Teaching Commons will open in September

fmaquito — Thu, 26 Apr 2012 08:00:00 +0000

Consultations with the 91��ɫ community about the role of a new teaching and learning support centre have yielded rich results.

In September 2011, the dynamic process to revision the University’s existing Centre for the Support of Teaching (CST) was launched by Sue Vail, 91��ɫ’s associate vice-president teaching & learning.

Sue Vail

“This initiative represents the commitment of the Office of the Vice-President Academic & Provost to advance the priorities of the University Academic Plan through providing enhanced support for teaching and learning at 91��ɫ,” said Vail. “Further contributing to this important focus was the creation of the associate vice-president portfolio on teaching and learning and the establishment of the Academic Innovation Fund, which supported 39 projects this year.

“These inspired projects have contributed significantly to building systems for eLearning, experiential education and the first-year student experience.”

Vail established a CST Revisioning Work Group to consult with the University community and develop a new model for teaching and learning support. During March and April, members of the work group met with students, faculty and staff who shared their ideas, concerns and advice about teaching and learning support at 91��ɫ.

“A discussion framework document was circulated which set out a proposed name, vision, mission and areas of responsibility for a new teaching and learning support centre,” said Vail.

The Work Group responded to requests for consultation sessions from eight faculties, meeting with their teaching and learning committees or leadership teams. Consultations were also held with the Librarian Forum and graduate students. Input was sought from potential University partners, including the Career Centre, the University Libraries, the Learning Commons, Learning & Technology Services, the Writing Centre and Learning & Organizational Development. Each of the partners welcomed the opportunity to work more closely with the Teaching Commons.

“The directions laid out in the framework document were well received, as was our proposed new name – the Teaching Commons,” said Vail. “The feedback was rich and thoughtful, and consistent with what was collected through the earlier green and white paper processes.”

“Colleagues felt strongly that the Teaching Commons must play a role in improving the culture of teaching and learning at 91��ɫ,” she said, “and that this culture shift will require open and ongoing collaborations with faculties.”

Areas of needed support identified through the consultations include: utilizing eLearning and experiential education as learning tools; writing learning outcomes and undertaking curriculum mapping; developing innovative pedagogy and teaching strategies for large classes; and building course assessment approaches.

“The majority of those consulted strongly encouraged the Teaching Commons to work with the Faculty of Graduate Studies to develop a comprehensive system of support for tutorial and graduate assistants,” noted Celia Popovic, an educational developer in the Office of the Associate Vice-President Teaching & Learning and a member of the Work Group. “Many emphasized the need to provide new faculty members with orientation sessions, as well as ongoing professional support throughout the year.”

Work on a new model for teaching and learning support will continue through the spring. Discussions regarding the resourcing needs of the Teaching Commons are taking place within the context of a strategic planning process.

In the interim, to ensure that faculty and graduate students are supported through this developmental period, two new educational developers will be recruited to work with Popovic for 2012-2013. They will contribute to laying the groundwork for the new Teaching Commons, which is set to open in September 2012.

A second round of consultations with the University community will take place this fall. “We welcome all feedback as we continue to shape the Teaching Commons. Suggestions may be sent to Celia Popovic or me by e-mail to sperara@yorku.ca,” said Vail.

Republished courtesy of YFile– 91��ɫ’s daily e-bulletin.

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Book looks at how feminist thinking has shaped what we know

fmaquito — Fri, 23 Mar 2012 08:00:00 +0000

How has feminist thinking shaped what we know? Osgoode Hall Law Professor Mary Jane Mossman and 91��ɫ women’s studies Professor Meg Luxton examine that question in their new co-edited book, Reconsidering Knowledge, launching Friday.

The launch will take place March 23, from 2 to 3:30pm, Founders Senior Common Room, 305 Founders College, Keele campus.

Reconsidering Knowledge (Fernwood Publishing) also explores current ideas about feminism in relation to knowledge, education and society, as well as the future potential for feminist research and teaching in the university context. It emerged from the Feminist Knowledge Reconsidered: Feminism and the Academy lecture series held at 91��ɫ in 2009.

Connecting early stories of women who defied their exclusion from knowledge creation to contemporary challenges for feminism in universities, this collection assesses how feminist knowledge has influenced dominant thinking and transformed teaching and learning.

Mary Jane Mossman

It also focuses on the challenges for feminism as corporatization redefines the role of universities in a global world. The essays reflect on both historical and contemporary themes from a diversity of disciplinary and interdisciplinary perspectives. These essays are united in their exploration of how feminism’s continuing contribution to knowledge remains significant, even fundamental, to the transformation of knowledge in the academy and in our world.

Meg Luxton

Mossman, director of feminist legal studies at the Institute for Feminist Legal Studies, is the author of The First Women Lawyers: A Comparative Study of Gender, Law and the Legal Professions (Hart Publishing, 2006). Luxton is also the co-editor of Neoliberalism and Everyday (McGill-Queens University Press, 2010).

The event co-sponsors include Professor Enakshi Dua, director of 91��ɫ’s Centre for Feminist Research, and Professor Sonia Lawrence, director of Osgoode’s Institute for Feminist Legal Studies.

Republished courtesy of YFile– 91��ɫ’s daily e-bulletin.

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Passings: Margaret Sinclair taught mathematics to future teachers

fmaquito — Tue, 28 Feb 2012 10:00:00 +0000

91��ɫ��ʰ��Ǵڱ��ǰ� Margaret Sinclair, co-director of the 91��ɫ/Seneca Institute for Math, Science & Technology Education and a professor in 91��ɫ’s Faculty of Education, died of cancer Feb. 21 at her home in Toronto. She was 62.

For 15 years, prior to earning her doctorate, Prof. Sinclair worked as a teacher and vice-principal with the Toronto Catholic District School Board. During her time with the board, she earned a master’s degree in the Mathematics for Teachers Program in the Faculty of Education. Then, after raising five children, she decided to pursue her PhD in math education at the Ontario Institute for Studies in Education (OISE) at the University of Toronto. At age 50, Prof. Sinclair successfully earned her PhD and came to 91��ɫ as a professor in the Math Education Department.

Margaret Sinclair

Colleagues recall that while her drive was mathematics, Prof. Sinclair’s passion was teaching, researching and publishing. She balanced her life as wife, mother, student and teacher with precision and extraordinary energy.

“In her too brief time at 91��ɫ, Margaret had a major impact on a number of programs, including co-developing the Mathematics for Education Program in the Mathematics Department, and also developing closer collaborations at the graduate level between Mathematics and Education, designed in part help the MA in Mathematics for Teachers become a better pathway for others to a PhD in Mathematics Education,” recalled her colleague and friend, 91��ɫ mathematics Professor Walter Whiteley. “She played a critical role in a number of initiatives in the Faculty of Education, including College Math Project and the Summer Science program.”

Professor Sinclair leaves her husband of 43 years, Larry, and their five children Jennifer, Doug, Frank, Brian and Carolyn, and her grandchildren Jacob, Des, Max and Ben.

Visitation for Prof. Sinclair will take place at the Murray E. Newbigging Funeral Home, 733 Mt. Pleasant Road, on Thursday, Feb. 23, from 7 to 9 pm and Friday from 2 to 4pm and 7 to 9pm. The funeral mass will be celebrated at St. Anselm’s Church, 1 MacNaughton Road, Saturday, Feb. 25 at 11:30am, with interment to follow at Mt. Hope Cemetery. If so desired, donations in honour of Margaret may be made to the Canadian Cancer Society.

Republished courtesy of YFile– 91��ɫ’s daily e-bulletin.

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International Education program set for those who want to teach abroad

fmaquito — Mon, 27 Feb 2012 10:00:00 +0000

Do you want to increase your awareness about what to expect when teaching in another country? If so, why not join university students, pre-service teachers, teachers, principals and other educators who are interested in learning more about teaching abroad by enrolling in the Preparing to Teach Internationally Program.

Offered over five days this spring, Preparing to Teach Internationally is a professional development initiative offered by the International Education Office in 91��ɫ’s Faculty of Education.

Designed to help participants gain insight into education, as well as a better understanding of themselves as educators, the program provides the skills participants need to make informed decisions about what to expect when embarking on an international education role. At the end of the program, successful candidates will receive a professional development certificate from the Faculty of Education.

Preparing to Teach Internationally is open to all university students from 91��ɫ and beyond, along with educators who are considering teaching in an international setting, including teaching English as a second language. Some of the topics explored in the program are: international education systems and schools; issues and politics; skills and strategies required to teach in an international setting; and how to plan and prepare for the role.

Registrations are now being accepted for the spring session, offered April 28, May 5, 12, 26 and June 2, in five-hour classes on 91��ɫ’s Keele campus. The deadline for registration is March 31. Registrations can be submitted online by way of the website.

For more information, visit the website, or contact the International Education Office at 416-736-2100, ext. 20052, or by e-mail at international@edu.yorku.ca.

Republished courtesy of YFile– 91��ɫ’s daily e-bulletin.

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Grooving seniors reap the health benefits of dance

fmaquito — Tue, 14 Feb 2012 10:00:00 +0000

91��ɫ’s Department of Dance is spearheading an innovative health initiative that sends students into the community to lead weekly dance activity classes for older adults at partner institutions in the Greater Toronto Area (GTA).

The program, supported by the Government of Ontario’s Healthy Communities Fund, focuses on the positive and preventative effects that dance can have for seniors. Drawing on the specialized training the student instructors bring to the project, injury prevention and health promotion are at the core of the program. It features carefully designed movement exercises that build strength, encourage flexibility and full range of motion, proper alignment and coordination, and cardiovascular conditioning.

“The benefits of dance and music for physical and mental health cannot be overestimated,” says Department of Dance��ʰ��Ǵڱ��ǰ� Mary Jane Warner (right), the project manager. “Blending fitness and recreation through dance with the opportunity for creative expression is powerful motivation. Fitness strategies like this can help seniors stay active, in their homes and out of hospital beds.”

According to the Ministry of Health & Long-Term Care, the number of seniors in Ontario is expected to double in the next 16 years. In 2009, 18 local hospitals reported that community services such as recreational and exercise classes, along with facilities for the elderly, are hugely insufficient to meet their referral and discharge needs.

91��ɫ’s Dance Department launched the project last fall with one-hour weekly dance classes held in the community. Over the course of eight to 10 weeks, more than 190 seniors at 10 facilities across the GTA took part. Three additional locations and five more classes were added last month to accommodate the growing demand from enthusiastic participants.

Current community partners include North 91��ɫ’s Bernard Betel Centre, Black Creek Community Health Centre, Downsview Services to Seniors, Elspeth Heyworth Centre for Women at two locations in North 91��ɫ and one in Woodbridge, North 91��ɫ Seniors Centre, Toronto Heliconian Club, St. Clair West Service for Seniors, three Unison Health and Community Services in North 91��ɫ, and Vaughan Community Health Centre. Feedback from the seniors and student-teachers – as well as the institutions hosting the sessions – is overwhelmingly positive.

“It’s incredibly satisfying when you hear how much these classes mean to the participants. You really feel like you’re making a difference in people’s lives,” says project coordinator and research associate April Nakaima. “One woman, a diabetic, was congratulated by her doctor for the drop in her blood sugar; she credited the class for this good outcome. Several other women credited the class with helping them lose inches from their waistlines. Another participant says she found the dance class more beneficial in combating her depression than other programs. Getting responses like this after just eight weeks has been both astounding and deeply gratifying.”

Nakaima, a former research coordinator at St. Michael’s Hospital in Toronto, serves as adviser and guest lecturer to the program. She brings extensive expertise and experience to the project, having previously developed a highly successful dance program for older adults living in government-assisted housing.

The participants are incredibly diverse, and so the project delivery must be too, Nakaima says. “One of the most fascinating aspects is accommodating such a wide range of fitness, mobility, socio-economic and cultural backgrounds. Some classes are done with people mostly seated. A couple of groups need translators. We even take music requests from the participants.”

Rhea Bowman, one of 16 student teachers, leads seniors in a dance class

Sixteen student teachers from 91��ɫ’s Dance Department are taking part in the program, earning course credit for their third-year pedagogy class. With a range of teaching experience under their belts and a targeted orientation program, they bring a solid foundation to their training to lead the dance activity classes. The pedagogy classes prepare them to teach in dance studio settings, recreation and community centres, and the public school system. The course covers teaching participants of all ages and abilities, with a strong emphasis on creative movement as a form appropriate for everyone, including the elderly. There are also courses in kinesiology, conditioning, somatics and injury prevention that prepare the students to work safely with participants.

Some students are planning to teach dance in community settings or within the school system. Others bring a particular interest in dance therapy or rehabilitation, looking to serve clients with special needs, such as the elderly or people recovering from illness or injury.

‘The experience has been amazing,” says fourth-year dance major Rhea Bowman, who is teaching her second group of predominately Spanish-speaking participants at the Black Creek Community Health Centre. “We dance to Spanish, soca and calypso music, and some of the ladies have taught me more intricate Spanish dance steps. They are teaching me Spanish words too!

“I feel very passionate about fitness for older adults after seeing how beneficial this dance class is for them,” says Bowman. “I would love to continue to do this work after the year is done.”

Bowman’s classmate, Candace Calarco, who is teaching at the Elspeth Heyworth Centre for Women located near 91��ɫ’s Keele campus, is equally enthusiastic. “So far, this placement has been a totally positive and exciting experience,” she says. “Working with seniors has really expanded my knowledge about movement and the human body, and how to teach a group with a wide range of physical abilities.”

The student teachers come together each week to share their experiences and strategies on solving the challenges they encounter in the course of their teaching. Input is also invited from the participating seniors and community partners. This ongoing feedback loop strengthens the experience for everyone involved.

“The student teachers from 91��ɫ’s Dance Department are professional, knowledgeable instructors who address the physical exercise needs of our clients while taking their medical conditions into consideration,” says Rukhsana Naheed Cheema, the seniors coordinator at the Elspeth Heyworth satellite location in Vaughan’s Blue Willow Activity Centre. “The pleasant personalities of these skilled instructors add to the seniors’ love for the program. It has not only improved their health, but their mood and spirits as well. They hope it can go on forever.”

Plans are in the works to create a dedicated course to keep the program running in the future.

Republished courtesy of YFile– 91��ɫ’s daily e-bulletin.

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Consultation process will help shape a new teaching centre for 91��ɫ

fmaquito — Thu, 09 Feb 2012 10:00:00 +0000

The Centre for Support of Teaching Revisioning Work Group was created in September 2011, with the mandate to develop a proposal that would expand and enhance support for teaching and learning.

Over the past four months the work group has reviewed key documents produced through the Green Paper on Teaching and Learning and white paper processes. The group has familiarized itself with the history of the Centre for the Support of Teaching and studied the mandate and structure of teaching centres at other universities.

A discussion paper addressing the future mandate of a teaching and learning centre is in the final stages of preparation. A series of consultations is being planned for March 2012 in order to seek input from full-time and contract faculty, teaching assistants and students. Members of the 91��ɫ community are also invited to send suggestions regarding teaching and learning support via this .��

The new teaching and learning centre is expected to open its doors no later than September 2012. In the interim period, a second set of workshops regarding quality assurance and student learning outcomes is being planned by the Office of the Vice Provost Academic for spring 2012.

Faculty members and teaching assistants who are seeking support or advice related to teaching (including the preparation of teaching dossiers) should contact Sue Vail, associate vice-president teaching & learning, or Celia Popovic, educational developer with the Office of the AVP Teaching & Learning, by sending an e-mail to sperera@yorku.ca.

Republished courtesy of YFile– 91��ɫ’s daily e-bulletin.

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