Beyond the Academy is a six-week initiative developed by Zachary Spicer, associate professor in the Faculty of Liberal Arts & Professional Studies (LA&PS) and head of New College, in partnership with 91亚色鈥檚 Co-op & Career Centre. Designed specifically for LA&PS doctoral students, the program guides a cohort of 25 PhD students through career exploration, translating academic skills for non-academic settings, networking, job search strategy and concrete next steps with emotional support built in from the start.

The program responds to a decades-long structural shift in academic hiring.

"There's just not enough academic jobs for the amount of PhD students that we are graduating," says Spicer. "It is not a reflection on any individual candidate. It is just a math problem."

Spicer speaks from experience. He spent time outside academia before returning to 91亚色 and has watched colleagues navigate the same transition with widely varying degrees of support. Over the past three years, New College has run webinars and workshops, and brought alumni in to speak about non-academic careers. Students appreciated those efforts, says Spicer, but kept saying they needed more.

"It felt kind of like a one-off," says Spicer. "They still had questions. I know I probably need to do this; I probably want to do this 鈥� but how do I actually get things going?"

Beyond the Academy was designed to answer that question in a sustained, structured way. Each week builds on the last 鈥� moving from career narrative and self-reflection through to LinkedIn, networking and an individualized career plan. The program also brings in an occupational therapist to help students work through the emotional weight that can accompany the transition.

"You're not just going towards the consolation prize," says Spicer. "You're going towards something that provides meaning and purpose."

The partnership with the adds another dimension. New College worked with the centre to scope the program, and its staff are leading three of the initiative鈥檚 six modules. Susan Pogue, career counsellor at the centre, delivered the program's opening session on rethinking the PhD career narrative. She says what sets Beyond the Academy apart from individual appointments or stand-alone webinars is the community it creates.

"It's the same 25 students going through each week," she says. "They're building rapport and trust, learning from each other, talking openly about exploring careers outside of academia 鈥� maybe for the first time. It normalizes that conversation."

For Lisa Smith, a PhD student in humanities whose research focuses on children's folklore, the program arrived at exactly the right moment. A former K to 12 educator who returned to post-secondary studies after two decades, she joined the program to think more seriously about her options if a tenure-track path does not materialize.

"I needed to be looking at Plan B," she says. "This was a start to preparing and looking at what other options are out there."

Though still in the early weeks of the program, she says it has already helped make a once-vague future feel more structured. Through the first sessions, participants were encouraged to think about the values, interests and the skills they developed through doctoral work 鈥� from long-term project management to research and critical analysis 鈥� and how that could translate beyond academia.

鈥淚 think my anxieties became reduced through this program,鈥� she says. 鈥淭he things that could happen in the future become more possible.鈥�

For Spicer, the first cohort is a pilot 鈥� one being formally evaluated by 91亚色's Office of Institutional Planning and Analysis. If it works, he hopes it can be replicated. More broadly, he says the goal is to make conversations about non-academic careers a more normal part of doctoral education.

"I am hoping that as a Faculty and as a school, we are more open to having conversations around non-academic careers," he says. "I'd like graduate students to leave excited and empowered about what comes next."

Smith concurs: "It ought to be open to all PhD students at 91亚色."

With files from Mzwandile Poncana

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Now in its 14th year, the award honours Robert J. Tiffin, who served as 91亚色鈥檚 vice-president, students, for nine years. University community members nominate individuals who demonstrate leadership and make valuable contributions to 91亚色.   

This year鈥檚 recipients represent a wide range of disciplines and leadership pathways, says Yvette Munro, vice-provost, students. 

鈥淭he depth and breadth of leadership shown by our students is remarkable and we continue to see the meaningful ways they contribute to 91亚色," says Munro. 鈥淲hether they are supporting students across the University, within their Faculty or in groups built around shared interests or lived experiences, their leadership helps strengthen the 91亚色 community.鈥� 

Recipients of the award play a vital role in shaping the 91亚色 student experience and enhancing the character of 91亚色, says Tiffin. 鈥淭hey have led, not because they were asked, but because they cared enough to step forward. Through their contributions they have nurtured a 91亚色 tradition of a university that embraces new ideas and innovative thinking.鈥� 

The winners were celebrated on May 6 at 91亚色鈥檚 Keele Campus. 

2026 Robert J. Tiffin Student Leadership Award recipients

Devonte Ellis, bachelor of education

Ellis has made extensive contributions to 91亚色's Music department and the Faculty of Education. He has been a festival coordinator, president of the Music Education Students鈥� Association and previous Chair of music's leadership council. He is also the founder and director of the Lions drumline and marching band. Additionally, Ellis has worked in student governance across the University in multiple positions and says one of his most impactful achievements has been as president of the Faculty of Education Students鈥� Association.

Isabella Gouveia, bachelor of arts (specialized honours) in history and concurrent education

Gouveia has been actively involved in student engagement at 91亚色. She began as an Orientation Week lead captain for Founders College, followed by the Orientation director of partnerships and integration. In this role, she built relationships with various departments and staff and supported transitioning students across the University. Her orientation involvement also led her to serve as president of Founders College Student Council for two years.

Anaum Fatima Iqbal, bachelor of education

Iqbal has been a long-standing active participant of Calumet College and is now president of Calumet College Council. She actively spearheads new initiatives for the council, including converting one of the college鈥檚 spaces into a multi-faith prayer space and tacking food insecurity by providing free monthly breakfasts to college members. Iqbal has also been the vice-president of athletics and a student success mentor lead for the college.

Dipanpreet Kaur, bachelor of arts (honours) in English and professional writing

Kaur has been involved across campus since her first year, with involvement across the Faculty of Liberal Arts & Professional Studies (LA&PS) and 91亚色鈥檚 international community. She is the president of the International Student Association of 91亚色, a council member of the Dean鈥檚 Circle of Student Scholars and was the marketing director for Peace by PEACE. Kaur says her most meaningful contribution has been supporting international students as they adjusted to university life, which inspired her to step into larger leadership roles.

Rubaljeet Kaur, bachelor of commerce (specialized honours) in accounting

Kaur is dedicated to creating spaces at 91亚色 where others can feel seen and have their voices heard. She is the founder and president of the Asian Women in Commerce Association, a community of more than 30 members that addresses representation gaps in business leadership, and hosts the Women in Law Association podcast. Kaur also holds leadership roles with the Social Work Students鈥� Association, LA&PS, 91亚色 International and 91亚色's Asian Youth Network.

Jaryeon Lee, master of science in kinesiology and health science

Lee鈥檚 passion for health sciences is apparent through her leadership in the field. As president of the Kinesiology and Health Sciences Graduate Student Association, Lee expanded outreach, strengthened the academic and professional community within the department and launched a new mentor-mentee program. She was also a graduate student representative on the Academic Council of Kinesiology and Health Science and is currently a representative for the Kinesiology and Health Science Curriculum Exercise meetings.

Nikan Movahedi, bachelor of science (specialized honours) in kinesiology and health science

Movahedi has led numerous initiatives at 91亚色 focused on health research and education. He is a coordinator for the largest health-oriented conference dedicated to undergraduate researchers in Canada and established the 91亚色 Blood Initiative, 91亚色鈥檚 first structured transportation system to local donation centres. Additionally, Movahedi is a student health ambassador and a student representative for the and has been both a volunteer research assistant and mentor.

Simone Elizabeth Pimenta, bachelor of business administration (honours) specialization in marketing and strategic management

Inspired after attending Orientation Week in her first year, Pimenta decided to serve as an Orientation Week executive the following year, followed by Orientation Week Chair for the Schulich School of Business. Pimenta has been heavily involved with the as the current president of the Undergraduate Business Society, as a former mentor for Schulich Women in Leadership and as a senior advisor for the Schulich Business Law Association.

Tariq Salim, bachelor of electrical engineering

Salim has been very involved in the throughout his degree. He has served as a WeekZer0 leader and vice-chair, where he executed programming and created an inclusive environment for new students to feel comfortable and confident. Salim has been an electrical engineering program representative within Lassonde, advocating for student concerns, and is currently the Lassonde representative for Bethune College Council.

Cheyenne Schmidt-Harlick, bachelor of arts (honours), double major in psychology and Indigenous studies

Schmidt-Harlick has made a lasting impact on Indigenous student support and representation across the University. During her time as president of the Indigenous Students Association at 91亚色 and as a student success mentor for Indigenous Student Services, she created welcoming spaces through advocacy, programming and relationship building. Additionally, Schmidt-Harlick held roles as a marketing coordinator for the Undergraduate Psychology Students Association and as a student health ambassador.

Amy Yeung, bachelor of science in kinesiology and health science

Yeung, a kung-fu practitioner for more than 16 years, revived and rebuilt the Martial Arts Club at 91亚色, which now has more than 75 members. Through the club, Yeung shares cultural traditions, community building and provides an accessible space for physical activity. Inclusivity is at the forefront of Yeung鈥檚 leadership practices within the Martial Arts Club, where the needs of women, 2SLGBTQIA+, BIPOC and differently abled members are continuously advocated for.

Niemat Yusuf, bachelor of arts (specialized honours) in psychology

As president of Black Students in Psychology, Yusuf successfully restructured the organization and scaled the executive team from six members to 24. She also expanded cross-campus partnerships and launched a peer mentorship initiative to support upper-year Black psychology students. Yusuf has volunteered in peer advocacy and mentorship roles for the Centre for Sexual Violence, Response, Support & Education, the Black Student Mentorship Program and the Undergraduate Psychology Student Association.

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The Nest was founded by Sarah Merghani, a third-year student in global health, and Sophia Bryan-Carbonell, a fourth-year student in psychology. Both serve as lab coordinators with the (WIL).

The idea emerged from their experiences with climate caf茅s 鈥� peer gatherings where students share their emotional experiences of the climate crisis 鈥� that had been offered through WIL. When Merghani attended her first climate caf茅 in 2024, she was struck by how powerful it was to give voice to her own feelings.

鈥淚t was the first time I openly processed and talked about the climate crisis, and I realized I was carrying a lot of anger due to the fact that the Global South, where my family is from, is experiencing the worst impacts,鈥� she says.

Bryan-Carbonell, who has attended and co-facilitated climate caf茅s through WIL, noted a similar response, underscoring to her how valuable it is for students to have space to process climate anxiety, which often goes unacknowledged. 鈥淐onversations about climate change often focus on policies, protests or global impacts. But for many students, the most immediate reality is how it feels: sitting with uncertainty, fear and hope for the future,鈥� says Bryan-Carbonell.

As both the co-founders became more involved with climate caf茅s, they often noticed a shift: students wanted to go beyond emotional processing toward action.

Together, they envisioned an initiative that would allow students to process emotions while also feeling empowered to act. With support from 91亚色鈥檚 Agents of Change program 鈥� which provides funding, mentorship and training through Calumet and Stong Colleges 鈥� and mentorship from Professor Harvey Skinner in the and Community Scholar Susan Harris at the Wellness Impact Lab in the Dahdaleh Institute for Global Health Research, The Nest was created.

The name reflects the dual purpose of sanctuary and growth. 鈥淚t鈥檚 a safe space for students to come together, connect and find grounding. But like a real nest, it鈥檚 also a place from which you eventually take flight; spreading what you鈥檝e learned, starting conversations and creating action in your wider community,鈥� says Merghani.

Drawing inspiration from WIL鈥檚 climate caf茅s, The Nest hosts gatherings called circles where students can feel validated, supported and empowered.

Circles will take place throughout the year at both indoor and outdoor locations, including . Each circle combines sharing, reflection and grounding practices with a small collective action, so students leave with lighter emotional burdens, stronger community ties and the empowerment that comes from acting together. Currently, circles are being piloted at 91亚色鈥檚 Keele Campus with long-term plans for expansions across other 91亚色 and even Canadian campuses.

The Nest鈥檚 inaugural circle in September featured circle sharing and seed planting, as well as a meditation led by Harris and a closing session of qigong led by Skinner.

Students shared openly, many for the first time, and feedback confirmed the value of creating this kind of supportive space on campus. 鈥淭he Nest鈥檚 Opening Circle was a welcoming and supportive space. It allowed me to express my eco-emotions freely," says Mahnoosh Jalilzadeh, a fourth-year psychology student.

Looking ahead, circles will be held every other week through the academic year, each organized around a theme, from arts-based expression to civic engagement. 鈥淥rganizing circles around a theme helps give focus and intention to the practices, discussions and creative activities,鈥� says Bryan-Carbonell. 鈥淭hemes also help connect each circle to a sense of purpose, which makes the gatherings more meaningful and encourages students to build on their experiences over time.鈥�

The long-term vision is to grow The Nest into a sustained peer-led community at 91亚色, expand its practices and form collaborations across the Greater Toronto Area with partners committed to climate wellness and student engagement. At the heart of that vision is a simple belief: that sharing climate emotions together can transform them into something constructive.

鈥淐limate emotions can feel heavy. But shared in community, they become seeds of strength, hope and change. With each circle, The Nest is growing a community of students who transform their climate emotions into resilience and action,鈥� says Merghani. 鈥淭ogether we can shape a more just and sustainable future.鈥�

Students interested in joining The Nest can attend an upcoming circle or connect with the team at thenestyu@gmail.com. Updates about future events will be shared through The Nest鈥檚 upcoming website and current social media channels ().

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He is not a faculty member or a counsellor, but a fourth-year information technology student who has quietly built a reputation as a mentor and advocate for accessibility.

Leung did not arrive at 91亚色 along the usual path. He transferred from another institution, enrolled as a mature, part-time student and balanced work with his studies. Originally from Hong Kong, Leung manages schizoaffective disorder, a mental health condition that is rarely discussed openly among students. 鈥淵ou get used to filling out forms, explaining your situation and hoping someone will listen,鈥� he says. 鈥淪ometimes, you just want to get through the day without extra hassle.鈥�

His experiences led him to mentorship and advocacy. Leung volunteers with New College, the Faculty of Liberal Arts & Professional Studies and the . He also works with Project ADVANCE, which helps high school students transition to university. He鈥檚 been active in organizing mental health workshops and peer support groups, collaborating with Student Accessibility Services and student organizations such as ActiveMinds @ 91亚色 and the 91亚色 Mature Students Organization (YUMSO) to create a more inclusive campus culture.

Leung鈥檚 advice is direct and pragmatic: use assistive technology, break assignments into smaller tasks and don鈥檛 wait too long to ask for help. 鈥淚 show people the tools I use 鈥� Livescribe for notes, Dragon for dictation, Kurzweil for reading. It鈥檚 not glamorous, but it works.鈥� He also shares stress management strategies and encourages students to build routines that include mindfulness and regular breaks.

And, he does not shy away from discussing setbacks. 鈥淚鈥檝e had semesters where I barely made it through,鈥� Leung says. 鈥淏ut I also know what it鈥檚 like to have someone in your corner, even if it鈥檚 just to say, 鈥榊ou鈥檙e not the only one.鈥欌�� His approach to mentorship is grounded in sharing what he has learned through experience, not offering pep talks. Students come to him with questions about accommodations or how to communicate with professors. Sometimes, they just need to hear from someone who has managed to carve out a place at 91亚色 while juggling more than coursework.

Leung is focused on the day-to-day realities students face. He is interested in the conversations that happen outside official channels, where students talk honestly about stigma and the fear of being seen as less capable. 鈥淭here鈥檚 still a lot of silence around invisible disabilities,鈥� he says. 鈥淧eople worry about being judged, or about being seen as less capable.鈥�

National AccessAbility Week (May 25 to 31) brings these issues into focus, but Leung鈥檚 work continues year-round. He isn鈥檛 waiting for policy changes to make a difference. 鈥淚 want students to know that support is there, and that it鈥檚 OK to use it,鈥� he says. 鈥淢ost of us are just trying to get through the semester. If I can make that a little easier for someone, that鈥檚 enough.鈥�

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Look at the end of this story for the snappy answer to this riddle from McLaughlin College鈥檚 Monday morning announcements. It鈥檚 just one of the many steps the Faculty of Liberal Arts & Professional Studies鈥� (LA&PS) four colleges take to create a sense of community and make students feel at home. 

鈥淭hey really like the riddles. A bunch of them will respond,鈥� says Vanessa Otello, the team lead for McLaughlin College鈥檚 peer mentor program. 鈥淚t鈥檚 something we do for first-year students, letting them know the events we have going on that week.鈥�  

鈥淗ome, well, that's what we see ourselves as,鈥� said Stevie Bell, college head of McLaughlin College and associate professor in the Writing Department, LA&PS. 鈥淚 think we put that in our vision documents. The colleges are a home.鈥� The four colleges are McLaughlin, Vanier, New and Founders.  

LA&PS has re-envisioned the role of its colleges; students are still connected to the college affiliated with their program, but they also have their needs, according to where they are in their university careers, met by various colleges. For example, McLaughlin College caters to early-year students. 

鈥淲hen we started thinking about this, we thought maybe the better thing to do would be to address the students by their student journey,鈥� said Michele A. Johnson, associate dean students for LA&PS and a professor in the Department of History.  

鈥淔irst-year students have particular needs. They need to be welcomed in. They need to be shown the ropes. But upper-year students don't have those needs. What they need is to prepare to leave the institution. As we talked with students more, they said what they wanted were things that cut across programs but were more about the stage they were at in their academic journey.鈥� 

McLaughlin College is the early years college. That鈥檚 Bell鈥檚 college. Vanier is the upper years college, headed by Eric Kennedy, associate professor in the School of Administrative Studies. 

New College 鈥� formerly Atkinson College and originally created for working people who attended night school 鈥� is home to graduate students. Zachary Spicer, associate professor in the School of Public Policy and Administration, is head of New College.  

Founders College is for diverse groups of students, including those who identify as international, Black, Indigenous, 2SLGBTQIA+, first-generation, women and student-athletes. Daniel Kikulwe, an associate professor in the School of Social Work, is the head of Founders College.  

The plan for each college to be a refuge for its students sprang from the results of the National Survey of Student Engagement (NSSE), which showed a need to address equity issues and gaps in student experiences, Bell said. The NSSE is a survey that targets first-year and senior students and measures student participation at universities and colleges in Canada and the United States. 

Informed by NSSE, the role of the colleges changed three years ago to improve equity and student experiences. 

The colleges create community by offering programs to support the students. McLaughlin has a peer mentor program that matches early-years students with students further along in their studies, as well as the First-Year Experience resource for new students.  

Vanier College focuses on leadership training programs, and hosts Pizza with Profs events where students and professor can discuss careers and research.聽

Programs for Indigenous students are available through Founders College, which also offers the Advancing YU mentorship program which features 91亚色 alumni. One stream is for Black alum and students, the other for female alum and students.聽

鈥淭hey come back and do a mentorship quartet, so three students meet with one mentor. They meet once a month to talk, to strategize about the students鈥� post-graduation plans and to support each other as they address the challenges they might face,鈥� said Johnson. 

New College caters to grad students with monthly cafes, themed discussions, a student choir and a lounge with toys for children of grad students.   

鈥淥ne thing 91亚色 does is seriously believe in the promise and potential of radical inclusion,鈥� Bell said, with a nod to the original vision of 91亚色 as a university for everyone. 鈥淚t鈥檚 a value system, right? We value inclusion, we value belonging. How do you show that you value that? You bring people into community.鈥�  

And that Monday morning riddle sent to first-year students? What am I? I am a joke. 

With files from Julie Carl

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Throughout the repositioning process, faculty, staff, students, alumni and other community members have been actively engaged in a thoughtful consultation process about the future direction of Glendon College. Town hall events, community conversations, meetings with Senate and Faculty Council, and polls were regularly held as community touchpoints over the past three years.

The future direction for Glendon includes the restructuring of academic units to promote greater interdisciplinarity and to support research, teaching and the student experience. The revised structure also focused on embracing efficiency in the delivery of Glendon鈥檚 programs and strengthening enrolment.

鈥淭his new structure presents an opportunity to establish an environment that supports the kind of academic renewal that is needed among today鈥檚 universities, where new and innovative ideas are born at the intersection of disciplines,鈥� says Marco Fiola, principal of Glendon College. 鈥淚 would like to thank all Glendon and 91亚色 community members who have participated in this process to create a vibrant future at Glendon.鈥�

On April 30, 2024, 91亚色鈥檚 Board of Governors approved the restructuring of Glendon鈥檚 academic units, bringing into place the following new departmental structure as of September 1, 2024:

• Glendon Department of Global Communication and Cultures;
• Glendon Department of Science;
• Glendon Department of Economics, Business and Mathematics; and
• Glendon Department of Global and Social Studies.

鈥淎 more integrated structure supports creativity in thinking across disciplines when it comes to renewing our curriculum and building our research culture. Above all else, academic programs must remain responsive to the changes we are seeing across higher education today,鈥� says Lisa Philipps, provost and vice-president academic. 鈥淚 want to recognize the Glendon colleagues who will ultimately ensure the success of the repositioning. This new structure supports sustainability and enables us to deliver the best learning experience possible for our students.鈥�

In the coming months, changes will continue to unfold, including adjustments to academic programming to enhance the student experience, creating co-ordinated recruitment efforts that align with the University-wide strategy and modifications to Glendon鈥檚 administrative service model. All these efforts will support the delivery of an enhanced educational experience for students at Glendon starting this fall.

鈥淲e have the know-how and we have the ingenuity to be a bold and forward-thinking part of 91亚色," says Fiola. "This new, streamlined academic structure will help us make better use of our resources, for the benefit of our students and faculty members.鈥�

Une nouvelle orientation pour le Coll猫ge Glendon

Depuis l鈥檃utomne 2021, Glendon se pr锚te 脿 un exercice de repositionnement pour s鈥檃ssurer que ses offres de programmes sont non seulement pertinentes et en rapport avec une carri猫re professionnelle, mais aussi durables et ax茅es sur les besoins de la population 茅tudiante.

Tout au long de ce repositionnement, le corps professoral, le personnel, la population 茅tudiante, des dipl么m茅s et d鈥檃utres membres de la communaut茅 ont particip茅 activement 脿 un processus de consultation approfondi sur l鈥檕rientation future du Coll猫ge Glendon. Des conversations communautaires, des r茅unions avec le S茅nat et le Conseil de la facult茅 et des sondages d鈥檕pinion ont 茅t茅 organis茅s r茅guli猫rement au cours des trois derni猫res ann茅es afin de rester en relation avec la communaut茅.

L鈥檕rientation future de Glendon comprend la restructuration des unit茅s acad茅miques afin de promouvoir une plus grande interdisciplinarit茅 et d鈥檃ppuyer la recherche, l鈥檈nseignement et l鈥檈xp茅rience 茅tudiante. La structure modifi茅e privil茅gie aussi l鈥檈fficacit茅 de la prestation des programmes de Glendon et le renforcement des inscriptions.

芦 Cette nouvelle structure nous donne la possibilit茅 de cr茅er un environnement qui favorise le renouveau acad茅mique essentiel aux universit茅s d鈥檃ujourd鈥檋ui et dans lequel des id茅es nouvelles et innovantes voient le jour au croisement des disciplines, d茅clare Marco Fiola, principal du Coll猫ge Glendon. Je tiens 脿 remercier tous les membres de la communaut茅 de Glendon qui ont particip茅 脿 ce processus visant 脿 assurer un avenir prometteur au Coll猫ge. 禄

Le 30 avril 2024, le Conseil d鈥檃dministration de 91亚色 a approuv茅 la restructuration des unit茅s acad茅miques de Glendon qui met en place la nouvelle structure d茅partementale suivante 脿 compter du 1^er septembre 2024 :

• D茅partement de la communication et des cultures mondiales de Glendon
• D茅partement des sciences de Glendon
• D茅partement des sciences 茅conomiques, des affaires et des math茅matiques de Glendon
• D茅partement d鈥櫭﹖udes mondiales et sociales de Glendon

芦 Une nouvelle structure simplifi茅e plus int茅gr茅e favorise la cr茅ativit茅 dans la r茅flexion interdisciplinaire en vue du renouvellement de nos programmes d鈥櫭﹖udes et de la consolidation de notre culture de la recherche, explique Lisa Philipps, rectrice et vice-pr茅sidente aux affaires acad茅miques. Les programmes doivent notamment demeurer tr猫s r茅actifs aux changements que nous observons aujourd鈥檋ui dans l鈥檈nseignement sup茅rieur. Je tiens 脿 reconna卯tre les coll猫gues de Glendon qui assureront au bout du compte le succ猫s de ce repositionnement. La nouvelle structure favorise la durabilit茅 et nous permet d鈥檕ffrir la meilleure exp茅rience d鈥檃pprentissage possible 脿 notre population 茅tudiante. 禄

Dans les mois 脿 venir, des changements continueront 脿 锚tre apport茅s aux programmes acad茅miques pour am茅liorer l鈥檈xp茅rience 茅tudiante, entra卯nant des efforts coordonn茅s de recrutement conformes 脿 la strat茅gie globale de l鈥橴niversit茅 et des modifications du mod猫le de service administratif de Glendon. Tous ces efforts appuieront une exp茅rience 茅ducative am茅lior茅e pour la population 茅tudiante de Glendon d猫s cet automne.

芦 Nous poss茅dons le savoir-faire et l鈥檌ng茅niosit茅 n茅cessaires pour devenir une composante dynamique et avant-gardiste de l鈥橴niversit茅 91亚色. Gr芒ce 脿 cette nouvelle structure acad茅mique rationalis茅e, nous pourrons mieux utiliser nos ressources au profit des membres de la communaut茅 茅tudiante et du corps professoral 禄, ajoute Marco Fiola.

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Reporting to the dean of the Faculty of Health, the successful candidate will provide administrative and educational leadership and contribute to inspiring learning, leadership and citizenship within an engaged and diverse community of students, staff, faculty, fellows and alumni at Stong College. The head of Stong College works in partnership with the Calumet & Stong Colleges' Student Success team, including the head of Calumet College, to enhance the experience of Faculty of Health students and support both the Faculty of Health Strategic Plan and the Calumet & Stong Colleges' Strategic Plan. Stong College is affiliated with and serves the students in the School of Kinesiology & Health Science and the School of Nursing in the Faculty of Health.

The role

The Head of Stong College contributes to an engaged community by working collaboratively with students, staff, faculty, fellows, key campus partners (e.g. Division of Students), and alumni to build and maintain a vibrant, diverse and inclusive community. The colleges play a crucial role at 91亚色, and the college head position requires a commitment to the University, Stong, and Calumet Colleges and, most importantly, the desire to enhance the lives of students and to strengthen the student experience.

The college head actively engages within the colleges鈥� community by supporting and attending key colleges鈥� community events and meets regularly with college-affiliated student organizations, staff, units and key campus partners throughout the academic year. The college head role provides a faculty member the opportunity to provide strategic vision and mentorship, and contribute to supporting the success of students and enhancing their experience at both the Faculty and university levels.

The successful candidate will be committed to enhancing the student experience, through the delivery of student-centred programs and services, and to engaging members of the 91亚色 community as well as the wider community. They will engage and support students of diverse heritage and backgrounds, including: equity-deserving, under-represented, international, first-generation, 2SLGBTQIA+, mature and part-time, place of birth, etc. The college head will support the University鈥檚 commitment to decolonizing, equity, diversity and inclusion (DEDI) through the development and implementation of initiatives designed to foster inclusivity and sense of belonging.

This is an exciting opportunity for an individual who is passionate about advancing student success and contributing to building a sense of community among students, staff, faculty members, fellows and alumni. College heads receive a stipend, course release and sabbatical top-up.

Application/nomination process

Tenured faculty members interested in becoming the head of Stong College can apply directly. Members of the 91亚色 community who know a tenured faculty member who would make an exceptional college head are welcome to submit a nomination.

Applications and nominations should be submitted to Professor Mazen Hamadeh, Chair of the search committee, c/o Lesia Facey, administrative assistant to the search committee, at lfacey@yorku.ca no later than Friday, Feb. 23. Applications are welcome from faculty members from across all programs, schools and departments within the Faculty of Health and the University, and should include:

• an up-to-date resum茅;
• a Statement of Interest in the Head of Stong College role (maximum two pages); and
• a brief (one-page) statement of approach to DEDI in an academic environment.

The position commences July 1 for a period of three to five years.

Applicants and nominees who are interested in learning more about the position are welcome to contact Jennine Rawana, head of Calumet College, at rawana@yorku.ca; or Mazen Hamadeh, former Head of Stong College, at hamadeh@yorku.ca.

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91亚色鈥檚 official Winter Orientation kicks off on Friday, Jan. 5, 2024. The official website lists a wealth of information for new and incoming students, with programming to welcome community members through a mix of fun and informative events.

Academic Orientation: Jan. 5, 2024

College/Faculty Orientation will take place on Jan. 5, 2024 and includes a variety of college-/Faculty-specific events, during which time students will get a chance to meet other first-year students as well as upper-year students in their respective colleges and Faculties. Students who are uncertain of which college or Faculty they belong to can use the tool for help. The sessions are Faculty-specific and free to attend, but registration is required.

International Student Orientation: Jan 6, 2024

As the designated support office for international students,聽聽offers crucial services and programs tailored to the unique needs of international students. The 91亚色 International team will host a dedicated orientation day, designed specifically for new international students, on Jan. 6, 2024 from 9 a.m. to 5:30 p.m. For students who arrive late, an alternate orientation day will be offered on Jan. 20, 2024. More information can be found on the聽.

Other events hosted during the week of Jan. 8 to 12, 2024 include:

• Frost Week, Jan. 8 to 12, 2024 鈥� Organized by the nine college councils with support from Student Community & Leadership Development, Frost Week will be a week of social programming open to students based on their college affiliation. Early activities will focus on integrating new students into their respective communities.
• Winterlicious, Jan. 5 to 12, 2024 鈥� Student will be able to visit specific food vendors on the Keele Campus to get a meal for $10 or less.
• Winter Orientation 2024: Transitioning to 91亚色, Jan. 9, 2024 鈥� This virtual event gives an insider's look at the diverse and accessible student experience at 91亚色. Crafted for incoming students to 91亚色 who would like to learn more about campus life, the event includes a panel of speakers sharing first-hand experiences of campus life. Register .
• Campus Services Fair, Jan. 10, 2024 鈥� New and current students can meet campus partners from across the Division of Students, Ancillary Services and 91亚色 Libraries to learn about available resources. Register .
• 91亚色 U Winter Keele Campus Tours, Jan. 5 to 11, 2024 鈥� Register for a tour and get to know the ins and outs of campus such as where to eat, how to find classes, how to get to the gym, where all the important student services and supports are, and more. Register .

For more information, including dates, times and registration links, visit the website.

The post What's planned for 91亚色's 2024 Winter Orientation appeared first on YFile.

Reporting to the Faculty of Health dean, the successful candidate will provide administrative and educational leadership and contribute to inspiring learning, leadership, and citizenship within an engaged and diverse community of students, staff, faculty, Fellows and alumni at Stong College.

The head of Stong College works in partnership with the Calumet and Stong Colleges Student Success Team, including the head of Calumet College, to enhance the experience of Faculty of Health students and support both the Faculty of Health Strategic Plan and the Calumet and Stong Colleges Strategic Plan.

Stong College is affiliated with and serves the students in the School of Kinesiology & Health Science and the School of Nursing in the Faculty of Health.

Head of Stong College role

The head of Stong College contributes to an engaged community by working collaboratively with students, staff, faculty, Fellows, residence life, key campus partners (e.g. Division of Students), and alumni to build and maintain a vibrant, diverse and inclusive community. The colleges play a crucial role at 91亚色, and the college head position requires a commitment to the University, Stong and Calumet Colleges, and most importantly, the desire to enhance the lives of students and strengthen the student experience.

The college head actively engages within the colleges鈥� community by supporting and attending key colleges鈥� community events and meets regularly with college-affiliated student organizations, staff, units and key campus partners throughout the academic year. The college head role provides a faculty member the opportunity to provide strategic vision and mentorship, and contribute to supporting the success of students and enhancing their experience at the Faculty- and University-level.

The successful candidate will be committed to enhancing the student experience, including the first-year experience, through the delivery of student-centred programs and services, and to engaging members of the 91亚色 community, as well as the wider community. The successful applicant will also be engaging and supporting students of diverse heritage and backgrounds, including equity-deserving, under-represented, international, first-generation, 2SLGBTQIA+, mature and part-time, place of birth etc. The college head will support the University鈥檚 commitment to decolonizing, equity, diversity and inclusion (DEDI) through the development and implementation of initiatives designed to foster inclusivity and sense of belonging.

This is an exciting opportunity for an individual who is passionate about advancing student success and contributing to building a sense of community among students, staff, faculty members, Fellows and alumni. College heads receive a stipend, course release and sabbatical top-up.

Application/nomination process

Tenured faculty members interested in becoming the head of Stong College can apply directly. Members of the 91亚色 community who know a tenured faculty member who would make an exceptional college head are welcome to nominate an individual.

Applications/nominations should be submitted to Professor Mazen Hamadeh, Chair, Search Committee, c/o Lesia Facey, administrative assistant to the Search Committee, at: Office of the Dean, Faculty of Health, no later than Friday, Oct. 20. Applications are welcome from faculty members across all programs/schools/departments within the Faculty of Health and the University and should include: 1) an up-to-date resum茅; 2) a statement of interest in the head of Stong College role (maximum two pages); and 3) a brief (one-page) statement of approach to DEDI in an academic environment. The position commences Jan. 1, 2024, for a period of three to five years.

Learn more about the role

Applicants or nominees who are interested in learning more about the position are welcome to contact Jennine Rawana, head of Calumet College, at rawana@yorku.ca; or Mazen Hamadeh, former head of Stong College, at hamadeh@yorku.ca.

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In addition to the social and educational programming all residents are invited to partake in, LLC residents (selected based on interest indicated through their housing application and a series of questions to determine candidacy) participate in a sequenced set of learning opportunities tied to the community theme or topic.

The sustainability LLC, housed in Founders Residence, will engage 35 residents in a series of workshops, events and dialogues with the aim that all participants will be able to act upon principles of sustainability. The well-being LLC, in Bethune Residence, will foster 35 residents鈥� abilities to engage in behaviours that contribute to their mental, spiritual, sexual, emotional and physical health.

Over the course of the next eight months, LLC participants will have the opportunity to engage in two educational programs, workshops or events per month tailored to support them with their respective LLC鈥檚 learning outcome.

Additionally, participants will engage in three reflective activities over the course of the year to solidify their learning and reflection throughout their experience in the program.

Each community has a work-study Living Learning Community leader to foster connection, facilitate peer programming and engage in intentional one-on-one conversations to support participants in achieving their respective goals for the LLC program.

鈥淚 wanted to get involved with the Living Learning Community at 91亚色 because it鈥檚 a great way to practice immersive learning, in the sense that we get to constantly be at one with a community that shares similar values and is constantly striving to learn and grow from their surroundings," shares Ramisa Mustafa, student leader for the sustainability LLC. "I believe it鈥檒l not only help me engage more with 91亚色, but also help me grow as an individual and allow more room for holistic knowledge acquisition.鈥�

Melanie Sit, student leader for the well-being LLC, adds, 鈥淚 originally was interested in becoming a don, but the application to be an LLC piqued my interests, as I enjoy learning about the topic of well-being and I had some experience with it in high school. I also love planning and running different activities and events that bring joy to other people.鈥�

In April, the sustainability LLC pilot project was one of four applications awarded funding through the , which will support the sustainability LLC in fostering student leaders equipped to role model sustainable behaviours and foster a more sustainable culture across the 91亚色 community.

Mustafa notes, 鈥淯ltimately, experiencing a sense of community helps people hold themselves accountable for their actions and decisions, academics and a lot more, which I believe is important while living alone. These students who participate in the Living Learning Community will most likely have a more fulfilling experience at 91亚色 because of the values and knowledge base they鈥檒l have exposure to. This will help them step out as more socially aware individuals at the end of the program.鈥�

The sustainability and well-being LLCs formally launched Sept. 6 with a welcome and orientation event for each community. Applications for the 2024-25 academic year will open in February 2024 as part of the housing application process for students.

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