And, the students who take Sodhi’s course have an affectionate name for themselves after it ends: survivors.

The Faculty of Liberal Arts & Professional Studies course, designed as a compressed version of real marketing work, demands a lot of participants. Over 12 weeks, it pushes them to think strategically, act decisively and communicate with the clarity and confidence expected in professional settings. Part classroom and part boardroom, the experience moves quickly from advanced marketing theory to collaborating directly with external organizations on real business problems. Ideas are tested publicly, feedback is unfiltered and performance matters.

“It’s a tough journey,” says Sodhi, “and that’s why they call themselves survivors.”

Sodhi launched the program eight years ago, inspired in part by the Canadian Marketing League, the country's foremost experiential competition that brings top marketing students together to solve real business challenges for real brands. Sodhi, who judges the competition each year, wanted to create something similar at 91��ɫ that would give students exposure to live clients while addressing the job‑ready skills employers told her were missing. “Companies told me they were looking for plug‑and‑play talent,” says Sodhi. “This course was designed to help participants become that.”

The class blends advanced classroom learning with real industry exposure. Students work through case studies in areas such as consumer behaviour, brand management and digital marketing, learn from industry practitioners and train with data tools aligned to their clients’ sectors. That foundation quickly gives way to live-client work, such as cases drawn from this year's organizations including Yamaha Motor Company, Sofina Foods, Clearly Canadian, Queen Steet West and Supaagents. As the cohort immerse themselves in each business, they develop and pitch go‑to‑market solutions in high‑stakes settings that closely mirror workplace marketing practice.

Each year, students apply for the course, submitting résumés, transcripts and statements of career intent before being screened and interviewed by Sodhi. From that pool, a small cohort – usually no more than 12 individuals – is selected and divided into two competing teams. This year's group included Jacob Barreto, Maegan Chen, Tram Anh Le, Victor Duong, Charles Alatiw, Delilah O., Nandika Kumar and Yousef Abdollahi who formed two teams: InterLnk and Fluidus.

As it does every year, the experience opens with targeted preparation. Sodhi tailors the academic material to the cases students will take on, revisiting or introducing concepts in areas such as brand management, customer relationship management or international marketing. The goal is not exhaustive coverage, but a shared foundation that allows the cohort to apply theory confidently once the live‑client work begins.

Participants rehearse through instructor‑designed mock cases, using feedback to fine‑tune analysis, presentation structure and question‑handling. Then the course shifts to work with clients.

Over the following weeks, external organizations brief teams on real marketing challenges, often inviting students into their workplaces for deeper immersion. Teams develop and present solutions in extended evening sessions judged by industry experts and the clients, with each case evaluated on criteria such as strategic thinking, leadership and analytical skill.

Presentation nights are demanding. Teams presents in person, followed by a hard‑hitting question‑and‑answer period that plays a significant role in the judging. Judges push students to defend assumptions, explain trade‑offs and think on their feet, often from multiple directions at once.

The experience is new territory for many students, including those part of InterLnk and Fluidus

Even after eight years of teaching the course, Sodhi says she is still struck by how much students change over the term. As the weeks unfold, they develop what she calls a “courage of conviction” – the ability to persuade an audience that their thinking is sound, even without depth of experience. With repeated feedback and escalating scrutiny, students find their footing. “They just become better and better,” she says.

The experience culminates in a final showcase that brings the intensity of the term into one room. After weeks of competition, InterLnk and Fluidus presented their strongest efforts to a grand jury of clients, faculty and program sponsors. Awards recognize both performance and potential, highlighting strategic thinking, leadership and growth demonstrated over the full 12 weeks, as well as an overall winner. Learning partners like Environics Analytics and Oxenham Consultants Inc recognize students with awards for use of data and showing enterprise potential. 

For many participants, however, the most valuable recognition comes afterward.

In past years, clients have offered jobs or internships following the final showcase. Sodhi recalls instances where companies were so impressed by student efforts that hiring decisions followed quickly. Similar moments continue to emerge. This year, a client reached out to one student for her perspective on the company’s social‑media presence. Drawing on the same strategic approach she used during the course, she shared her feedback and is now under consideration for a role that would typically require six or seven years of industry experience.

Participants also gain something less formal but no less lasting: each other. “All eight years of cohorts are connected now, as part of one team community,” says Sodhi.

That network continues to grow, not just with the addition of InterLnk and Fluidus' members. This year, a graduate from the program’s very first cohort, now the founder of a successful business, returned as a client, bringing his own company’s case to the experience. Sodhi also brought alumni back in a new role, hiring former participants to coach teams behind the scenes during presentation nights.

Sodhi is proud of what the course has become. “You can talk to all of the students and they will tell you that this course is the most challenging,” she says, “but also the one they learned the most from. It literally prepares them for the real world and their careers.”

That impact is echoed by "survivors." In LinkedIn posts after the course ended, many describe LCL as a turning point. “Going into the program, I did not realize just how prepared, challenged and fulfilled I would feel by the end of it,” wrote Kumar. “I am leaving this experience feeling far more confident, capable and excited for what lies ahead in my marketing career.”

For Duong, the takeaway came through the pressure as much as the payoff. “There were long nights, stressful moments and times when everything felt overwhelming,” he wrote. “But through it all, LCL pushed me, challenged me and helped me grow in ways I did not expect, both personally and professionally. Every part of it was worth it.”

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The $1.3-million funding was awarded through CSA’s Flights and Fieldwork for the Advancement of Science and Technology (FAST) program, which backs research at Canadian universities that contributes to the advancement of scientific knowledge and space technologies.

A key goal of the program is to give students and early‑career researchers hands‑on experience, helping strengthen Canada’s space sector by training highly qualified personnel and equipping students with practical, job‑ready skills. Through applied, interdisciplinary research and exposure, students learn to navigate space career challenges in everything from instrument testing and system design to fieldwork and advanced manufacturion.

That combination of scientific advancement and experiential learning is evident across the FAST‑funded work now underway at 91��ɫ.

“As a result, the project will develop, in our students, more specialized scientists who can go on to operational roles not only with our project, but with space exploration missions and space agencies around the world,” says John Moores, associate professor and grant recipient.

Those four projects and their associate professors are:

John Moores, associate professor

Project: Mars Atmosphere Gas Evolution – Flying Localization Investigation (MAGE‑FLI)

Moores received $436,500 to lead an initiative improving how scientists detect and understand rare gases in the atmosphere of Mars. The work relies on a highly sensitive instrument, called an ICOS spectrometer, that can measure tiny amounts of specific gases.

The research focuses on gases such as methane, which may be linked to possible microbial life below the planet’s surface, and chlorine, which can be associated with volcanic activity. The project aims to shed light on what may be happening beneath Mars’ surface and how the planet continues to change.

“The support of the CSA and the Canadian government is critical to my research. It funds the specialized equipment we need to test our instruments and make more precise measurements," says Moores.

Before the instrument can be used in space, the team will test it in the lab using gas mixtures and soil materials similar to those found on the planet. In the final year of the project, the instrument will be taken to Iceland and mounted on a drone to see how well it can detect gases released from the ground. “In doing this work we’re demonstrating what this instrument is capable of," says Moores, adding the results will help guide how similar tools could be used in future planetary missions.

Nima Tabatabaei, associate professor

Project: Molecularly Imprinted Opto‑Fluidic Platform for Ultra‑Sensitive Detection and Quantification of Biomarkers in Space

Tabatabaei received $288,090 to create compact health monitoring technology designed for use during space missions. The goal is to help astronauts monitor their health in real time using simple, non‑invasive measurements, even in the challenging environment of microgravity.

The research, conducted with co‑investigator Professor Pouya Rezai of George Mason University, combines several technologies into one small, modular system. It includes a device that automatically collects and processes saliva samples, materials that selectively capture health‑related molecules and a highly sensitive sensor that can detect extremely miniscule changes in those molecules.

The platform is designed to track biological markers linked to stress, inflammation and exposure to radiation, which are key concerns for astronauts on long missions. Together, these measurements could help inform earlier health decisions and reduce risks during space travel.

“This grant gives us the chance to start a new area of space‑focused health research,” says Tabatabaei. “It’s also an opportunity to contribute Canadian technology that could advance future human spaceflight.”

Beyond exploration, the technology could also be adapted for health testing in northern communities on Earth, where access to traditional medical facilities may be limited.

Gerd Grau, associate professor

Project: Food Production in Space: 3D‑Printed Capillary Hydroponics with Integrated Sensing

Grau received $291,000 to advance new ways of growing food during long‑duration space missions.

Growing plants in space presents unique challenges, including how to deliver water and nutrients to roots without gravity, manage limited resources and reduce the amount of equipment that must be launched from Earth.

The initiative will advance technology that uses 3D printing to create precise channels that guide water and nutrients to plants. Designed to be manufactured directly in space, the system aids hydroponic food production and can be adjusted for different types of crops. Built‑in sensors will help monitor plant health and detect problems early, improving efficiency and yields.

“This grant allows us to take a body of work we’ve been developing for years and apply it in a completely new context,” says Grau. “It opens up research directions that wouldn’t be possible without space‑focused funding from the Canadian Space Agency.”

While the research is aimed at supporting future space travel, the approach could also benefit food production in remote regions on Earth, including northern Canada.

Cuiying Jian, associate professor

Project: Pixelized, Flexible Sensing Network Using Laser‑Induced Graphene for Health Monitoring

Jian received $291,000 to develop a lightweight, flexible sensor technology that can monitor human health in space and in remote environments on Earth.

Working with co‑applicant Professor Razieh (Neda) Salahandish, Jian’s team is using a form of graphene – an ultra‑thin, conductive material – to create wearable sensor patches that can measure temperature, movement and moisture across different areas.

“This grant allows us to explore graphene in these new ways,” says Jian. “There’s real potential here to create tools that are both scientifically innovative and widely accessible.”

Unlike traditional devices that monitor just one part of the body, the system is designed to collect data from multiple locations at once. This could make it possible to build a more complete picture of someone’s physical condition.

A key part of Jian’s project is also closely aligned with one of the broader aims of the FAST program: student training and hands‑on learning. “This grant enables the recruitment and training of emerging researchers,” she says. “I aim to create an environment where the next generation not only learns how to conduct research, but also understands the underlying principles. Both the ‘how’ and the ‘why’ are essential.”

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When Ibrahim Rfifi joined Lassonde Motorsports – 91��ɫ’s student-led Formula Society of Automotive Engineers (SAE) team at the – in his first year, he expected to find the kind of hands-on program common at many engineering schools, where students design, build and compete with a race car while applying concepts learned in the classroom.

Instead, he found a group still building the structure needed to make that possible. Despite attempts since Lassonde opened in 2012, the team had never completed a vehicle or entered a Formula SAE competition.

Rfifi, along with fellow Lassonde student Michael Rozenfeld, decided to change that.

As president of the group in early 2025, Rififi, now a third-year mechanical engineering student, led an effort to rebuild the organization. He emailed hundreds of students across the Lassonde community inviting them to help relaunch Lassonde Motorsports.

He made a passionate case for renewed commitment to the program and outlined a plan to guide the group toward developing a competitive Formula SAE vehicle through two core principles: consistency and organization. He also stressed the value the group could provide in practical experience, where students could apply classroom concepts while developing skills valued by employers.

Rfifi and Rozenfeld, the club's vice-president, received more than 100 expressions of interest from students across a range of engineering disciplines. Membership was narrowed down to roughly 70 students, prioritizing those most willing to commit to an organized, accountable engineering program built on sustained contribution. That approach, Rfifi says, was essential to the team’s long-term viability and ability to build a complete vehicle.

Attention then shifted to organization. Members were divided into five groups, each focused on a specific subsystem of a Formula SAE race car, creating clear divisions that reflect how a vehicle is built in the real world. Leadership within each group was split between two student leads, a framework intended to ensure progress and accountability. The groups looked after powertrain, vehicle dynamics, body and aerodynamics, and research and development.

With organization and membership in place, the program shifted its focus to training. “Most of us had never worked on a car before,” Rozenfeld says. “Honestly, we all started at practically zero on the skill scale.”

Workshops and weekly design sessions led by team leads and more experienced members became a core part of skill development for newer recruits. Sessions focused on computer-aided design, simulation and how components were prepared for fabrication, were designed to reduce barriers while steadily building technical capability.

Learning extended beyond the University through research lab visits, industry nights and technical tours that connected students with engineering environments and the aerospace, energy and advanced manufacturing sectors.

For Rfifi and Rozenfeld, these opportunities fulfilled a broader goal. “These hands-on learning experiences show students what engineering looks like outside of textbooks,” says Rfifi.

With restructuring, committed membership and ongoing training in place, 2025 was spent working toward the milestone that had defined its revival: completing its first Formula SAE race car.

University teams from around the world build race cars specifically for Formula SAE competitions, a global student engineering series where vehicles are evaluated on both design and real-world performance.

Guided by an entry deadline, Lassonde Motorsports set its sights on the Formula SAE Michigan 2026 competition, held each May, as its first competitive entry point. The group is in the final stages of its project, which will ship to Michigan to compete against more than 100 other universities.

While expectations are measured – Rfifi says even passing technical inspection would be an accomplishment – the team feels it has already achieved something significant given its journey. “Just getting to the competition with a completed vehicle is already a huge achievement,” Rfifi says.

Whatever the outcome, he and Rozenfeld sees Lassonde Motorsports as the beginning of a longer-term program and has set a goal to make the group a lasting fixture within the engineering school. Future plans include expanding into additional competition categories, such as electric vehicle development, alongside creating a more permanent operational structure that can be passed from one cohort of students to the next.

“A first-year student should be able to come in and find a thriving motorsports team,” Rfifi says. After leading its rebuild, he hopes the result is a program that offers students experiential engineering experience, structured learning and a place to apply their skills in a real-world setting.

“There are people waiting for an opportunity like this,” says Rozenfeld.

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Thienpont teaches , a first-year course focused on Earth’s weather systems and the drivers of past and current climatic change. Through the course's learning lab activities, students conduct climate modelling to assess how human influence may contribute to different climate scenarios – and how those scenarios could impact biodiversity.

“I think it’s critical to understand the nuances of how the planet is going to change in the not-too-distant future as a result of anthropogenic activities, so I try to expose them to what is under the hood of computer models,” says Thienpont, noting each course iteration operates about five lab sections for a total of about 200 students.

To forecast how global warming will manifest by 2100, Thienpont’s students use the same sophisticated computer modelling as climate scientists, which draws on the laws of physics (conservation of mass, energy, momentum), fluid dynamics and chemistry and considers variables such as temperature, wind and humidity.

Using five CO₂ emissions scenarios from the United Nations’ Intergovernmental Panel on Climate Change, students examine outcomes for each scenario, ranging from aggressive emissions cuts to high fossil fuel use. This data is used to analyze resulting risks, such as heatwaves, sea-level rise and species extinction.

“It’s a good way of taking things that are fairly theoretical and putting them into a real-world perspective,” Thienpont says. “Students see just how variable the climate really is … if we can manage our emission activities to the point where we’re getting closer to more conservative scenarios, then the outcomes are much less drastic.”

In another lab assignment, Thienpont asks students to consider how climate change might impact them directly by examining how a warming planet may affect one of the world’s most popular agricultural products: arabica coffee.

The bean grows best in a cool, stable tropical climate at a moderate to high altitude and needs plenty of rain and light shade. Global warming is causing dry spells and irregular rainfall, which diminishes the yield and quality of Arabica crops. Farmers must keep planting further upslope – but mountains only go so high.

Thienpont’s students map how the land suitable for growing the beans could shift under diverse climate scenarios in countries such as Brazil, Costa Rica, Hawaii, Honduras and Nicaragua.

“They learn how some of these countries, where coffee is one of their main domestic exports, have quite small land areas for cultivation, and that land size is expected to keep shrinking – in some cases significantly,” Thienpont says. “It demonstrates that the impacts of climate change are global. Everyone who enjoys a cup of coffee in the morning may feel this outcome.”

Thienpont says a nuanced understanding of climate change processes, outcomes and human influence helps prepare students for a range of science-related careers.

“The goal is to give them information that they’ll be able to use, whether they go on to do further scientific exploration or work in environmental policy or city planning,” he says. “They have a foundational understanding of the broad-scale environmental processes that impact us.”

With files from Sharon Aschaiek

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The initiative is part of the ’s fourth-year course Sport and International Development (KINE 4310) that engages students in community-driven projects with local and global organizations.

Led by Associate Professor Lyndsay Hayhurst as part of a community-service learning (CSL) initiative, 45 undergraduate students partnered with seven organizations – Jays Care Foundation, Commonwealth Sport Canada, Free to Run, Skateistan, Prezdential Basketball, Canadian Women & Sport and the International Platform on Sport and Development – to effect real-world change.

Working in small groups, students contributed approximately 25 hours over the term to support partner-identified priorities related to: gender equity; monitoring, evaluation, accountability and learning; newcomer inclusion and belonging; climate justice; and youth development.

Each group developed a structured work plan, maintained regular communication with their partner organization and completed a midterm progress report and final report outlining their research, analysis and recommendations.

A core focus of the course was knowledge mobilization, with students producing accessible, action-oriented resources designed to be used in practice by organizations. These outputs included monitoring, evaluation, accountability and learning (MEAL) toolkits, policy briefs, infographics, coaching resources and digital content strategies.

The course concluded with a final in-class conference where students presented their knowledge mobilization outputs to partner organizations followed by discussion and feedback from partners and peers.

Partner organizations said the presentations offered practical relevance, clarity and creativity of the presentations, noting that several recommendations would be adopted to inform ongoing programming, evaluation and policy development.

The work, Hayhurst notes, highlights how students are engaging with contemporary challenges shaping sport and development practice.

One project, for example, worked on a policy brief on trans and non-binary inclusion for Canadian Women & Sport just as the International Olympic Committee released new guidance on trans athletes participating in women’s sport.

“The real-time policy shift that is widely interpreted as excluding trans athletes from women’s sports brought urgency to the group’s presentation and sparked conversations about how community sport organizations in Canada can respond with more inclusive, equity-focused approaches,” says Hayhurst.

The Jays Care student group worked on researching how youth-facing barriers to sport participation – and the efforts to address them – shape access, retention and experiences in community baseball. The project maintained a specific gender analysis, with attention to girls’ participation in the broader community-based landscape. Working with Jays Care, students presented an infographic exploring how equity, access, safe spaces, inclusive environments and meaningful participation translate (or fail to translate) into tangible outcomes for girls in baseball across Canada.

Alexandra Blanchard, director of strategy at Jays Care Foundation and 91��ɫ alum, says working with the students was positive experience, noting they were enthusiastic, curious and a pleasure to engage with.

“It's energizing to connect with the next generation of students who are passionate about the field and I'd jump at the chance to do it again,” says Blanchard. “University partnerships like this are a wonderful way to bridge research and community practice, and we'd recommend the experience to any community organization looking to do the same.”

In addition to applied research experience, the CSL model supports skill development in research, communication, teamwork and problem-solving.

“This course has run for the last 10 years with the goal of moving beyond traditional learning by engaging students in collaborative, community-driven projects,” says Hayhurst. “Students are not only developing critical insights into sport, development and social justice, but importantly, they are also creating tangible knowledge mobilization outputs that will be taken up in practice by community partners.”

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From 3 to 4 a.m. on April 8, physics and astronomy students used the observatory’s one-metre telescope to image Orion as it travelled back toward Earth after looping around the moon. The capsule carried Canadian astronaut Jeremy Hansen.

The observation was led by graduate student Sunna Withers and supported by Nakul Sethuram Ramjee, an undergraduate student. Ramjee also completed the data reduction, animating the images to produce a short movie showing the spacecraft moving against background stars.

"I worked on processing the Artemis II data using Siril (an astronomical image processing software)," says Ramjee. "I uploaded the sequence of images and applied auto stretch to enhance the brightness and contrast, and then converted the sequence into a video to visually capture it's movement over time."

Because Orion appeared low on the horizon, the imaging capture pushed the limits of the telescope. The team used a Mallincam camera mounted on the one-metre telescope at 91��ɫ’s Keele Campus to capture the historic mission.

Elaina Hyde, director of AICO and associate professor in the Faculty of Science, says this kind of telescope access and training is rarely available to undergraduate students. Having the largest telescope on any Canadian post-secondary campus, she notes, "is quite a boon to any space fan at 91��ɫ."

She adds that certification to use the telescope is open to all undergraduate students.

Withers describes the event as "very exciting." Because the capsule was barely visible against the stars, it took careful comparison of multiple images to identify its motion. "It was a great feeling once I spotted it," says Withers. "Artemis II is a historic mission, especially with a Canadian on board, and its amazing that we were able to get a glimpse of it through the one-metre telescope."

A video of the spacecraft imaging, along with a technical discussion of the observations, is available for public viewing on .

“This work highlights how 91��ɫ students participate directly in space-related observation, data analysis and telescope operations using on-campus infrastructure,” says Hyde. “Monitoring mission activity gives students experience with real-time space missions.”

Alongside astronomical research, the observatory tracks satellites and space missions connected to human exploration programs.

Artemis II is part of NASA’s broader Artemis program that is preparing for a return of astronauts to the moon in 2028.

AICO supports both research and public engagement and offers free weekly public tours on Wednesday evenings, featuring its 60-centimetre and one-metre telescopes. This summer will also host the 2026 AstroFair – a community fundraiser to support AICO’s programming. More details will be released ahead of the Aug. 29 event.

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Throughout his more than 15 years as an investment analyst and strategist, Adjunct Professor Nadeem Kassam, at the Faculty of Liberal Arts & Professional Studies, says he interviewed hundreds of new graduates eager to start their careers in capital markets.

Over time, he noticed a recurring pattern: students often arrived with strong theoretical knowledge, but struggled to present that knowledge in ways that clearly demonstrated their abilities to potential employers.

“They would have all this knowledge, but it wouldn’t be packaged yet in a way that showcased their abilities and skills to a potential employer,” says Kassam.

Earlier this year, Kassam – who teaches advanced portfolio management at 91��ɫ – partnered with 91��ɫ’s Finance Student Association to give a group of undergraduate students the chance to produce an industry grade report modelled on the kind of research produced by investment firms, as part of a new .

Under Kassam’s supervision, the project challenged students to analyze real world market data and synthesize and present their findings clearly and concisely under guidelines similar to those used in the industry. The goal, Kassam says, was to give students hands-on exposure applying classroom theory in ways that mirror real capital-markets work while helping them build tangible evidence of their competencies.

Those interested in participating were required to apply as they would for a job. Kassam reviewed applications from an employer’s perspective and provided individualized feedback – whether students were selected or not – to help them better understand how they might strengthen future applications. By the end of the process, he selected 14 students.

Among them was Abishek Daryanani, a fourth-year Bachelor of Commerce student specializing in finance. “I wanted to step outside of standard textbook coursework and gain practical, hands-on experience in macroeconomic analysis,” says Daryanani.

The same motivation drew Sidonia Sin Ying Wu, also a fourth-year Bachelor of Commerce student. “As someone pursuing a career in finance, I believe it’s not enough to simply know how to analyze data – you also need to know how to present that information clearly and explain the reasoning behind your interpretation to others,” Wu says. “The project’s combination of technical work and commentary writing was what really attracted me to this opportunity.”

Students began by learning to work with industry-standard tools such as the Bloomberg Terminal and Capital IQ, using real-world market data. With the S&P Capital IQ plug-in, they built live Excel dashboards that automatically updated as markets changed – a foundation they would rely on throughout the project.

From there, the focus shifted from working with data to turning analysis into insight that could be clearly communicated to others. Kassam asked students to apply the theories they had learned in class to the information in front of them, using those frameworks to understand what was happening in global markets, and why.

In practical terms, that meant answering questions investors ask every day: Why were stock markets moving the way they were? Why were bonds or commodities behaving differently? Which assets were acting as safe havens during periods of uncertainty, and how could those trends be explained using economic and financial theory?

“That foundational understanding of financial markets, reinforced with real-world application, was the main core,” Kassam says.

Students were then tasked with consolidating their assessment into a single report. Kassam imposed professional style constraints, requiring teams to work within fixed templates, page limits and formatting rules – boundaries designed to force prioritization and clarity.

“That process was much harder than I initially expected,” says Wu. “It wasn’t just about gathering data – it was about deciding what actually mattered and making it easy for readers to interpret.”

That process was exactly what Kassam had hoped students would experience. “That’s essentially the job that I’ve had to do for many years,” he says. “You’re given a lot of information. You have to take it away, figure it out, and then come back with a clear and concise report – often with just one slide and five bullet points.”

Collaboration was also central to the project. While students worked in small groups covering different areas of the markets, they were collectively responsible for contributing to a single, unified report – one Kassam expected to read as though it had been produced by a single analyst.

To achieve that cohesion, he took a hands-on role throughout the process, holding regular meetings where students presented findings, discussed market developments and received feedback to ensure consistency in analysis, tone and presentation.

The work culminated in the group’s inaugural report, released publicly in February. A second edition followed in March, with additional reports planned as part of the eight-month program. Students in future cohorts, he adds, will continue the series.

For students, seeing the work move from interpretation to a finished, public-facing report was a significant payoff. “It felt like all of our effort had turned into something tangible and professional that others could actually read and benefit from,” says Wu.

Daryanani agrees. “Seeing the final product come together and knowing that it mirrors the analytical rigor and formatting you would expect from a real strategy team is incredibly rewarding,” he says. “It’s something you just can’t get from a lecture hall.”

The project is also proving beneficial in other ways. Kassam says some students have used the reports in job applications as concrete examples of their skills.

“If you put this type of product in front of an interviewer, it shows the polish of a very clean, professional quality piece of work,” Kassam says. “It speaks volumes. It says, ‘I have experience. I work well in a team. I’m detail‑oriented – and here’s the proof.’”

Having hired hundreds of graduates over his career, Kassam says that kind of clarity helps remove uncertainty for employers evaluating early‑career candidates. “It’s about removing the guesswork for a potential employer,” he says.

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In the course, students are asked present industry‑ready marketing campaigns directly to industry representatives. When Rachel Saarony's turn was up, she noticed her hands trembling as she walked into the offices of Penguin Random House Canada (PRHC).

The fourth-year professional writing student was about to present a full-scale marketing plan to the country’s largest book publisher, completing the final assignment for PRWR 3004/4004 – an upper-year course designed to bring real-world publishing exposure into the classroom.

For Saarony, the moment felt significant. “I felt a lot of pressure to leave a strong impression in front of industry professionals,” she says. It was her first encounter with the publishing industry, and the stakes felt real.

That opportunity was exactly what Matthew Bucemi, director of 91��ɫ’s Book Publishing Specialization in the Writing Department, had in mind when he helped reshape the program in 2022. Among his efforts was the desire to create meaningful connections between academic learning and the industry realities students would face after graduation.

“My goal was for students to get a level of hands-on experience that a classroom can’t provide,” Bucemi says.

As part of that push, Bucemi drew on industry connections at Penguin Random House Canada and approached Polly Beel, director of marketing and publicity, to explore collaborations. The result was PRWR 3004/4004, a course grounded in a shared idea that students learn best when they are asked to meet professional standards and should have the opportunity to present their work beyond the classroom. “What does it feel like to really present something to senior staff at a publishing house?” says Bucemi.

First, however, it was Beel’s who would present. In January, she and members of PHRC's marketing team visited Bucemi’s class to introduce a project where students would develop original, comprehensive marketing plans for Spoiled Milk, a debut supernatural gothic horror novel scheduled for release.

While students were given broad creative freedom, Beel outlined the same expectations a marketing team like theirs would face, including deliverables, timelines and creative standards. “It reframed the project from a classroom exercise into something that felt professionally real,” says Saarony.

The class was divided into five teams, each responsible for a different piece: a preorder push, influencer outreach, paid digital advertising, organic social media content and an in-person reader event. Over the course of three months, students worked collaboratively to build a unified, multichannel strategy that blended digital marketing with immersive, experiential ideas.

The final campaign leaned heavily into the gothic atmosphere of Spoiled Milk. Elements were timed around culturally resonant moments, such as Friday the13th and Halloween, with the aim of extending the novel’s eerie tone beyond the page. One proposed initiative – dubbed a “Summer-ween” reader event – imagined bringing the book’s haunted boarding school setting into the real world.

Saarony served as one of two team leads on the influencer mailer project, which focused on creating a tactile, interactive experience for book-focused creators on TikTok and Instagram. She and her team designed a themed mailer inspired by the novel’s setting.

The package took the form of a vintage steamer trunk and included story-linked objects such as tarot cards, a custom bookmark and a painted compact mirror featuring a rotting apple. Interactive elements encouraged recipients to explore the contents over time, including hidden messages revealed with a UV Ouija planchette (also known as a spirit board pointer).

“Our goal was to give influencers something they could return to,” Saarony says, “objects they could explore, decode and interact with.”

Another student, Lauren Russell, co-led the digital ads team, which developed a cross-platform advertising strategy tailored to online book audiences. The team identified platforms such as Goodreads and Book Riot, and created a range of static and animated banner ads, alongside short-form video content for social media.

For Instagram, Russell took on an acting role, posing as a fictional student from the novel’s boarding school in a character-driven mock interview. The team also produced a TikTok-style video showcasing gothic horror recommendations, positioning Spoiled Milk within a broader reading community.

At the end of March, students visited Penguin Random House’s Toronto offices to deliver their pitch.

After months of preparation, Russell says the key was stepping into the room with confidence. “We kept reminding ourselves that we knew our work was strong,” she says. “Our job was to show it clearly and enthusiastically.”

For Saarony, the nerves subsided quickly. “Once we started, I went into autopilot,” she says. “I trusted the preparation, and it went better than I could have hoped.”

Following the pitch, PRHC staff provided detailed, industry-aligned feedback to each group. Students were encouraged to think critically about their creative choices, audience targeting and feasibility. One piece of feedback resonated strongly across the class. “We were told that the presentation we had put together was corporate level,” says Russell. “I felt like all our hard work culminated in that moment.”

With the project complete, students reflected on what they gained. For Saarony, the opportunity helped build confidence in her ability to contribute to large projects, and to lead them – which sparked a new interest. During a post-pitch conversation with PRHC’s managing editor, Saarony mentioned her curiosity about the legal side of publishing – an exchange that led to an offer for her to connect with the company’s legal team to learn more.

Russell similarly described the experience as a turning point, noting how it sharpened her leadership, communication and research skills while demystifying how much planning and coordination goes into launching a book.

For Bucemi, those outcomes reflect the program’s broader purpose. Giving students the chance to apply their skills in a real-world context helps them see how theory translates into practice, and how their interests might evolve once they engage directly with the industry. “Understanding what professional life looks like before you graduate makes a real difference,” he says.

At the same time, he was pleased when Beel noted that the students demonstrated a level of ambition and creativity that would get them a job at any company in the industry.

“The biggest thing for me is helping students get practical opportunities that will support them as they enter the job market,” he says. “My hope is that putting something like this on their resume will be a real X-factor when they're looking for a publishing job."

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91��ɫ’s entrepreneurship and innovation hub YSpace and the IP Innovation Clinic, Canada’s largest intellectual property (IP) clinic, are introducing the Inventor to Founder Fellowship, a 13-week program that supports students, researchers, faculty and recent graduates as they navigate commercialization and entrepreneurship.

Building on YSpace’s award-winning entrepreneurial programs and the IP Innovation Clinic’s 15 years of experience supporting IP and commercialization needs, the fellowship is supported by (IPON) Innovation Fellowship program. The initiative reflects the University’s growing emphasis on collaboration across its entrepreneurship and commercialization network to drive social and economic impact.

"91��ɫ has always been home to exceptional research and innovative work," says Pina D'Agostino, associate vice-president research and founder and director of the IP Innovation Clinic. "Through IPON’s support, the Inventor to Founder Fellowship gives our students, researchers and faculty real runway to take their inventions and innovations forward with funding, guidance and ecosystem connections that help translate discovery into real-world benefits."

Founded in 2010 by D’Agostino, the IP Innovation Clinic is a first-of-its-kind IP law clinic based at . Through partnerships with private practice lawyers and firms, the clinic assists 91��ɫ community members with strategy and planning.

As part of the fellowship, the clinic will embed strategic IP considerations throughout the program, aligning with the University’s broader efforts to advance research-driven opportunities. Since 2023-24, the clinic has assisted more than 125 91��ɫ community members, including faculty, researchers, students, alumni and venture teams.

Participants in the Inventor to Founder Fellowship will receive a $10,000 stipend and progress through a structured journey that includes invention and venture idea validation, minimum viable product development, go-to-market strategy and pitching to investors. The fellowship concludes with a public showcase where selected founders present to mentors, angel investors and ecosystem partners.

For many participants, the fellowship will serve as a bridge between academic research and the entrepreneurial ecosystem needed to bring their inventions and innovations forward.

"We built this program for people who have an innovative solution and are ready to move forward to determine its market viability and build a business," says David Kwok, director of entrepreneurship and innovation at YSpace. "The stipend helps remove the early financial barriers and creates startup capital, but what we're most excited about is giving 91��ɫ's student and research community a home to build on their innovations with mentorship and accountability that moves their research and businesses forward."

To be eligible, applicants must be undergraduate, master’s or PhD students, recent graduates within the past two years, researchers or faculty members based in Ontario and demonstrate a serious interest in advancing an invention or innovation for social or commercial impact. Participants are also required to complete IPON's virtual IP education modules as part of the program.

Applications are due May 4. Visit the program website for more information.

With files from Jiho Bak

The post New fellowship helps launch research into action appeared first on YFile.

This issue highlights how work-integrated learning is shaping student learning across 91��ɫ by connecting classroom knowledge with real-world practice.

The stories showcase students applying their skills through community-engaged projects, technology development, work-study roles and co-op pathways, while also exploring unexpected career directions. Together, these examples illustrate how hands-on learning supports personal growth, professional readiness and meaningful contributions beyond the University, reinforcing the value of learning by doing.

As Melanie Belore, executive director, experiential learning, notes: "Strengthening our work-integrated learning and co-op options is a strategic priority for 91��ɫ. These experiences give students the confidence, clarity and connections they need to thrive in a rapidly changing world." 

In this issue:

91��ɫ students find career inspiration through unexpected co-op paths
Innovative work-integrated learning programs help 91��ɫ students develop skills, make connections and find meaning in the future – and discover new ways to apply their education in the workplace.

Student-developed app supports learners, earns recognition from Apple
A fourth-year student is improving access to quality education and breaking down barriers for students with limited resources.

91��ɫ U students drive community change through experiential learning
91��ɫ students are putting their knowledge to work in meaningful ways, helping local organizations respond to complex social challenges.

Work/study roles prepare 91��ɫ U students for co-op success
Paid, on-campus employment opportunities drive co-op and career readiness for 91��ɫ’s undergraduate students.

91��ɫ's unique master’s program opens doors to biotechnology careers
91��ɫ’s Master of Biotechnology Management program develops job-ready talent through hands‑on training, industry mentorship and paid internships, opening pathways to new careers.

91��ɫ recognizes co-op and work-integrated learning students of the year
Meet two outstanding 91��ɫ students who have been recognized with the Work-Integrated Student of the Year and Co-op Student of the Year awards for their achievements shaping communities and driving meaningful change.

The post 91��ɫ students build skills, experience beyond the classroom appeared first on YFile.