For many Indigenous learners, choosing a post-secondary institution involves more than academics. A community of support, culturally responsive spaces and a sense of belonging can influence where students see themselves succeeding.

In partnership with Ontario Federation of Indigenous Friendship Centres, 91亚色's Office of Indigenous Initiatives, the five-day Indigenous Pathways Program helps aspiring Indigenous learners ages 18 and older build meaningful and intentional connections ahead of their academic journeys. The immersive experience introduces participants to 91亚色's academic offerings while connecting them to the University鈥檚 Indigenous-focused spaces, resources, supports, staff and faculty across its three campuses.

By helping learners feel welcomed, supported and able to envision a future at 91亚色, the program fosters belonging and helps build confidence, clarity and purpose leading up to the transition to post-secondary education. It also reflects a broader institutional commitment to Indigenous student success, says Holly LaForme, manager, Indigenous initiatives at 91亚色鈥檚 Division of Equity, People & Culture.

鈥淔or many Indigenous learners, education systems have not always felt safe, welcoming or full of possibility. Arriving at a large urban institution, often far from family, community and familiar supports, can feel overwhelming,鈥� says LaForme, who helped lead the IPP project. 鈥淎t the Centre for Indigenous Student Services, connection and community-building are foundational to the way we support student success. My hope is to bring a sense of care, familiarity and relationality to the university experience so Indigenous learners feel grounded as they adapt to a new environment, explore their identity and define their path forward.鈥�

Throughout the week, participants stayed in residence and engaged with faculty, staff, current students and alumni. In collaboration with the Faculty of Liberal Arts & Professional Studies, programming highlighted a range of academic pathways through experiences that included a session with Indigenous scholar, 91亚色 assistant professor and acclaimed author Jesse Thistle; workshops in creative writing and social work; hands-on engineering and AI activities at the ; career-focused programming at the , including an Indigenous alumni panel; and a visit to 91亚色's Markham Campus for a immersive day that concluded with a sacred fire.

For participant Sheena Kitchemokman, meeting other Indigenous students and learning about resources available at 91亚色 were key reasons for joining the program.

"The reason why I signed up for the Indigenous Pathways Program is to see what opportunities are available and to meet other Indigenous students who are going to 91亚色," she says.

That sense of connection is a central focus of the program, says LaForme. By introducing participants to Indigenous faculty, students, alumni and support staff, the program helps learners build relationships and gain a clearer understanding of what life at university can look like.

鈥淩ather than asking students to imagine whether they belong in a post-secondary environment, the program provides a meaningful way for participants to experience that community firsthand,鈥� says LaForme, who notes some learners travelled from northern communities to participate.

Those connections, she adds, extend beyond the classroom. Participants are introduced to Indigenous spaces across 91亚色鈥檚 campuses, including Skennen鈥檏贸:wa Gamig, an Indigenous support centre at 91亚色鈥檚 Keele Campus where Indigenous students can use the space for community and cultural connection. For Kitchemokman, it was a welcoming space that left a lasting impression.

"My favourite space on campus is the native student lounge," she says of Skennen鈥檏贸:wa Gamig. "It really does make me feel at home."

Finding this strong sense of community, as well as a clearer understanding of academic options, strengthened her confidence in choosing 91亚色 for her post-secondary studies. She describes one session she attended as inspiring, noting she had 鈥済oosebumps listening to the panel talk about their life experiences and education stories.鈥�

She says the program would benefit all Indigenous learners 鈥� especially those considering 91亚色.

"Coming to the Indigenous Pathways Program has convinced me that this is the right university for me because of all the love and support you get from faculty and student bodies," she says.

Although the Indigenous Pathways Program spans five days, its impact extends beyond a single week.

鈥淏y helping prospective students explore university life, connect with Indigenous community and experience the care and shared hopes offered by non-Indigenous allies, friends, peers and partners across the 91亚色 U community, the program creates meaningful pathways into post-secondary education,鈥� says LaForme.

鈥淏eing able to physically experience these spaces, build relationships and see oneself at 91亚色 is an important first step in making that future feel real, supported and full of possibility.鈥�

LaForme says the program, which ran July 27 to 31, has already encouraged some of the participants to apply.

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The 10-storey, 400,000-square-foot facility, designed by Diamond Schmitt Architects, received Canadian Interiors鈥� 2026 Best of Canada Award in the institutional category for 鈥渁 design that places emotional comfort, social engagement, wellness and intuitive movement at the centre of the design agenda.鈥�

The award adds to recent recognition for 91亚色鈥檚 newest campus, which was created to expand educational opportunities in one of Canada鈥檚 fastest-growing urban regions. Markham Campus previously earned top honours at the GRANDS PRIX DU DESIGN Awards and was named a winner in the LEARN category of the 2025 ARIDO Awards.

According to Canadian Interiors, this year鈥檚 winning projects reflected a growing emphasis on spaces that support meaningful experiences and respond to culture, heritage and contemporary design priorities.

Located in Markham, the campus is organized around a five-storey atrium that serves as a gathering space. A central staircase links classrooms, study areas and collaborative spaces, while glazing and daylight help maintain sightlines across multiple floors.

The facility supports interdisciplinary learning and research through flexible teaching, collaboration and community-focused spaces. Its interior design encourages interaction among students, faculty, staff and visitors by connecting learning, research and informal activity spaces.

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91亚色鈥檚 Master of Biotechnology Management (MBM) program provided an answer. One of a kind in Canada, the program offers students training in biotechnology theory and practice, a diploma in business management and two to three terms of paid internship experience. The double credential offered at 91亚色鈥檚 Markham Campus allowed Fazeli to maximize career options by adding business to her STEM background.

What she didn鈥檛 yet know was the MBM program would give her multiple meaningful points of access to the biotechnology industry. Hands-on projects, immersive technical training and mentorship from a 91亚色 alum during her internship shaped Fazeli鈥檚 confidence, skills and career exploration.

鈥淢BM is designed with sustained industry interaction throughout the student journey,鈥� says Jade Atallah, graduate program director, biotechnology. 鈥淭hrough internships, interdisciplinary capstone projects and industry-centred work-integrated learning experiences, students graduate with partner collaborations on their CVs, an expanded professional network and professional credibility that strengthens future employment outcomes.鈥�

Capstone and experiential learning projects in the program鈥檚 curriculum give students a chance to build a practical foundation while engaging with real-world initiatives. For Fazeli, this included a work-integrated learning project during her first term at 91亚色 exploring regulatory frameworks for alternative proteins.

The project was a collaboration with 91亚色's Co-op & Career Centre with support from a Co-operative Education and Work-Integrated Learning Canada (CEWIL Canada) grant.

Fazeli also participated in a project to design a business case for a smart-model prototype for a health care equipment company, offering her meaningful exposure to regulatory frameworks. She notes this knowledge and experience were relevant to subsequent work she undertook with a Contract Development and Manufacturing Organization (CDMO).

The capstone experiences reconfirmed her interest in working at the intersection of science, technology and business as she began her search for an internship, a second foundational component of the MBM program. The competitive process inspired Fazeli to network, attend conferences and actively pursue opportunities.

At 91亚色鈥檚 Markham Campus, internship placements are supported by faculty members and a dedicated employer partnerships team that works closely with organizations to align students with roles that support their goals.

鈥淚 submitted my resume and cover letter through the portal. It was easy,鈥� she recalls. 鈥淎 coordinator got back to me quickly and connected me with the employer.鈥�

That employer was Dalton Pharma Services and the hiring manager was Saif Mia, a 91亚色 alum who is the associate director, informatics and technology services at Dalton Pharma Services, a CDMO that leads pharmaceutical development and manufacturing services for the biotechnology industry.

Mia graduated with a BSc in chemistry from 91亚色 and says his degree was an entry point to the biotechnology and biomanufacturing industry. 鈥淚 wouldn鈥檛 be in this industry if I didn鈥檛 study chemistry,鈥� he says. 鈥淭he technical foundation I learned at 91亚色 still applies now.鈥�

Today, he passes his support and expertise forward by mentoring 91亚色 students who are entering the field. Mia and his team engage students in collaborative, problem-solving roles that expose them to the complexities of a highly regulated environment. 鈥淚t鈥檚 our goal to shape future science students that are entering this field during their work terms with us,鈥� says Mia. 鈥淥urs are typically short-term projects, which are well supported by 91亚色鈥檚 co-op program since it offers a flexible hiring timeline.鈥�

In May 2025, Mia hired Fazeli as a digital systems implementation and data migration intern to support his team with implementing a new Enterprise Resource Planning (ERP) system and to work closely with the organization鈥檚 Electronic Quality Management System (eQMS). She worked with Mia and Huyen Bui, senior specialist, QMS and lab informatics, to help design and troubleshoot workflows, migrate data and translate calibration forms.

Fazeli says she was thrilled to benefit from mentors closely connected to 91亚色 and committed to developing student talent.

鈥淢entorship played a significant role in shaping my experience,鈥� she says. 鈥淲orking at a CDMO is very dynamic 鈥� there was always something I had a question about. Huyen and Saif always met me with guidance and support. I鈥檓 grateful for such a collaborative and supportive team.鈥�

Mia echoes gratitude and says the benefits go both ways. 鈥淣ot only do 91亚色 students like Ida bring value to Dalton Pharma, but we also learn from them, based on the new teaching methodologies and techniques they鈥檙e getting from their curriculum.鈥�

鈥淪tudents come into their roles very curious, which is important,鈥� adds Bui. 鈥淭hey鈥檒l ask questions that inspire us to think of things in a different way, resulting in a process improvement or a modification in the way we do things.鈥�

Early in her role, Fazeli was invited to join four other 91亚色 students for a week in Montreal to participate in the CASTL BioBridge Co-op Training Program. Delivered by the Canadian Alliance for Skills and Training in Life Sciences (CASTL), the program provided hands-on training in Good Manufacturing Practices (GMP)-simulated facilities to boost students鈥� technical and compliance skills. It gave her another access point to industry and expert instruction in the field.

鈥淭here were many connections to my work experience, including the chance to go into the labs and see the cleanrooms,鈥� Fazeli recalls. 鈥淲hile I鈥檇 come to understand regulatory processes in my job, I got to experience them first-hand at the training facilities.鈥�

Now in her final semester of the MBM program, Fazeli is preparing to graduate with both a professional master of biotechnology management and a graduate diploma in management. She comes away with career-defining insights, confidence and professional connections gained from her mentors and industry experiences.

Programs such as BioBridge, and support for students like Fazeli, advance the Co-op & Career Centre and Markham Campus鈥� commitment to developing industry-ready talent and delivering value to employers.

鈥淚t鈥檚 a win-win,鈥� says Mia, of experiences like Fazeli鈥檚. 鈥淲e gain fresh perspectives from the students and they get a head start experiencing cross-functional collaboration on the job. In class, everyone studies the same thing. Coming into an environment where there are different departments working together on challenges is a great advantage and an opportunity to learn.鈥�

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Sadia Tasnim (data science) and Brianna Nguyen (digital technologies) have been named 91亚色鈥檚 Co-op and Work-Integrated Learning students of the year.

The鈥疌o-op Student of the Year award鈥痳ecognizes an outstanding student who has made a significant impact during a co-op work term in the 2025 calendar year. This year marks the inaugural launch of the award as an institution鈥憌ide competition, and invited nominations from students across all programs.

The Work-Integrated Learning Student of the Year award recognizes an outstanding student who has made significant impact in an activity defined by (CEWIL) as work-integrated learning in the 2025 calendar year.

Both awards acknowledge students鈥� ongoing efforts to promote work-integrated learning within their campus, communities and industry.

Sadia Tasnim: Co-op Student of the Year

鈥淔or as long as I鈥痳emember, I鈥檝e noticed how numbers quietly dictate what the world pays attention to,鈥� says Tasnim, a鈥痜ourth-year data science student.

Long before entering 91亚色鈥檚 Data Science program in the Faculty of Science,鈥痵he marvelled at the figures she saw in news鈥痟eadlines. She reflected not just on the鈥痳esponse they generated, but鈥痮n the hidden work behind them 鈥� who collected them, how they shaped decisions鈥痑nd how they drove outcomes.鈥��

When she decided to pursue co-operative education鈥痑s part of her undergraduate degree, instead of working at a鈥痩arge tech company, financial institution or consulting firm,鈥疶asnim鈥檚 work term took her to an鈥痷nexpected place: a local鈥痜ood bank.鈥���

Working first in鈥痑gency relations and then as a data administrator,鈥痵he joined Food Banks Mississauga on a growing data team and found a space where her鈥痶alents at鈥痠nterpreting鈥痑nd presenting data鈥痑ligned with her desire鈥痜or community impact.鈥��

Among four student hires, she was one of two selected to鈥痗o-lead鈥痶he organization鈥檚 largest annual initiative: the Annual Visitor Survey.鈥疭he led鈥痑 team of 20 volunteers responsible for collecting data from food bank鈥痗lients, assessing service satisfaction and gathering demographic information to help the organization better understand its community鈥檚 needs.鈥��

One of her鈥痬ost significant contributions鈥痗ame as鈥痶he result of an鈥痷nexpected鈥痗hallenge, when she鈥痜aced鈥痶he sudden鈥痙eparture鈥痮f a direct supervisor. Tasnim welcomed the opportunity to lead her team to the project鈥檚 completion on time.鈥疭he helped compile and analyze the data to produce鈥痑n exceptionally detailed report that her鈥痙irector鈥痙escribed as 鈥渢he first of its kind鈥� for the organization.鈥��

Tasnim also showed initiative by attending external workshops hosted by non-profits鈥痶o understand鈥痟ow data鈥痗an鈥痓e communicated effectively. By the end of her co-op term, she had completed nine reports, including a comprehensive organizational analysis, and presented her findings at a board meeting.

The鈥痬ost rewarding鈥痯art of her experience, she says, was knowing she had contributed to key food security insights that may guide future programs and resource allocation.

鈥淔rom the moment I interviewed Sadia, what stood out most was that her values and integrity drive the work she does,鈥� says Nicole Norris, director of programs and agency network, Food Banks Mississauga.鈥�淎s a food bank, our organization has evolving data needs and seeks talented鈥痠ndividuals to elevate our data approach.鈥疕er combination of technical鈥痚xpertise, leadership potential and commitment to the organization鈥檚 mission made her an asset to our team and left a lasting positive impact.鈥濃��

In addition to making a difference through her co-op role,鈥疶asmin is an active leader in鈥痗hampioning and contributing to WIL. She attended the 2025鈥疌EWIL Canada鈥疧ntario Regional Conversation, where鈥痵he鈥痟elped surface鈥痗hallenges in the landscape of WIL鈥痺ith peers and leaders. She also represented 91亚色鈥檚 co-op program as an ambassador during the Ontario Universities Fair, where she shared her experiences with prospective鈥�91亚色鈥痑pplicants.鈥��

Tasnim also demonstrates leadership in her program as鈥痶he founder鈥痮f鈥�91亚色鈥檚 Data Science Club.鈥� In this role, she has鈥痚stablished鈥痑 membership of more than 120 students and secured sponsorships from local organizations to provide financial support for鈥痶he club's growth.鈥�

In recognition of her achievements and her work inspiring鈥痽oung women to pursue careers in technology,鈥痵he鈥痟as been鈥痭ominated鈥痜or CS-CAN-INFO-CAN's W. Powley Woman of Inspiration Award.鈥�

Brianna Nguyen: Work-Integrated Learning Student of the Year

鈥疦guyen, a second-year digital technologies student at 91亚色鈥檚 Markham Campus鈥痑nd a Dev Degree intern at Shopify,鈥痟as distinguished herself through initiative, persistence and a commitment to community impact.鈥�

Her academic,鈥痯rofessional鈥痑nd creative pursuits demonstrate鈥痟er engagement and advocacy for WIL as a tool for empowerment, innovation and growth.鈥��

In the fully work-integrated鈥疍igital Technologies program鈥痑t Markham Campus, Nguyen dedicates 80 per cent of her time to working full-time at Shopify, and 20 per cent to completing her academic courses in intensive five-day blocks.鈥��

鈥淚 chose digital technologies because it offers a work-integrated experience unlike any other program,鈥� she says. 鈥淭hrough this immersive program, I was pushed to take initiative, apply my knowledge in real-world settings and step into meaningful roles.鈥�

As a Dev Degree intern, she has spent the past鈥痵everal鈥痬onths contributing to technical projects within Shopify鈥檚 Activation team. Her work helps support new merchants鈥痑s they onboard and begin to use the platform.鈥��

Early in her internship, she helped build back-end functionality for Shopify鈥檚 new Retail Yearly subscription, gaining foundational experience in shipping production code.鈥�疻ith more experience, skill and confidence, Nguyen moved to more鈥痗omplex challenges involving AI.鈥疭he proactively sought opportunities for 鈥減air programming鈥� with senior engineers, data scientists and product managers 鈥� a practice in which one developer writes code and another provides review and feedback. This initiative accelerated her learning, she says, and grow her relationship with different members of the organization.

Nguyen is proud to have鈥痗ontributed to development of Shopify鈥檚 AI-powered voice assistant, as well as a new tool that enables non-developers to quickly test prompts across AI models, reducing iteration time and improving鈥痺orkflows.

Nguyen's manager acknowledged her performance, noting she exceeded expectations in her role.聽Despite being a first-year intern, her performance聽was recognized as demonstrating聽capabilities聽equivalent to a full-time junior developer.

Beyond her technical skills, Nguyen has shown leadership by building inclusive spaces for peers. She has hosted Lightning Talks for Shopify staff and interns, presented openly about overcoming imposter syndrome, mentored new Dev Degree cohorts and served as a student executive for ElleHacks, Canada鈥檚 largest hackathon for women and non-binary students.

She also鈥痳epresented 91亚色 and engaged in meaningful connection-building at the conference where she was鈥痵ponsored by鈥疻omen in Science and Engineering (WISE) at 91亚色.

Her achievements reflect her advocacy for inclusive innovation and her belief in the power of WIL to build confidence and community.

鈥淲ork-integrated learning has been an integral part of my university experience and a model that I have continued to promote,鈥� she says.

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Belcastro was a valued and highly respected member of the 91亚色 community. Since joining 91亚色 in 2010, he served with distinction as professor and Chair of the School of Kinesiology & Health Science in the , and as advisor and executive director, Markham Campus, in the Office of the Vice-President Academic & Provost. Throughout his career at 91亚色, he demonstrated unwavering commitment to academic excellence, student success and institutional leadership.

Belcastro made significant contributions to the University through his service as a Senate representative to the Board of Governors and as a member of the Senate Executive Committee. His leadership played an important role in advancing academic planning and community engagement, including the development of the Markham Campus. Prior to joining 91亚色, he held senior academic leadership roles at the University of New Brunswick and Western University.

A dedicated scholar, Belcastro鈥檚 research centred on children鈥檚 physical activity and community-based strategies to promote health and fitness, including long-standing work in the Jane-Finch community. His commitment to equity and community partnership shaped his efforts to improve the lives of young people.

He was named a fellow of the Canadian Society for Exercise Physiology for his leadership in setting evidence-based standards for exercise professionals and inspiring excellence in exercise physiology research. Belcastro also helped lead the development of Canada鈥檚 first Physical Activity Guide and contributed to national initiatives addressing sport and physical activity issues.

Through roles with Sport Canada, the Canadian Canoe Association and Active Healthy Kids Canada, he influenced the advancement of physical activity and sport knowledge across the country.

Outside of 91亚色, Belcastro was focused on family, and leaves behind his wife, two children and six grandchildren.

Belcastro will be remembered as a thoughtful leader, generous colleague and passionate advocate for education and community well-being. He will be deeply missed by his colleagues, students and friends across the University.

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The competition, hosted by the 91亚色 Libraries (YUL), is a campus-wide event open to 91亚色 undergraduate and graduate students, as well as recent alumni, and encourages participants to combine creativity with analytical thinking to craft compelling visual stories from data. 

鈥淭his is a great way for students from all of 91亚色鈥檚 campuses to become informed of our Libraries鈥� services, especially the resources available at the Markham Campus 鈥� such as the Library Makerspace and Visualization Studio,鈥� says Ted Belke, digital engagement librarian. 

The theme of this new initiative is Land * Machine.  

鈥淪tudents will be able to ask themselves how storytelling with data can help us understand and cherish the land we inhabit,鈥� says Lana Yuan, critical making and makerspace assistant, noting the theme is designed to prompt students to think about the unique cultural community in Markham, where the University鈥檚 newest campus is located.  

The asterisk in the theme is also a nod to library terminology. In a library context, an asterisk is鈥痑鈥痶runcation symbol鈥痶hat broadens a search by finding words with the same root. 

The challenge connects to the United Nations鈥� Sustainable Development Goals (SDGs) by encouraging students to explore datasets related to land, machines or both. 

Participants can choose nearly any format for their submission. Digital creators can work with tools like Power BI, Tableau, Python or R, while hands-on makers can take advantage of the Markham Campus Library鈥檚 Makerspace, equipped with 3D printers, laser cutters, sewing machines and more. Even analog approaches, such as sketches or handcrafted pieces, are welcome. 

鈥淒ata and technology are omnipresent, with their growing footprint siphoning more of our global resources, yet they often feel abstract and disconnected from our lived experience, culture and land,鈥� says Alex Wong, data visualization and analytics librarian. 鈥淭hrough visualization and making, the challenge encourages students to interpret data into stories that connect their everyday life to the broader tapestry of technology and our local environment.鈥濃��� 

Some suggested datasets include those from: SDGs, topographic maps or tree inventories for Toronto and Markham; the 2024 U.S. Data Center Energy Usage Report; commuting patterns across Canada; or even personal datasets, like step counts, phone use or local wildlife observations. 

鈥淲e can help students find the data they are looking for. Connecting students to the information they need and helping them critically apply it are integral functions of libraries,鈥� says Wong. 

Aside from the chance to sharpen both data visualization and creative skills, students will compete for cash prizes valued between $125 and $250.  

Top works will also be featured in a curated exhibition at the Markham Campus鈥� Arts, Media, Performance and Design Gallery in March 2026. The exhibition will have an opening gala and juried awards ceremony, and will offer students a platform to showcase their visual storytelling.聽

The event will also be open to the general public. 

鈥淭his will give our wider community an opportunity to see what Markham Campus is all about,鈥� says Belke. 

Students may submit individually or in small groups (with the prize split among group members). Each student or group may submit one work. 

鈥淲hether you鈥檙e a coder, engineer, artist, designer, maker, or simply curious about data, this challenge offers a unique opportunity to experiment, connect and create while integrating art with technology,鈥� says Yuan.  

For more information and key dates, visit the .  

Students with questions can reach the organizing team at datalib@yorku.ca. 

With files from Karen Martin-Robbins

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Earning top honours at the GRANDS PRIX DU DESIGN Awards on Nov. 14, the Markham Campus was recognized as Grand Winner in architecture and received Gold certification for excellence in public building design for higher education and research. 

Designed by Diamond Schmitt Architects, the 10-storey vertical campus takes a fresh approach to academic buildings by encouraging connection and collaboration organized around a multi-storey atrium. 

Spanning 400,000 square feet (37,000 metres), the building makes a statement with its bronze-toned exterior and curved form. The design also responds to challenging site conditions 鈥� specifically a high water table, where groundwater sits unusually close to the surface and creates strong upward pressure. A six-metre grade change addresses that issue, becoming both a distinctive visual feature and an opportunity for future development.

鈥淭his award is a testament to the thoughtful and innovative design behind our Markham Campus,鈥� says Dan Palermo, Markham Campus deputy provost. 鈥淧articularly impressive is the architects鈥� use of a six-metre slope to respond to environmental challenges. This integration of engineering, sustainability and aesthetics is what makes our campus stand out.鈥� 

The GRANDS PRIX DU DESIGN Awards is an international competition that celebrates excellence in architecture, design and innovation. 

 about the award. 

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Through 91亚色 International鈥檚 (ECPP), now in its seventh cohort, Elamin and Khit formed a peer mentorship bond that helped them both grow.

The program, which has supported 475 international and domestic students, pairs volunteer mentors with participants to practise English conversation and build community.

Elamin, a second-year applied mathematics student, served as mentor for Khit, a second-year financial technologies student studying at 91亚色鈥檚 Markham Campus.

鈥淔rom the outside [it appears] we're very different, but then you find similarities in these differences, which is a bonding point and is really nice,鈥� says Elamin.

Their conversations touched on personal experiences, including family and the impact of conflict happening in their home countries 鈥� Sudan for Alamin and Myanmar for Khit. The pair met weekly in 91亚色 spaces, such as the Keele Campus cafeteria or library. Occasionally, they joined other 鈥渃onversation pairs鈥� or explored the campus.

Khit discovered ECPP through Instagram and joined to overcome her nervousness about speaking English. 鈥滻 thought, that's a good opportunity. I'll just join,鈥� she recalls.

After completing the program, she noticed a significant boost in confidence and now recommends the program to others. 鈥淓specially to those like me, who are not confident in English, it's a great experience,鈥� she says.

Khit has since taken on several new activities, such as working as a peer mentor for her financial technologies program, becoming an orientation leader and offering support to others through her role as a student success mentor and life assistant.

Elamin, who previously studied in South Africa and Spain, understands the challenges of being a newcomer. 鈥淚 know how hard it is when you don't know how to speak the language or how to find a community and integrate with people,鈥� she says. Her first year at 91亚色 felt lonely, but ECPP helped her engage more actively in campus life.

She also used the mentorship experience to develop facilitation skills. 鈥淚f there was a moment of silence, I'm the one responsible to break that silence to start a conversation,鈥� she says of being paired up with a mentee. 鈥淚t gives you confidence in your ability to facilitate something, to start talking and develop communication skills.鈥�

That benefit is by design, says Nikita Cruz, international student experience coordinator. 鈥淲e wanted to create more than just a traditional conversation program but something designed with reciprocal learning in mind,鈥� she says. 鈥淓CPP breaks the traditional power dynamic and challenges the notion that international students only want to receive information. The leadership development is an intentional part of the program.鈥�

Elamin鈥檚 experience with ECPP helped her secure on-campus employment 鈥� first, as a summer support assistant in the ' Electrical Engineering and Computer Science department, and now, as a program administrative assistant in the Career Centre鈥檚 Work Study Portfolio.

鈥淗onestly, I do recommend it to anyone,鈥� says Elamin. 鈥淚t's a lot of fun, and you get to learn a lot about yourself as well along the way.鈥�

With files from Suzanne Bowness

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As temperatures drop, sidewalks and pathways become icy and uneven, increasing the risk of incidents. Building entrances, exits, outdoor stairs, ramps and parking lots can all become slippery in wet or icy conditions, creating additional hazards.

Slips, trips and falls require a multi-layered approach to reduce the hazards. Staying vigilant and maintaining safe conditions is crucial to preventing winter-related injuries.

Building entrances, exits, outdoor stairs, ramps and parking lots are among the more common spaces that may become slippery in wet or icy conditions, creating additional hazards. Reduce the risk by staying vigilant and aware of how to reduce hazards and prevent injury.

To reduce the risk of slips, trips and falls:

• stay on designated cleared pathways;
• wear winter-appropriate, insulated, slip-resistant footwear;
• employees (faculty, instructors and staff) are advised to complete the 15-minute ; and
• slow down and avoid distractions such as cell phones when walking outside.

91亚色鈥檚 Facilities Services team plays a key role in ensuring winter safety by monitoring weather conditions and clearing snow from campus roads, pathways and parking lots. For more visit the Facilities Services website.

To report an icy area or request snow removal, contact the Facilities Work Control Centre at 416-736-2100, ext. 22401 or email facilities@yorku.ca.

Refer to 91亚色鈥檚 downloadable posters for more tips:

• Keele and Markham campuses 鈥� English; Keele and Markham campuses 鈥� French
• Glendon Campus 鈥� English; Glendon Campus 鈥� French

The post Tips to prevent slips, trips and falls appeared first on YFile.

The annual program encourages meaningful conversations about education, work and personal aspirations by connecting students with parents, guardians or mentors in their workplaces.

To capture the experience, YFile interviewed three 91亚色 employees and their visitors to learn about their first jobs, future ambitions and the insights they鈥檇 share with their younger selves.

The post Take Our Kids to Work Day participants reflect on first jobs, future dreams appeared first on YFile.