Markham Archives - YFile

Unique master’s program opens doors to biotechnology careers

ashleygc — Thu, 05 Mar 2026 19:38:47 +0000

When Ida Fazeli graduated with a bachelor of science in molecular biology, she weighed a decision many students face: whether to continue studies in science, pursue a business degree or enter the workforce and gain the industry experience she craved.

91��ɫ’s 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��ɫ’s Markham Campus allowed Fazeli to maximize career options by adding business to her STEM background.

Ida Fazeli (Photo by Nadia Izzanee)

What she didn’t 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��ɫ alum during her internship shaped Fazeli’s confidence, skills and career exploration.

“MBM is designed with sustained industry interaction throughout the student journey,” says Jade Atallah, graduate program director, biotechnology. “Through 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.”

Capstone and experiential learning projects in the program’s 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��ɫ exploring regulatory frameworks for alternative proteins.

The project was a collaboration with 91��ɫ'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��ɫ’s 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.

“I submitted my resume and cover letter through the portal. It was easy,” she recalls. “A coordinator got back to me quickly and connected me with the employer.”

That employer was Dalton Pharma Services and the hiring manager was Saif Mia, a 91��ɫ 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��ɫ and says his degree was an entry point to the biotechnology and biomanufacturing industry. “I wouldn’t be in this industry if I didn’t study chemistry,” he says. “The technical foundation I learned at 91��ɫ still applies now.”

Today, he passes his support and expertise forward by mentoring 91��ɫ 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. “It’s our goal to shape future science students that are entering this field during their work terms with us,” says Mia. “Ours are typically short-term projects, which are well supported by 91��ɫ’s co-op program since it offers a flexible hiring timeline.”

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’s 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��ɫ and committed to developing student talent.

“Mentorship played a significant role in shaping my experience,” she says. “Working at a CDMO is very dynamic – there was always something I had a question about. Huyen and Saif always met me with guidance and support. I’m grateful for such a collaborative and supportive team.”

Mia echoes gratitude and says the benefits go both ways. “Not only do 91��ɫ students like Ida bring value to Dalton Pharma, but we also learn from them, based on the new teaching methodologies and techniques they’re getting from their curriculum.”

“Students come into their roles very curious, which is important,” adds Bui. “They’ll 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.”

Early in her role, Fazeli was invited to join four other 91��ɫ 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’ technical and compliance skills. It gave her another access point to industry and expert instruction in the field.

“There were many connections to my work experience, including the chance to go into the labs and see the cleanrooms,” Fazeli recalls. “While I’d come to understand regulatory processes in my job, I got to experience them first-hand at the training facilities.”

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’ commitment to developing industry-ready talent and delivering value to employers.

“It’s a win-win,” says Mia, of experiences like Fazeli’s. “We 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.”

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91��ɫ recognizes co-op and work-integrated learning students of the year

ashleygc — Thu, 05 Mar 2026 19:35:25 +0000

91��ɫ has recognized two exceptional student leaders for their innovation, leadership and commitment to community impact through work-integrated learning (WIL).

Sadia Tasnim (data science) and Brianna Nguyen (digital technologies) have been named 91��ɫ’s Co-op and Work-Integrated Learning students of the year.

The Co-op Student of the Year award recognizes 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‑wide 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’ ongoing efforts to promote work-integrated learning within their campus, communities and industry.

Sadia Tasnim: Co-op Student of the Year

“For as long as I remember, I’ve noticed how numbers quietly dictate what the world pays attention to,” says Tasnim, a fourth-year data science student.

Sadia Tasnim

Long before entering 91��ɫ’s Data Science program in the Faculty of Science, she marvelled at the figures she saw in news headlines. She reflected not just on the response they generated, but on the hidden work behind them – who collected them, how they shaped decisions and how they drove outcomes.  

When she decided to pursue co-operative education as part of her undergraduate degree, instead of working at a large tech company, financial institution or consulting firm, Tasnim’s work term took her to an unexpected place: a local food bank.   

Working first in agency relations and then as a data administrator, she joined Food Banks Mississauga on a growing data team and found a space where her talents at interpreting and presenting data aligned with her desire for community impact.  

Among four student hires, she was one of two selected to co-lead the organization’s largest annual initiative: the Annual Visitor Survey. She led a team of 20 volunteers responsible for collecting data from food bank clients, assessing service satisfaction and gathering demographic information to help the organization better understand its community’s needs.  

One of her most significant contributions came as the result of an unexpected challenge, when she faced the sudden departure of a direct supervisor. Tasnim welcomed the opportunity to lead her team to the project’s completion on time. She helped compile and analyze the data to produce an exceptionally detailed report that her director described as “the first of its kind” for the organization.  

Tasnim also showed initiative by attending external workshops hosted by non-profits to understand how data can be 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 most rewarding part of her experience, she says, was knowing she had contributed to key food security insights that may guide future programs and resource allocation.

“From the moment I interviewed Sadia, what stood out most was that her values and integrity drive the work she does,” says Nicole Norris, director of programs and agency network, Food Banks Mississauga. “As a food bank, our organization has evolving data needs and seeks talented individuals to elevate our data approach. Her combination of technical expertise, leadership potential and commitment to the organization’s mission made her an asset to our team and left a lasting positive impact.” 

In addition to making a difference through her co-op role, Tasmin is an active leader in championing and contributing to WIL. She attended the 2025 CEWIL Canada Ontario Regional Conversation, where she helped surface challenges in the landscape of WIL with peers and leaders. She also represented 91��ɫ’s co-op program as an ambassador during the Ontario Universities Fair, where she shared her experiences with prospective 91��ɫ applicants.  

Tasnim also demonstrates leadership in her program as the founder of 91��ɫ’s Data Science Club.  In this role, she has established a membership of more than 120 students and secured sponsorships from local organizations to provide financial support for the club's growth. 

In recognition of her achievements and her work inspiring young women to pursue careers in technology, she has been nominated for CS-CAN-INFO-CAN's W. Powley Woman of Inspiration Award. 

Brianna Nguyen: Work-Integrated Learning Student of the Year

 Nguyen, a second-year digital technologies student at 91��ɫ’s Markham Campus and a Dev Degree intern at Shopify, has distinguished herself through initiative, persistence and a commitment to community impact. 

Brianna Nguyen

Her academic, professional and creative pursuits demonstrate her engagement and advocacy for WIL as a tool for empowerment, innovation and growth.  

In the fully work-integrated Digital Technologies program at 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.  

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

As a Dev Degree intern, she has spent the past several months contributing to technical projects within Shopify’s Activation team. Her work helps support new merchants as they onboard and begin to use the platform.  

Early in her internship, she helped build back-end functionality for Shopify’s new Retail Yearly subscription, gaining foundational experience in shipping production code.  With more experience, skill and confidence, Nguyen moved to more complex challenges involving AI. She proactively sought opportunities for “pair programming” with senior engineers, data scientists and product managers – 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 contributed to development of Shopify’s 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 workflows.

Nguyen's manager acknowledged her performance, noting she exceeded expectations in her role.��Despite being a first-year intern, her performance��was recognized as demonstrating��capabilities��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’s largest hackathon for women and non-binary students.

She also represented 91��ɫ and engaged in meaningful connection-building at the conference where she was sponsored by Women in Science and Engineering (WISE) at 91��ɫ.

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

“Work-integrated learning has been an integral part of my university experience and a model that I have continued to promote,” she says.

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Passings: Angelo Belcastro

ashleygc — Fri, 20 Feb 2026 20:20:12 +0000

Angelo Belcastro, a long-serving faculty member at 91��ɫ, died suddenly on Feb. 17 at the age of 75.

Belcastro was a valued and highly respected member of the 91��ɫ community. Since joining 91��ɫ 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��ɫ, he demonstrated unwavering commitment to academic excellence, student success and institutional leadership.

Angelo Belcastro

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��ɫ, he held senior academic leadership roles at the University of New Brunswick and Western University.

A dedicated scholar, Belcastro’s research centred on children’s 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’s 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��ɫ, 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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Turn data into stories: Libraries announces creative challenge for students, alumni

ashleygc — Fri, 05 Dec 2025 15:58:11 +0000

91��ɫ students are invited to turn numbers into narratives this winter through a new Data Storytelling Challenge.

The competition, hosted by the 91��ɫ Libraries (YUL), is a campus-wide event open to 91��ɫ 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.

“This is a great way for students from all of 91��ɫ’s campuses to become informed of our Libraries’ services, especially the resources available at the Markham Campus – such as the Library Makerspace and Visualization Studio,” says Ted Belke, digital engagement librarian.

The theme of this new initiative is Land * Machine.

91��ɫ Libraries’ Lana Yuan showcasing a 3D printed data visualization to a student

“Students will be able to ask themselves how storytelling with data can help us understand and cherish the land we inhabit,” 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’s newest campus is located.

The asterisk in the theme is also a nod to library terminology. In a library context, an asterisk is a truncation symbol that broadens a search by finding words with the same root.

The challenge connects to the United Nations’ 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’s Makerspace, equipped with 3D printers, laser cutters, sewing machines and more. Even analog approaches, such as sketches or handcrafted pieces, are welcome.

“Data 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,” says Alex Wong, data visualization and analytics librarian. “Through 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.”  

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.

“We 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,” 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’ 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.��

The event will also be open to the general public.

“This will give our wider community an opportunity to see what Markham Campus is all about,” 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.

“Whether you’re 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,” 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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Markham Campus wins top international architecture award��

ashleygc — Wed, 26 Nov 2025 18:31:40 +0000

91��ɫ’s Markham Campus has redefined academic architecture, receiving international acclaim for its innovative design and engineering.

Markham Campus interior

Markham Campus exterior

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 – 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.

“This award is a testament to the thoughtful and innovative design behind our Markham Campus,” says Dan Palermo, Markham Campus deputy provost. “Particularly impressive is the architects’ 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.”

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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English Conversation Partners Program fosters student success at 91��ɫ

ashleygc — Wed, 26 Nov 2025 18:13:47 +0000

International students Dania Mohammed Elamin and Amara Khit may be from different countries, studying different subjects and even learning on different campuses at 91��ɫ, but they share a common goal: self-improvement and connection.

Through 91��ɫ International’s (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��ɫ’s Markham Campus.

“From 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,” says Elamin.

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

Dania Mohammed Elamin and Amara Khit

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

After completing the program, she noticed a significant boost in confidence and now recommends the program to others. “Especially to those like me, who are not confident in English, it's a great experience,” 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. “I 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,” she says. Her first year at 91��ɫ felt lonely, but ECPP helped her engage more actively in campus life.

She also used the mentorship experience to develop facilitation skills. “If there was a moment of silence, I'm the one responsible to break that silence to start a conversation,” she says of being paired up with a mentee. “It gives you confidence in your ability to facilitate something, to start talking and develop communication skills.”

That benefit is by design, says Nikita Cruz, international student experience coordinator. “We wanted to create more than just a traditional conversation program but something designed with reciprocal learning in mind,” she says. “ECPP 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.”

Elamin’s experience with ECPP helped her secure on-campus employment – 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’s Work Study Portfolio.

“Honestly, I do recommend it to anyone,” says Elamin. “It's a lot of fun, and you get to learn a lot about yourself as well along the way.”

With files from Suzanne Bowness

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Tips to prevent slips, trips and falls

ashleygc — Fri, 21 Nov 2025 19:36:22 +0000

Slips, trips and falls are common workplace injuries, especially during the winter.

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��ɫ’s 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��ɫ’s downloadable posters for more tips:

Keele and Markham campuses – English; Keele and Markham campuses – French
Glendon Campus – English; Glendon Campus – French

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Take Our Kids to Work Day participants reflect on first jobs, future dreams

alexhuls — Wed, 12 Nov 2025 20:50:46 +0000

91��ɫ welcomed Grade 9 students to its Keele, Glendon and Markham campuses for Take Our Kids to Work Day on Nov. 5, offering a full day of job shadowing, campus tours and conversations about career paths.

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��ɫ employees and their visitors to learn about their first jobs, future ambitions and the insights they’d share with their younger selves.

Gloria and Pelagia Orchard

Gloria Orchard

Assistant professor, teaching stream, in the Department of Physics and Astronomy at 91��ɫ’s Markham Campus

Q: What was your first job?
A: My first job was at a Zellers store. It was a part-time job during high school, and I worked in ladies' fashion and as a cashier.

Q: Did that job influence your career path in any way?
A: Every job I have had in the past has influenced my career path in some way. My first job was an experience that helped me learn about joining the work force, finding a balance between school and work and building on my communication skills. These are skills I still use in my current position as I continue to balance work and family life.

Q: What would you tell your Grade 9 self about that job now?
A: I would tell my Grade 9 self now that your first job is the beginning of a journey in work and life that will help shape your future career.

Pelagia Orchard

Q: What do you think your first job will be?
A: I think my first job will be working at a store like Michaels or Canadian Tire. I will probably help out with sorting new products and helping customers find what they want.

Q: What kind of work are you curious about?
A: I'm interested in being a scientist. I like insects, so I've considered studying entomology. I think I would really enjoy studying insects and writing reports on them. I am also curious about being a teacher. I would get to use the whiteboard and give kids stickers, but I'd also have to talk to parents and manage students' behaviour.

Q: What did you learn from seeing your host’s job?
A: Going to the University really showed me what it’s like to actually experience it. I got to see all the resources that are available for students and the activities that students get to participate in. There is so much to do at university, both as a student and as a professor.

Dina Rafie and Salma Abass

Dina Rafie

Operations coordinator for housing and hospitality at 91��ɫ's Glendon College

Q: What was your first job?
A: My first job was with 91��ɫ, where I worked as a work-study housing assistant.

Q: Did that job influence your career path in any way?
A: Definitely. That first role introduced me to how the University operates behind the scenes and gave me a real appreciation for the work that goes into supporting students. It helped me build strong communication and organizational skills and made me realize how much I enjoy being part of the 91��ɫ community. In many ways, it set the foundation for my career path – I started as a student employee, and now I’m still here, just in a different role with more responsibility and impact.

Q: What would you tell your Grade 9 self about that job now?
A: If I could tell my Grade 9 self one thing, it would be that every opportunity matters. Even your first job can open doors you never expected.

Salma Abass

Q: What do you think your first job will be?
A: I think my first job will be as a lifeguard because I’m currently working on my Bronze Cross certification, and I really enjoy it.

It’s something I’m passionate about and would love to do as my first work experience.

Q: What kind of work are you curious about?
A: I’m curious about working in the field of mental health care. I’d like to become a psychiatrist one day, although I’m still figuring things out and exploring different paths since I’m still young and my interests keep changing.

Q: What did you learn from seeing your host’s job?
A: I learned that even though some jobs may seem easy at first, they can be quite detailed and time-consuming.

For example, tasks like making lots of phone calls and writing many emails take more effort and patience than I expected.

Kunjan and Vinayak Rupakheti

Kunjan Rupakheti

Geotechnical lab technician at the at 91��ɫ's Keele Campus

Q: What was your first job?
A: I worked as a civil engineering technician in road construction.

Q: Did that job influence your career path in any way?
A: Yes. My first job helped me pave the way for my life after that. I was very interested in nature and human interaction while building infrastructures.

I learned more about geological aspects of engineering and worked on projects related to it.

Q: What would you tell your Grade 9 self about that job now?
A: Work is a portfolio that reflects the real-world results of your knowledge. I saw how what I learned could make a tangible difference in people’s lives through infrastructure development.

A first job helps confirm whether your studies align with your interests, since real-world work often feels different from what you imagine while studying.

Vinayak Rupakheti

Q: What do you think your first job will be?
A: I might work in a restaurant or grocery store to gain experience in customer service and working in a fast-paced environment. This would help me develop time management, decision-making and communication skills. I’d also be interested in a job in the medical field if possible.

Q: What kind of work are you curious about?
A: I have always been deeply curious about doctors and others in the medical field. I find their work fascinating and incredibly meaningful, as it plays such an essential role in improving lives. I want to experience what it feels like to help people in need and make a difference by addressing their health-related problems.

Q: What did you learn from seeing your host’s job?
A: I learned how much time and effort professionals dedicate to their work every day. I also realized how much knowledge and focus are needed to do their jobs effectively. It made me appreciate the passion and commitment required in these demanding fields. I discovered that these professions involve continuous learning, showing that growth and improvement never stop.

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91��ɫ celebrates exceptional staff at President’s Staff Recognition Awards��

ashleygc — Wed, 05 Nov 2025 20:14:08 +0000

Individuals and teams whose leadership, creativity and commitment to service strengthen 91��ɫ’s mission, vision and values were recognized Nov. 3 at the 2024 President’s Staff Recognition Awards.

The annual awards provide an opportunity to celebrate meaningful contributions across the instutition, including student success, service excellence, community building and commitment to equity and inclusion.

“As a leading institution committed to driving positive change through academic excellence, research, innovation and community engagement, 91��ɫ depends on the dedication, passion and professionalism of our staff,” says President and Vice-Chancellor Rhonda Lenton. “Your contributions – especially during times of change and uncertainty – lift us, connect us and help us move forward together. My heartfelt congratulations to all nominees and recipients.”

The 2024 President's Staff Recognition Awards recipients and nominees

President and Vice-Chancellor Rhonda Lenton with Shandana Khan

Deborah Hobson 91��ɫ Citizenship Award

Established in honour of former vice-president enrollment and student services Deborah Hobson, this award is given to an individual who emulates Hobson’s energetic commitment to students and boundless enthusiasm for the 91��ɫ community. Nominees for this award embody the University's spirit and use their creativity and imagination in support of the student community at 91��ɫ.

Winner: Shandana Khan, administrative assistant, programs and student services, School of Nursing, Faculty of Health

Other nominees for this award:

Anesa J. Albert, associate director, graduate communications & digital engagement, Faculty of Graduate Studies
Claudia V. Bennett, experiential education program coordinator, , Student Welcome and Support Centre
Vanessa Ironside, program officer, k2i Academy, Lassonde School of Engineering
Ann Welsh, associate director, International Relations,

President and Vice-Chancellor Rhonda Lenton with Richolette Freckleton

Decolonization, Equity, Diversity, and Inclusion (DEDI) Award

This award, established by Lenton in 2023, recognizes staff who address decolonization, equity, diversity and inclusion at 91��ɫ with passion, dedication and campus engagement. The award can recognize an individual or a team. Recipients are honoured for outstanding achievement in practice, events, policy, programs or other activities that foster equitable, sustainable and measurable change at 91��ɫ’s campuses. Efforts and initiatives reflect an intersectional social justice lens, especially for equity-deserving groups (e.g. women, visible/racialized minorities, Indigenous peoples, persons with disabilities and 2SLGBTQIA+ community members). The award recognizes ongoing work or outstanding accomplishments at a point in time.

Winner: Richolette Freckleton, associate director, graduate research, scholarships & awards, Faculty of Graduate Studies

Other nominees for this award:

Harriett Brempong, career education and development specialist, Markham Campus
Colleen Robinson, administrative coordinator, Anthropology, Faculty of Liberal Arts & Professional Studies (LA&PS)
The Umoja Black Legacy Builders Team
Said Zazai, senior business intelligence analyst, Office of Institutional Planning and Analysis

President and Vice-Chancellor Rhonda Lenton with Theresa Dinh

Gary Brewer Emerging Leader Award

Established in honour of former vice-president finance and administration Gary Brewer, the award recognizes and encourages early-career professionals who have demonstrated significant promise of leadership. It celebrates a staff member known for innovative and meaningful contributions to the effectiveness of their unit and has significantly contributed to the University’s commitment to excellence.

Winner: Theresa Dinh, institute coordinator, Dahdaleh Institute for Global Health Research

Other nominees for this award:

Bhanu Priya Sharma, student engagement coordinator, LA&PS colleges
Tanzina Tahereen, associate director, faculty curriculum, Office of the Associate Dean, Programs (LA&PS)

President and Vice-Chancellor Rhonda Lenton with Harriet Lewis Team Award for Service Excellence recipients

Harriet Lewis Team Award for Service Excellence

Established in honour of former University secretary and general counsel Harriet Lewis, this award recognizes excellence in service and support to students, faculty, staff and/or other service users.

Winner: (AMPD) Performance Facilities Team��

Ian Albright, manager
Kyle Derry, technician
Kimberly Guidolin, events administrator
Zach Kale, technician
Scott Rennick, front of house and box office services coordinator
Victor Wolters, coordinator of technical services

Other nominees for this award:

English Department Administrative Staff
LA&PS Faculty Research Office
Network and Telecommunication Services Team
Psychology Department Staff

President and Vice-Chancellor Rhonda Lenton with Sonia Pettinella

The President’s Leadership Award

This award recognizes excellence in service to 91��ɫ. Individuals nominated for this award perform at a level that inspires professionalism, creativity and innovation across the University community.

Winner: Sonia Pettinella, director, Integrated Resource Planning

Other nominees for this award:

Caterina Elzbet, director and senior executive officer, Office of the Vice-President Advancement
Helen Lee, director, transition team, School of Medicine, Provost's Office��
Sasa Nestorovic, director, Bookstore, Printing & Mailing Services
Amanda Rodrigues, director, strategic enrolment, LA&PS
Natacha Sam, director, budgets and planning, Budgets & Asset Management
Ulya Yigit, director of computing, Electrical Engineering & Computer Science

President and Vice-Chancellor Rhonda Lenton with Joe Young

Phyllis Clark Campus Service Award

Established in honour of former vice-president finance and administration Phyllis Clark, the award recognizes a 91��ɫ employee who has made outstanding contributions to the University in terms of efficiency, cleanliness, safety, security or other campus/plant services.

Winner: Joe Young, supervisor, Community Safety Department

Other nominees for this award:

Miguel Rivero, custodian, Day Shift Custodial, Property Management-Facilities
Sandy Simonetta, administrative assistant, Advancement Services and Operations

Ronald Kent Medal

This award was established in 1979 by President Emeritus H. Ian Macdonald. The award’s namesake, Ronald Kent, had a unique personal commitment to the University showcased through years of dedicated service. His sincerity and enthusiasm inspired colleagues across the University. He was considered a true ambassador for 91��ɫ. A dedicated member of Macdonald's staff, Kent passed away suddenly in the late 1970s.

Winner: Magy Baket, student success and academic advisor, LA&PS (note: photo not available)

Other nominees for this award:

Leonard Chow, assistant manager, Operation & Account Management, University Services Centre
Anderson Coward, communications and marketing specialist, Faculty of Education
Celeta Irvin, undergraduate program administrator, Gender, Sexuality & Women’s Studies, LA&PS

President and Vice-Chancellor Rhonda Lenton with Louisa Zaffino

President’s Voice of 91��ɫ Award

The “Voice of 91��ɫ” is awarded to a staff member who makes the first contact with a visitor or community member. The quality of responsiveness and the genuine desire to assist in the most difficult or sensitive situations is essential to 91��ɫ’s reputation. Nominees for the this award are employed as front-line staff who have regular interactions with the 91��ɫ community. This award was established in 1999 by President Emerita Lorna R. Marsden.

Winner: Louisa Zaffino, executive assistant, Facility Services

Other nominees for this award:

Hazel Beecham, coordinator, Institute for Technoscience and Society
Jacqueline Selman, undergraduate students coordinator, Social Science, LA&PS
Tina Sposato, executive assistant, Vice-President Research & Innovation
Neal Stephenson, solutions architect, University Information Technology

The post 91��ɫ celebrates exceptional staff at President’s Staff Recognition Awards�� appeared first on YFile.

91��ɫ U educator wins national award for advancing equity in teaching��

ashleygc — Wed, 05 Nov 2025 20:10:30 +0000

There aren’t a lot of awards for people in public education.

So, when 91��ɫ’s Emily Burgis, who has spent most of her career in public education with the 91��ɫ Region District School Board as a teacher, guidance counsellor and curriculum consultant, learned she won an award from the Canadian Society for Education through Art (CSEA), she was thrilled.

Emily Burgis

“Teachers don’t often get awards, they usually only see rewards by seeing the impact they have on students,” she says. “To be recognized by an organization outside the system – it’s a real honour.”

Burgis is a visiting professor in the Faculty of Education at 91��ɫ’s Markham and Keele campuses where she applies her knowledge and experience as a teacher, with a focus on education that is grounded in equity and inclusion.

She says 91��ɫ has a “deep commitment to equity work,” adding that she has enjoyed educating teacher-candidates in visual arts, language, literacy and more.

A contributor to Faculty of Education Professor Tanya Berg’s Art Based Pedagogies, a collection of essays about integrating culturally relevant creative processes in K to 12 education, Burgis is an advocate for teaching and learning that prioritizes equitable practices.

Last month, she was named one of four honourees across the country to receive the Rita L. Irwin Art Teaching Dissemination of Knowledge award.

The award celebrates the creativity, insight and pedagogical leadership of art teachers across Canada through 80-minute online conversations that serve as spaces to exchange, reflect and envision the future of art education.

“Walk by a display of student artwork in a school with a strong art program, and you will have the unique experience of being able to actually see and learn what students are thinking and feeling about their communities and themselves,” says Michael Emme, professor emeritus from the University of Victoria and director of publications and resources with CSEA.

He says Burgis was chosen as the Ontario awardee because of her “ongoing commitment to culturally sensitive visual co-creation and collaboration in schools, school districts, universities and the province." ��Her focus on building art programming around themes that invite and value the diverse experience of students is significant, he adds.

Burgis says she approaches art instruction with a “disruption strategy.”

Joni Acruff, race and art education expert, is quoted as saying: “How can art be both white property and my personal tool for destabilizing racial power?” Burgis says she often reflects on this in her work with educators, focusing on supporting students who are most marginalized.

“There’s a real contradictory nature of art,” Burgis says. “When we think about art, we have to hold both ideas in our heads – that it can be a tool of liberation and a tool of oppression.”

And, while most teacher-candidates understand and relate to this pedagogy, she says they can get stuck in putting it into practice.

For students in a K to 8 classroom, art is often a Friday afternoon activity that is a “reward.” And mostly, Burgis notes, teachers will end up with 25 copies of the same thing. Part of the problem is approaching art instruction in sequences around media – such as drawing, painting or sculpture – which can limit thinking to the Euro-American canon.

Instead, she suggests educators use themes, which supports the inclusion of a diverse range of art makers.

“You need to be intentional,” Burgis says. “I know that I am approaching this equity work as a white woman. There are times when I need to lean in and listen and times when I need to use my privilege to create space and then get out of the way.”

Teaching is naturally a creative profession – and the fun part, she says, is creating and designing for learning.

“By focusing on the power of ‘and,’ you can move beyond performative actions and instead create substantive change,” Burgis says.

In the classroom, that can include changing the way assessments are conducted to create differentiated opportunities for students to show what they know. She put this into practice with 91��ɫ teacher-candidates for a language and literacy project; students came back with songs, sketch comedy and even spoken word. “It was joyful to evaluate,” she says.

For future educators, Burgis hopes to encourage them to be open, listen to what students are saying and to be adaptable.

“This work is hard sometimes,” she says. “But when we can have a positive impact at the student’s desk, it’s worth it.”

With files from Karen Martin-Robbins

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