Research led by �첥��Ƶ's Roya Haghiri-Vijeh is embracing Globally Networked Learning (GNL) for nursing collaboration on 2SLGBTQIA+ care.

Edited by Alex Huls

In 2023, a Canadian-wide review of undergraduate nursing programs found that of all 2SLGBTQIA+ topics, gender-affirming care was the least included in the curriculum. Haghiri-Vijehan, assistant professor in the Faculty of Health, was not surprised given her own experience as an educator.

“The literature shows that 2SLGBTQIA+ communities are not feeling safe and health care spaces are not affirming of their needs,” she says. “We need to include this as part of our education.”

As she considered how to incorporate more affirming care practices into her Community Health Nursing course, Haghiri‑Vijeh turned to an asynchronous learning tool called the Sexual Orientation Gender Identity Virtual Simulation (SOGI VS). The open‑access platform offers five‑ to eight‑hour modules featuring common patient scenarios, using interactive simulations to help learners identify appropriate, affirming approaches to care.

Haghiri-Vijeh integrated the tool into her course, but went a step further when she learned about York’s GNL initiative. The opportunity sparked a new idea: what if this simulation could become the foundation of a shared international assignment? It seemed like a powerful way to bring students in two countries into conversation, help them build intercultural competence and test whether a reflective, virtual global partnership could support that growth. Just as importantly, she hoped the project might serve as a practical model for other nursing programs.

To bring the collaboration to life, the GNL team at York connected Haghiri‑Vijeh with Alice Wong, a nursing lecturer at Hong Kong Baptist University (HKBU).

The process behind that has now been published in a paper in . Wong is a co-author along with York colleague Karen A. Campbell and York master’s student Camille Alcalde.

In the paper, the team outlines how they shaped the shared assignment. Early on, Haghiri‑Vijeh and Wong came together to learn about each other’s institutions, consult with their universities’ GNL offices, test the simulation tool and work together to design their co‑teaching approach.

They aligned the assignment timelines across their courses while keeping the activities asynchronous to accommodate the 12‑hour time difference. Students were required to complete the SOGI VS modules on their own and write a three‑page reflection connecting the experience to their specific placements or practicums. They also submitted an aesthetic piece of their choosing – a song, image, drawing or other creative representation – to capture how the coursework resonated with them.

From there, the students were paired across the two countries. York and HKBU partners exchanged reflections and offered constructive feedback. Guiding questions encouraged students to explore similarities and differences between their placements, and to reflect on at least one social determinant of health and one UN Sustainable Development Goal. Then students were asked to write a second reflection capturing what they had learned from the dialogue.

As the exchanges unfolded, both faculty and students began to see the impact of the work. Assignments and class discussions showed students learning about approaches to 2SLGBTQIA+ care in another country, but also about the social and institutional contexts shaping those approaches. Faculty gathered informal feedback through conversations and the student assignments, and identified increased awareness around issues such as cis-normativity, power dynamics in health care organizations and the importance of inclusive policies and representation in clinical settings.

When the project concluded, its success prompted Haghiri‑Vijeh to write about it with the hope of inspiring similar efforts across the field. A second paper is already under consideration with another major journal, this time exploring the data more closely to identify implications for nursing education. Three students are also developing autoethnographies based on their participation, and several alumni have presented their work at international conferences.

Haghiri‑Vijeh continues to advance her work through a recent  to learn about migrant 2SLGBTQIA+ students’ sense of belonging and well-being.

For Haghiri‑Vijeh, student involvement has been among the most meaningful outcomes.

“Where possible, we engage students in the writing and co‑creation of knowledge,” she says. “Asking them if they would like to be involved builds capacity for them, as well.”

She is eager to continue the initiative, including with partners beyond nursing. Conversations are already underway with U.S.-based colleagues in psychology and social work.

“I'm a big believer that if you're doing anything that might be innovative or helpful for others, you have to share it,” she says. “You have to mobilize your knowledge.”

Learn more about Globally Networked Learning (GNL) at York.

With files from Suzanne Bowness

Originally published in YFile

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By Suzanne Bowness

At Scotiabank arena, students get a tour of the facilities as well as career options

Ordinary career exploration days might kick off in a boardroom or lecture hall. But if you're Maple Leaf Sports & Entertainment (MLSE) and you have Scotiabank Arena at your disposal, why not start there? For York students, that's exactly where the day began on February 17, with a behind-the scenes tour of the iconic venue followed by a networking lunch and a fireside chat with employees from several departments, who shared their pathways from student to professional with the organization.

Jessie Enokela, a fourth-year international student from Nigeria majoring in Information Technology, was among the lucky ones to take it all in. Already an insider to the venue because she works there as an usher, Enokela was thrilled to go behind the scenes and learn more about the space where she has spent many hours. “I was so happy to get access to places that I'd never got in my life. We had the amazing opportunity of learning the history of the MLSE,” she says, noting that they got to see the Maple Leafs’ locker room, the Raptors’ practice court, and even some of the current renovations happening at the arena.

The panel discussion also provided an excellent opportunity for students to gain insight into operations at MLSE and ask questions. One resounding realization is that there are way more jobs at the company than what you see from the outside. “MLSE has different jobs: IT generalist, HR, communications. It's not just sports and entertainment,” says Enokela. The panel included representation from several departments, including Global Partnerships, Digital Labs, Commercial Strategy Creative Group, Brand/Marketing, and Ticketing.

Enokela says she appreciated most the panelists’ open and encouraging attitudes about pathways into the company. “Most of them talked about how the jobs they have, they were able to get them from putting themselves out there. You have to actually do your research, look at the company, what they like, have a coffee chat. We had an opportunity to learn what a coffee chat is, how your resume and cover letter should be,” she says, adding that they also encouraged attendees to realize that it doesn’t matter if you’re a domestic or international student. “These opportunities are fair and open to everybody. You just have to keep trying put yourself out there.”

For Enokela, the closer view of MLSE confirmed what she’s already learned as an employee. “Coming to MLSE, I felt safe, like there are people who have been working in the

company for years. If you have a question, even if you've worked there for a long time, it's okay to ask,” she says. She’s already spoken to her manager about the MLSE internship, who has encouraged her to apply.

Enokela has even put the lessons she learned about “putting herself out there” into action, overcoming her social media shyness to recap the event on her LinkedIn profile, where she’s shared photos and her notes on the day. “It was a very wonderful experience, seeing panelists and people from other departments, talking about their experiences, their journey,” she says.

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Challenge students to explore the similarities and differences between a major export from their own country and a similar one across the world and you have an intriguing premise for a course. But ask them to explore those issues together as peers? And add the lens of sustainability? Now you have a course that catches award attention.

Small wonder, then, that the course ““” created by York Chemistry professor Hovig Kouyoumdjian and his co-facilitator Ooi Der Jiun from the MAHSA University in Malaysia, .

For Kouyoumdjian, a teaching stream professor at York’s Markham campus, setting a stretch goal at the beginning of each year has become a regular part of his teaching practice. And in learning about York International’s Globally Networked Learning (GNL) program, he found the support he needed to try something global. GNL brings together faculty and students from different institutions throughout the world, not only offering an award to co-develop course resources, but connections, tech help and advice. They even introduce teaching partners, which is how Kouyoumdjian met Ooi, a biochemistry professor in MAHSA University’s department of Preclinical Sciences in the Faculty of Dentistry, who spotted a call for GNL collaborators over social media.

Over Zoom, these professors from opposite sides of the globe demonstrate the easy rapport of longtime colleagues as they describe how their collaborative work came together. First, they identified a topic of interest to students from both countries, focusing on the impacts of two oils that are central to the economy of each country: Petroleum and edible oil (canola oil in Canada oil and Palm oil in Malaysia).

Following an icebreaker unit where they introduced themselves and compared their hobbies and cultural interests through AI-generated images (K-pop music was common ground), the students learned about oil and gas production plus sustainability initiatives in both countries. It’s a topic that resonated and worked especially well given the importance of resource development to the economies of each country.

“�첥��Ƶing both industries helped me understand sustainability as a complex, interconnected issue. I used to see oil and gas mainly as a source of environmental harm, but I now realize that sustainable development requires considering multiple sectors—including agriculture and food industries,” says York student Maria-Aimee Tat.

Another course assignment that continued the global theme asked students to contribute to a relevant project of their choice on Zooniverse, a citizen science research platform. The final assignment was a joint presentation on the oil production, with mixed teams from both universities. In total, the seven-week course served around 10 students drawn from Kouyoumdjian’s CHEM 1001: Chemical Dynamics course and 24 from Ooi’s dental program. The classes met over Zoom and used York’s Moodle platform, plus Padlet and Canva.

Through the course discussions, students came to appreciate their similarities. “What surprised me most was how closely our perspectives aligned, even though we came from different backgrounds. We both approached sustainability from both a community-based and a broader policy or industry level,” says Tat. MAHSA student Emelia Charles says that learning about Canada’s sustainability practices gave her a comparison point. “It opened my eyes to realize that each and every sector has a way of embedding sustainability in order to create a better place and a less polluted world,” she says.

Both professors credit the support from GNL with providing the best practices and tech support so they could focus mostly on their content development and learning objectives. “Credit should go to the larger GNL team. They were always there for us. Whenever we asked questions, they provided support,” says Kouyoumdjian, noting the Zooniverse suggestion, the icebreaker topics and tech setup as specific elements that enriched the course delivery.

Kouyoumdjian has emerged from his GNL experience even more enthusiastic about the possibility of global collaboration. Following the award shortlist, he travelled to London, England to present the course concept at the in December (the course was shortlisted for the QS Sutainability Education Literacy , and the opportunity forged some excellent connections). He hopes to inspire others to adapt it to their own needs. “It could be a model for others. This could be in scalable as long as the model is there,” he says.

Of course, the major beneficiaries have already been the students, who raved about the course. “It was definitely an amazing experience,” says Charles. “This program has allowed me to see how different countries approach certain problems effectively.” Her York classmate agrees. “Working with students from Malaysia was an enriching and eye-opening experience. It gave me the chance to see how people from different cultural and academic backgrounds approach the same global issues. We shared ideas, compared perspectives, and learned to collaborate despite time zone differences. I really appreciated their openness, respect, and strong sense of teamwork,” says Tat.

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Students learn both about their discipline and how to navigate new cultures 

Adventure abroad can be life expanding. Yet for all the learning opportunity, it can also be daunting to face the unknown. At York, 69 students took up the challenge to live and learn away from home in faculty-led study abroad courses or partner summer schools, in places including Ghana, Brazil and Cuba (Faculty of Health), Colombia and the Netherlands (Glendon College), and Scotland (AMPD).  

For three students participating in the Faculty of Health's HLST 4170: Experience Cuba: Enacting the Human Right to Health & Health Equity, spending two weeks to see what their discipline looks like in another part of the world was eye-opening. Yet it also came with a window into elements of cultural adjustments that can be part of the package when travelling somewhere different.  

Before leaving, the first task for these travellers was to learn about the course and the country. In Experience Cuba, the main focus was on learning about how Cuba’s health care system worked. With their destination set for the city of Holguin on the eastern end of the Caribbean island, programming included classes at the University of Holguin, visits to hospitals and smaller clinics, and daily excursions to local markets and cultural destinations such as the city’s two local museums. Students also stayed in Cuba's long-established private homestays called casa particulares where locals rent rooms to tourists (similar to today’s Airbnb model).  

For recent health policy management graduate Bogdan Hududui, the casa particulares were a highlight of the trip. He stayed with a couple and their children, and ate most breakfasts with them as well as a couple of dinners. Originally from Romania, Hududui says he found the community-oriented lifestyle refreshingly similar to what he knew in Europe. “In Canada, everyone's very individualistic. You don't really know your neighbors. I don't know anybody on my street. But in Cuba, I knew basically everyone, because people would be out and talking on the street,” he says. 

Asya Said, a second-year Global Health major, also enjoyed hanging out with her host family, recalling that they managed to communicate well enough between their limited language skills and hand gestures. “We would talk to them, tell them about our day. Sometimes we would dance with them. We would play cards. There was a lot of interaction with our host family. They loved talking to us, and we loved talking to them. They all had different stories to share,” she recalls. 

Both students said that they also learned a lot about the differences between the health care systems. Hududui says the focus on preventative medicine hit him first. “Canada's health system is very much focused on taking care of you after you already have an illness or a disease. So if you have like diabetes, it's treating everything after that. But in Cuba, they focus on prevention. Because Cuba isn't a very wealthy country, so they prefer you not to need insulin. They tried their best to give you actual prescriptions for diets, and exercise,” he says, adding that he also found greater acceptance of alternative medicines. Said observed that the communal vibe she felt with her host family extended into the health system. "The health system seems to target communities, listening to what the people needed," she says.  

While both students enjoyed the warmth they found in Cuban culture (and climate!), certain elements and realities on the ground took some getting used to. The rolling blackouts that are typical in Cuba were jarring, says Hududui, even when they were on a schedule such as a regular planned six-hour outage. Many places had emergency generators but they were not used that often. Weak sewage systems where the protocol was not to flush toilet paper was also a difference, and the WiFi strength could be unpredictable.  

Said, who does not eat pork, says she was concerned before leaving about meeting her dietary requirements. She did research and was reassured to find eggs and fish and chicken as regular staples. She adds that her initial research did not match the reality she found, in a good way.  

“When I look at the media, they always portray Cuba as very low income, very scary. There was just a lot of misinformation. I was expecting a lot of bad things. But when I got there, it was the exact opposite. Everyone's so friendly, welcoming. You get to explore and see the communities and how they work with each other,” she says. 

In order to deal with cultural adjustments, students were advised beforehand to journal and chat with peers about their experiences. Hududui says that after the initial whirlwind of settling in, it actually hit him on the second day that he would be spending a further 12 days.  At that point he was glad that he had brought familiar elements to remind him of home. "If you like music or podcasts, download a bunch before you head out to Cuba, and listen to what will make you feel comfortable," he advises. He also found that making friends on his trip, both local students and in his cohort, helped him to find plans for downtime like weekends to explore the area's beaches, concerts and clubs.  

Said says she would definitely recommend the study abroad opportunity to others, has already told friends about it, and is even considering going again herself. "You learn a lot even though it is in a short span, from students and professors, especially if you’re into travelling and new environments."  

Hududui says the experience helped him better prepare for his career in healthcare to see a different system in action. “It was worthwhile for me because it gave me a different perspective on how a healthcare system can be improved." 

Students who are interested in applying for a faculty-led study abroad course can visit /international/global-learning/faculty-led-study-abroad-courses/ to see what might be a good fit and apply  – deadline is January 23, 2026. 

All accepted students to the course will receive a $1000 bursary from York International, pre-departure preparation and will join a community of like-minded learners ready to learn! You can also follow us on Instagram @yorkugoglobal. 

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Welcome (back) to York!

Whether you’re just starting at York, coming back for another year or joining us for an exchange, September is always an exciting time of year. Starting new classes, a new school, a new experience – all full of amazing promise and potential!

As the new school year starts, here are a few things that we at York International want you to know and remember:

The hard things are worth doing.
There will definitely be times when you are struggling, finding things way more challenging than you have before, and maybe even asking yourself why you’re doing it. When this happens, remember that hard things are worth doing. It could be that really hard assignment, studying for an impossibly difficult exam, standing in front of your classmates for a presentation in a language you aren’t always confident in, or going out to event alone to make new friends. But believe us, you’ll learn something from it, and it’ll be just a little bit easier the next time. Don’t shy away from something because it’s difficult or unfamiliar. Give it a try. See how it goes. After all, if you’ve moved to a whole other country to come to York, you already know how to face a challenge!

Find your community!
There are so many places to find community here at York. Check out student clubs and associations, on-campus events, student government, residence events and programs, career fairs, YI events and so much more. Say hi to someone new in your classes. Form study groups. With so many ways of connecting with other students, take the leap and find a new friend!

It's not too late.
We sometimes hear from students in their third or fourth years saying they wish they’d gotten involved, a job or just more experience in their first or second. But it’s never too late to jump in and get experience. If it’s “too late” for one experience, there may be a different one right around the corner. It may take some looking and searching, and it may even be completely different than what you thought it would, but there are tons of opportunities here at York!

Finally, make sure to check out all the resources and support available to you at York International and all over the University! Find them online or head to our office and chat with our team about what you’re looking for.

We hope you’ve had an amazing start to the year and can’t wait to see all you accomplish in the year ahead!

- The York International Team

The post Welcome to the 2025-26 School Year! appeared first on York International.

Waiting for your study permit? We're here to help!

We understand that delays in study permit processing can be stressful—especially as the start of the term approaches. This page is here to support you with guidance, helpful tips, and resources to help you navigate your options while you wait.  

Check the status of your application

IRCC processing delays may be affecting the approval of your study permit. While we recognize the impact these delays can have, it is unfortunately not possible for York to influence individual processing times or contact IRCC on your behalf.  

Use the  to check the status of your application. 

For the latest application processing time estimates, please visit . 

How to defer your admission 

Deferring means postponing the start of your program to a future term. If you are concerned that your study permit may not be approved in time to begin your studies in Winter 2026, you may wish to defer the start date of your program to a later term.  

• Undergraduate programs: If you do not receive your study permit approval by December 23, 2025, you are encouraged to delay the start of your studies. Please review instructions .    
• Exchange Students: If you are an incoming exchange student experiencing visa/study permit delays, please contact exchange@yorku.ca.

• Graduate programs: If your study permit isn’t approved one month before your program start date, contact your graduate program office for the possibility of deferring the start of your studies until a later term. This gives programs time to update admissions for a possible Summer or even Fall 2026 start if needed. Graduate students (all except Schulich and Osgoode) are recommended to arrive within the first week after classes begin to ensure you can successfully begin your studies and meet all course requirements. Arriving more than one week after classes begin will require review and approval by the FGS Associate Dean, Students.
• Schulich School of Business graduate students, please contact Schulich International Relations (intlrelations@schulich.yorku.ca) for information on arriving late. 
• School of Continuing Studies: If your study permit isn’t approved two weeks before your program start date (January 8, 2026), contact your program office for the possibility of deferring the start of your studies until a later term. See the  for more information. 

Note: A deferral may not be possible for all programs. 

What happens after you submit a deferral request

1) Receive your updated Letter of Acceptance 

Once your deferral request is processed, your updated Letter of Acceptance (LOA) will be available for download in . Please allow 10 business days for deferral requests to be processed. 

2) Enrolment deposit and paid tuition fees 

If you defer your admission to a future semester, your enrolment deposit and any tuition paid to your student account will remain in your student account as a credit towards future tuition. If you are interested in receiving refunds instead, you must follow the instructions listed on the . 

3) Course enrolment 

Undergraduate programs: Please contact your faculty’s  office if you need any assistance with your new course enrolment. 

Graduate programs: Contact your graduate program office for guidance.  

School of Continuing Studies: Contact cpehelp@yorku.ca for assistance.

Arriving late for undergraduate student housing

Please visit the Housing and Conferences website for more details about Move-In and other important info.  

• If you will not be arriving in time for the first day of your classes, you must inform Housing & Conference Services by email at undergradres@yorku.ca. Any incoming resident who does not check into their room by the first day of classes and has not notified Housing & Conference Services of their late arrival will lose their room reservation and will incur a no-show fee of $500 to their student account.  
• If you wish to cancel housing reservations, please fill out the application cancellation form on Housing Services website. 

Students moving into the  should  with any questions about their stay. They are available by phone at (416) 736-7823. 

Deadline to add and drop courses 

The deadline to add and drop courses for Fall and Winter Terms can be found on the  under “Add/Drop Deadline”.  

What happens if I do not defer my admission and remain enrolled in courses? 

If you do not receive your study permit approval by the end of the month before your program start, we strongly encourage you to defer your admission to a future term.  

If you choose not to defer and remain enrolled in courses, please be aware of York’s tuition fee . Not attending classes or failing to show up does not mean you are automatically withdrawn from your courses. To be eligible for a 100% tuition refund for the Winter 2026 term, you must drop your courses by January 10, 2026. You can find all course fee refund deadlines on the  website. 

Distance / Online Learning

All online studies completed outside Canada are excluded from the time that counts toward the length of the .

 that permitted online learning to count toward the PGWP ended on August 31, 2022 and December 31, 2023, respectively.

What if my study permit is refused 

Please see the FAQ section below.

Frequently Asked Questions

The post �첥��Ƶ Permit Delay FAQ - Winter 2026 appeared first on York International.

Here you will find:

• Guidance on how to apply for a study permit 
• Answers to frequently asked questions 
• Explanation of any updates from Immigration, Refugees and Citizenship Canada (IRCC) 
• Tips for travel, re-entry, and maintaining your status in Canada 

We recommend starting to prepare your application as soon as you receive your letter of acceptance. Taking the time to prepare a complete and well-documented application, while also applying promptly, can help you avoid delays due to processing times. 

Provincial Attestation Letter (PAL) Requirements

Under the reformed International Student Program, most international students seeking to study at the post-secondary level will require a Provincial Attestation Letter (PAL) to apply for a study permit.  

There are limited exceptions, including certain Government of Canada priority groups and vulnerable cohorts, and existing study permit holders applying for an extension at the same designated learning institution (DLI) and at the same level of study. Please refer to the  for a full list of applicants who meet PAL exemptions.

Newly admitted students (including transfer students from another designated learning institution) 

Newly admitted international students applying from outside of Canada require a PAL to apply for a study permit.  

• Undergraduate students: Most undergraduate students will need to pay a $2000.00 non-refundable tuition fee deposit to obtain a PAL and access course enrolment. This payment will be applied to your tuition fee – it is not an additional fee.  Your PAL is available in MyFile shortly after your $2000.00 deposit is received. This process is automated, and there is no need to contact �첥��Ƶ regarding PAL issuance. 
• Note: *Note: Under the regulations of the Ministry of Colleges and Universities, you are eligible for our domestic tuition rate if you are: a person who is officially recognized and documented by the Immigration and Refugee Protection Act to be a Protected Person or a Convention Refugee. 
• If you are a Protected Person or a Convention Refugee, the domestic deposit fee of $300 is required after you begin enrolling in courses. 

• Graduate students: Most graduate students will receive the PAL after accepting their offer, and in some programs (e.g. Schulich, Osgoode) after a tuition deposit is paid. PALs are usually issued within 2–5 business days and uploaded to . Program-specific requirements may affect PAL issuance and timing. Please contact the Graduate Program Director or Graduate Program Assistance for your program for assistance. 
• School of Continuing Studies: Please contact The School of Continuing Studies for instructions on how to obtain the PAL.  

Current students 

Current international students in Canada who are applying to extend their study permit to attend the same institution, at the same level of study do not need a PAL. Instead, you will need to provide an explanation letter confirming that you are PAL exempt. This letter is not issued by the university and can be written by you. Please review York International’s study permit extension resource guide for a template explanation letter.  

�첥��Ƶ Permit Application - General Information

Frequently Asked Questions

�첥��Ƶ Permit Application Questions

�첥��Ƶ Permit Refusals

New Undergrad Student Deposit Questions

Current International Student Questions

Incoming Exchange & Visiting Student Questions

Additional Support

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On September 18, 2024, Immigration, Refugees and Citizenship Canada (IRCC) announced planned changes to the International Student Program (ISP) and the Post-Graduation Work Permit (PGWP). More details about the  were published on October 4, 2024, which will take effect on November 1, 2024.

Starting November 1, 2024, PGWP eligibility criteria will include a language proficiency requirement for all applicants and a field of study requirement for certain applicants.

York International will continue to monitor announcements and clarifications from IRCC about the new eligibility requirements. Information will be updated as it becomes available.

Last updated: December 17, 2024.

Information for Undergraduate and Graduate Degree Students 

If you are graduating from a bachelor’s, master’s or doctoral degree program at �첥��Ƶ and you apply for a post-graduation work permit after November 1, 2024, you will need to provide proof of language ability. Learn about how to meet the requirement.

Degree students will not have an additional field of study requirement. These graduates remain eligible for a PGWP for up to 3 years, regardless of the field of study.

Learn about full  on the IRCC website.

Information for School of Continuing Studies, Certificate & Diploma Program Students

If you are a student at the School of Continuing Studies, some of the new PGWP updates may impact you. Please explore the following questions and answers for more information.

PGWP Eligibility Criteria 

The charts below demonstrate the specific eligibility criteria based on when a student applied for their study permit or study permit extension, highlighting differences in language requirements and the introduction of a field of study requirement for certain categories of graduates.

Eligibility if you applied for a study permit before November 1, 2024, and you are applying for a PGWP on or after November 1, 2024.

Eligibility if you applied for a study permit extension before November 1, 2024, and you are applying for a PGWP on or after November 1, 2024.

Eligibility if you applied for a study permit on or after November 1, 2024.

Eligibility if you submit a study permit extension application on or after November 1, 2024.

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�첥��Ƶ students are stepping out of the traditional classroom to experience the principles of sustainability and ecology first-hand at the University’s Las Nubes EcoCampus in Costa Rica.

This summer, 25 students in the Faculty of Environmental & Urban Change (EUC) had the opportunity to visit the EcoCampus, located within the Alexander Skutch Biological Corridor in southern Costa Rica, as part of an experiential education opportunity.

Supported by the Fisher Fund for Neotropical Conservation, the EcoCampus aims to safeguard the biological, cultural and social values of the communities living in the area.

According to Ana Martinez, associate director of the Las Nubes EcoCampus, the program has had a profound impact on its participants, as it fosters both personal and academic growth.

“Many students find – or even redefine – their passion and drive through experiences enriched by deep cultural and natural immersion, gaining new perspectives on the interplay between the environment, culture and social issues,” said Martinez. “For some, the experience is transformative on a personal level, pushing them out of their comfort zones and instilling a sense of confidence and appreciation for new cultures.”

Several courses are offered as part of the �첥��Ƶ Abroad Program in Costa Rica – Environmental Psychology, Global Eco-Arts Residency, Protected Area Management, Educating for a Sustainable Future and more – for both undergraduate and graduate students. The courses have condensed timelines, with summer courses completed in 10 days and fall/winter courses in nine days. Students can opt to take one course for a shorter trip, or back-to-back courses for a longer stay.

Timothy Ong, a fourth-year student in the Sustainable Environmental Management (SEM) program, describes a typical day studying in Costa Rica as beginning with a prepared breakfast from his homestay parents and getting picked up by a shuttle bus around 8 a.m. to head to his first activity of the day – which could be a hike, a visit to the farm or a trip to the EcoCampus. After an activity and lunch, students head to the EcoCampus for lectures until 5 or 6 p.m., when the bus drives everyone back to their respective homestays.

“In the context of Costa Rica as an international reference for conservation and sustainable development, we explore a number of initiatives that attempt to achieve the ideals of conservation, development and well-being,” said Felipe Montoya, an EUC professor and the director of Las Nubes, who teaches a course called Conservation and Development for Social-Environmental Sustainability and Well-being. “With the analysis of each case, we try to gain a greater understanding of the possibilities and obstacles for achieving these goals in and beyond Costa Rica.”

Students taking Montoya’s course will take part in hiking activities, allowing them to observe natural ecosystems that have evolved away from urban areas and learn about the theory and principles of ecology as they apply to sustainable development in a tropical environment.

Paula Kaston, a fourth-year SEM student, chose to go to Las Nubes because she wanted to witness how the different programs – agroecology, sustainability, Indigenous issues, etc. – are implemented.

“My favourite experience was when we went to the diversification farm,” she said, “because [the instructor demonstrated] so many different ways to be successful in maintaining a sustainable agroecological system.”

As a mature SEM student who will be starting a master in environmental studies next year, Kaston said this experience has given her hope that a sustainable future is possible: “It made me feel like there are a lot of people who are on the ground – feet on the ground, hands in soil – making sustainability accessible.”

Courses offered in the Las Nubes EcoCampus have no prerequisites and are open as electives to all third- and fourth-year undergraduate students and graduate students.

For more information about courses at �첥��Ƶ’s Las Nubes EcoCampus, who is eligible and how to register, visit the .

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