La version française suit la version anglaise.

TORONTO, Dec. 3, 2025 – The Ontario Heritage Trust, in collaboration with żìČ„ÊÓÆ”, unveiled a new provincial plaque at Glendon College that recognizes its pivotal role in advancing bilingual education in Ontario and across Canada. Glendon, żìČ„ÊÓƔ’s founding campus, opened in September 1959 on the Toronto estate, built in the 1920s, that once belonged to the Wood family. Today, Glendon is a cornerstone of Ontario’s educational heritage.

The Trust’s provincial plaques mark milestones of the story of Ontario. They share how people, communities, events and places shaped this province. Glendon College arose during a time of sweeping change in the late 1950s and 1960s, thanks to visionaries who saw education as a powerful tool to train future leaders and build a stronger country. Glendon’s Founding Principal, Escott Reid, and żìČ„ÊÓƔ’s Founding President, Murray G. Ross, believed that bridging Canada’s English and French cultures through bilingual education would strengthen national unity and foster both public service and mutual understanding.

Their bold vision came to life at a transformative moment in Canadian history. In 1965, when żìČ„ÊÓƔ’s Keele Campus opened, Glendon College was re-envisioned as a new bilingual liberal arts college. It was officially inaugurated in 1966. Today, Glendon reflects Canada’s cultural diversity and offers an outward-looking, internationally engaged academic experience with an emphasis on global perspectives.

The plaque text reads as follows:

GLENDON COLLEGE

Glendon Hall was the estate of Agnes Euphemia Smart Wood and Edward Rogers Wood. Built between 1920-24, the Italianate-style residence is nestled along the Don Valley, designed to blend with the natural environment. With a history of philanthropy toward post-secondary education, Mrs. Wood gifted the estate upon her death in 1950 for educational and botanical purposes. In 1961, the newly incorporated żìČ„ÊÓÆ”, created to accommodate additional university spaces due to the forecasted baby boom and growing immigration to Canada, established its first campus here. Its rapid growth led York to establish a larger campus on Keele Street in 1965. Glendon was re-envisioned as a liberal arts college within a larger university, with a new mission in an immersive setting, influenced by its landscape. Its first principal, Escott Reid, was a diplomat, scholar and international public servant who defined Glendon’s unique mission of training Canadian civil servants, representing Canada in the world, while strengthening French-English bilingualism. This led to the 2008 provincial designation of Glendon College as the “Centre of Excellence for French-language and Bilingual Postsecondary Education” in Ontario. Glendon’s existence ensures access to education in French. It is the only fully integrated bilingual faculty of its kind in Canada.

The plaque is now installed and available for public viewing in front of Glendon Hall.

Quotes

“When Glendon College became a French-English bilingual liberal arts college in 1966, its leadership saw education as a tool to train future leaders and build a stronger Canada. Today, as the only fully integrated bilingual faculty of its kind in Canada, Glendon remains a key part of our province’s educational heritage.” — Graham McGregor, Minister of Citizenship and Multiculturalism

“Glendon College has long been the heart of żìČ„ÊÓƔ’s founding story and a beacon for bilingual education in Ontario and across Canada. This provincial plaque honours the visionaries who understood that learning in both of Canada’s official languages — alongside Indigenous languages — strengthens our civic life and fosters mutual understanding. Today, the immersive, outward‑looking education offered by Glendon College continues to prepare globally minded graduates for public service and leadership. We are proud to celebrate this milestone with the Ontario Heritage Trust.” — żìČ„ÊÓÆ” President and Vice-Chancellor Rhonda Lenton

“This new provincial plaque recognizes Glendon College’s outsized place within Ontario’s educational heritage and Canada’s national story. Its founding mission, to unite Canadians through bilingual education, continues to strengthen our identity and enrich civic life.” — John Ecker, Chair, Ontario Heritage Trust

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Contacts:

For more information about the Ontario Heritage Trust, contact David Leonard, Senior Marketing and Communications Specialist, at 437-246-9065 or david.leonard@heritagetrust.on.ca.

For more information about żìČ„ÊÓƔ’s Glendon College, contact Sandra McLean, Senior Writer and External Communications Specialist, at sandramc@yorku.ca.

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About the Ontario Heritage Trust

The Trust is committed to preserving Ontario’s cultural and natural heritage and ensuring its continued relevance for future generations. We are working towards an Ontario where heritage is not only preserved and valued, but is celebrated, enjoyed and used as a source of inspiration. The Trust will be a beacon in an Ontario where heritage is preserved, protected and promoted in ways that are sources of pride for all Ontarians.

About żìČ„ÊÓÆ”

żìČ„ÊÓÆ” is a modern, multi-campus, urban university located in Toronto, Ontario. Backed by a diverse group of students, faculty, staff, alumni and partners, we bring a uniquely global perspective to help solve societal challenges, drive positive change and prepare our students for success. York's fully bilingual Glendon Campus is home to Southern Ontario's Centre of Excellence for French Language and Bilingual Postsecondary Education. York’s campuses in Costa Rica and India offer students exceptional transnational learning opportunities and innovative programs, while at the Markham Campus, innovation, technology, entrepreneurship, and industry collaboration are built into every program. Together, we can make things right for our communities, our planet and our future.

Le CollÚge universitaire Glendon commémoré avec une nouvelle plaque provinciale

TORONTO, 3 dĂ©cembre 2025 – La Fiducie du patrimoine ontarien, en collaboration avec l’UniversitĂ© York, a dĂ©voilĂ© une nouvelle plaque provinciale au CollĂšge universitaire Glendon qui reconnaĂźt son rĂŽle essentiel dans la promotion de l’éducation bilingue en Ontario et partout au Canada. Glendon, le campus fondateur de l’UniversitĂ© York, a ouvert ses portes en septembre 1959 dans un domaine torontois construit dans les annĂ©es 1920, qui appartenait autrefois Ă  la famille Wood. Aujourd’hui, Glendon est une pierre angulaire du patrimoine Ă©ducatif de l’Ontario.

Les plaques provinciales de la Fiducie soulignent des Ă©tapes importantes dans l’histoire de l’Ontario. Elles racontent comment les gens, les collectivitĂ©s, les Ă©vĂ©nements et les lieux ont façonnĂ© cette province. Le CollĂšge universitaire Glendon a vu le jour Ă  une Ă©poque de grands changements, Ă  la fin des annĂ©es 1950 et dans les annĂ©es 1960, grĂące Ă  des visionnaires qui considĂ©raient l’éducation comme un outil puissant permettant de former les futurs dirigeants et de bĂątir un pays plus fort. Le directeur fondateur de Glendon, Escott Reid, et le prĂ©sident fondateur de l’UniversitĂ© York, Murray G. Ross, Ă©taient convaincus que le rapprochement des cultures anglaise et française du Canada grĂące Ă  l’éducation bilingue renforcerait l’unitĂ© nationale et favoriserait Ă  la fois les services publics et la comprĂ©hension mutuelle.

Leur vision audacieuse s’est concrĂ©tisĂ©e Ă  un moment charniĂšre de l’histoire du Canada. En 1965, lorsque le campus Keele de l’UniversitĂ© York a ouvert ses portes, le CollĂšge universitaire Glendon a Ă©tĂ© repensĂ© pour devenir un nouveau collĂšge d’arts libĂ©raux bilingue. Il a Ă©tĂ© officiellement inaugurĂ© en 1966. Aujourd’hui, Glendon reflĂšte la diversitĂ© culturelle du Canada et offre une expĂ©rience universitaire ouverte sur le monde et engagĂ©e sur le plan international qui met l’accent sur les perspectives mondiales.

Le texte de la plaque se lit comme suit:

LE COLLÈGE GLENDON

Glendon Hall est l’ancien domaine d’Agnes Euphemia Smart Wood et d’Edward Rogers Wood. Construite entre 1920 et 1924, la maison d’inspiration italienne surplombant la riviĂšre Don est conçue pour se fondre dans l’environnement naturel. À son dĂ©cĂšs en 1950, poursuivant une longue tradition philanthropique pour l’enseignement postsecondaire, Mme Wood lĂšgue le domaine Ă  des fins Ă©ducatives et botaniques. À sa crĂ©ation en 1961, l’UniversitĂ© York y Ă©tablit son premier campus afin de rĂ©pondre aux besoins en espaces universitaires prĂ©vus en raison du baby-boom et de l’augmentation de l’immigration au Canada. Suivant une croissance rapide, l’UniversitĂ© ouvre un vaste campus sur la rue Keele en 1965. Glendon devient alors un collĂšge d’arts libĂ©raux au sein d’une grande universitĂ©, dotĂ© d’un nouveau mandat, dans un cadre immersif inspirĂ© par son emplacement. Son premier principal, Escott Reid, diplomate, Ă©rudit et fonctionnaire international, donne Ă  Glendon pour mission spĂ©cifique de former des fonctionnaires canadiens, de reprĂ©senter le Canada dans le monde et de promouvoir le bilinguisme français-anglais. Cela permet au CollĂšge Glendon d’obtenir la dĂ©signation provinciale de « Centre d’excellence pour les Ă©tudes postsecondaires en français et bilingues » en Ontario, en 2008, garantissant ainsi l’accĂšs Ă  l’éducation en français. Unique au Canada, cette facultĂ© intĂšgre pleinement le bilinguisme.

La plaque est désormais installée et mise à la disposition du public devant le pavillon Glendon.

Citations:

« Lorsque le CollĂšge universitaire Glendon est devenu un collĂšge d’arts libĂ©raux bilingue français-anglais en 1966, sa direction considĂ©rait l’éducation comme un outil permettant de former les futurs dirigeants et de bĂątir un Canada plus fort. Aujourd’hui, en tant que seule facultĂ© bilingue entiĂšrement intĂ©grĂ©e de ce type au Canada, Glendon demeure un Ă©lĂ©ment clĂ© du patrimoine Ă©ducatif de notre province. » — Graham McGregor, ministre des Affaires civiques et du Multiculturalisme

« Le CollĂšge universitaire Glendon est depuis longtemps au coeur de l’histoire fondatrice de l’UniversitĂ© York et un phare pour l’éducation bilingue en Ontario et partout au Canada. Cette plaque provinciale rend hommage aux visionnaires qui ont compris que l’apprentissage dans les deux langues officielles du Canada — parallĂšlement aux langues autochtones — renforce notre vie civique et favorise la comprĂ©hension mutuelle. Aujourd’hui, l’éducation immersive et ouverte sur le monde offerte par le CollĂšge universitaire Glendon continue de prĂ©parer des diplĂŽmĂ©s ayant une vision internationale Ă  occuper des postes dans la fonction publique et Ă  exercer des fonctions de direction. Nous sommes fiers de cĂ©lĂ©brer cette Ă©tape importante avec la Fiducie du patrimoine ontarien », a dĂ©clarĂ© Rhonda Lenton, prĂ©sidente et vice-chanceliĂšre de l’UniversitĂ© York

« Cette nouvelle plaque provinciale reconnaĂźt la place prĂ©pondĂ©rante du CollĂšge universitaire Glendon dans le patrimoine Ă©ducatif de l’Ontario et l’histoire nationale du Canada. Sa mission fondatrice, qui consiste Ă  unir les Canadiens grĂące Ă  l’éducation bilingue, continue de renforcer notre identitĂ© et d’enrichir la vie civique. » — John Ecker, prĂ©sident, Fiducie du patrimoine ontarien

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Personnes-ressource

Pour obtenir plus de renseignements sur la Fiducie du patrimoine ontarien, communiquez avec David Leonard au 437 246-9065 ou Ă  david.leonard@heritagetrust.on.ca.

Pour obtenir de plus amples renseignements sur le CollĂšge universitaire Glendon de l’UniversitĂ© York, veuillez communiquer avec Sandra McLean, rĂ©dactrice principale et spĂ©cialiste des communications externes, Ă  l’adresse sandramc@yorku.ca.

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À propos de la Fiducie du patrimoine ontarien

La Fiducie s’engage Ă  prĂ©server notre patrimoine culturel et naturel et Ă  veiller Ă  ce qu’ils gardent leur pertinence pour les gĂ©nĂ©rations futures. Nous travaillons Ă  l’avĂšnement d’un Ontario oĂč le patrimoine est non seulement prĂ©servĂ© et valorisĂ©, mais aussi cĂ©lĂ©brĂ©, apprĂ©ciĂ© et utilisĂ© comme source d’inspiration. La Fiducie sera le phare d’un Ontario oĂč le patrimoine est prĂ©servĂ©, protĂ©gĂ© et promu de maniĂšre Ă  ĂȘtre une source de fiertĂ© pour l’ensemble des Ontariennes et Ontariens.

À propos de l’UniversitĂ© York

łąâ€™UniversitĂ© York est une universitĂ© urbaine moderne Ă  plusieurs campus situĂ©e Ă  Toronto, en Ontario. AppuyĂ©s par un groupe diversifiĂ© d’étudiants, de membres du corps professoral, de membres du personnel, d’anciens Ă©lĂšves et de partenaires, nous apportons une perspective mondiale unique pour aider Ă  relever les dĂ©fis sociĂ©taux, susciter des changements positifs et prĂ©parer nos Ă©tudiants Ă  la rĂ©ussite. Le campus Glendon de York, entiĂšrement bilingue, abrite le Centre d’excellence pour les Ă©tudes postsecondaires en français et bilingues dans le sud de l’Ontario. Les campus de York situĂ©s au Costa Rica et en Inde offrent aux Ă©tudiants des possibilitĂ©s d’apprentissage transnationales exceptionnelles et des programmes novateurs, tandis qu’au campus de Markham, l’innovation, la technologie, l’entrepreneuriat et la collaboration avec l’industrie font partie intĂ©grante de chaque programme. Ensemble, nous pouvons amĂ©liorer les choses pour nos collectivitĂ©s, notre planĂšte et notre avenir.

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Professor Kinnon MacKinnon's pursuit of through the DARE study research is highlighted in The New York Times.

Professor Patricia Lakin-Thomas talks to The Jerusalem Post about daylight saving time and ongoing concerns about its impact on public health. Lakin-Thomas says Daylight Saving Time is shown to contribute to higher numbers of car accidents, heart attacks, strokes, and workplace injuries. The time is long overdue to , she adds.

In an op-ed for The Conversation, Professor Jack L. Rozdilsky gives public safety tips to Swifties attending Taylor Swift's Eras Tour, which has six shows in Toronto starting Nov. 14. Toronto's mayor has expressed confidence that the shows will be safe, and that comprehensive security measures will be in place. "In addition to preparing for fun, spend a little time considering concert safety tips which stress situational awareness," writes Rozdilsky. " If something does not seem right to you, it probably is not right." Rozdilsky is also quoted in an article about published in The Week.

If you see something, say something. If something does not seem right to you, it probably is not right.

Rozdilsky writes in The Conversation

Ontario grocery stores are saying the new bottle return requirements may make it impossible to participate in Premier Doug Ford's expansion of alcohol sales. Sebastian Prins, the director of government relations for the Ontario section of the Retail Council of Canada, says the majority of the larger stores are planning to add alcohol sales at locations within five kilometres of a Beer Store, meaning they aren't obligated to accept empties right away. The Canadian Press reports that Prins is working with a to assess the costs and logistics.

Professor Dennis Pilon weighs in on a report shelved by Mayor Oliva Chow that recommended Toronto city councillors receive a raise of more than 22 per cent to bring them in line with other municipalities. He says it's important for elected officials to earn "sufficient" salaries to compensate them for their work and ensure that it's not only the rich who can afford to run for office. However, Pilon says that councillors voting on whether to increase their own pay . Professor Joe Mihevc, who served on council for nearly three decades until 2018, tells Toronto Star that councillors are "absolutely" underpaid, estimating that between city hall meetings on weekdays, and community events on evenings and weekends, most regularly work 12-hour days. In a separate op-ed on the subject, Mihevc writes about why politicians deserve a pay raise. "Residents need to know when they are to both work long and often difficult hours and then also to accept a smaller salary," writes Mihevc for Toronto Star. In an article for CBC, Mihevc weighs in on the mayor facing political and economic challenges as the city puts together its 2025 budget. He says to balance the books next year.

Professor Robert Savage comments on a new survey that found university students studying to become teachers could correctly answer only 60 per cent of the questions on phonics. Savage says the results show a structural issue across institutions. “ So, it clearly does have impacts,” he says.

Professor Sean Tulin weighs in on dark matter which may account for roughly 85 percent of the universe's mass. The case for the existence of dark matter goes back to the 1930s when astronomers analyzed the rates at which galaxies rotate and found there isn't enough visible matter to account for the observed spin rates. For the last few decades, the leading theory has been that this unseen substance is made up of weakly interacting massive particles or WIMPs. "," Tulin tells Smithsonian Magazine.

Daydreaming in the Solar System: Surfing Saturn’s Rings, Golfing on the Moon, and Other Adventures in Space Exploration, a new book by professors John E. Moores and Jesse Rogerson invites readers to take a voyage through space with a "behind the science" look at what's possible. â€œWe paired really interesting places with really weird things to be doing there,” Rogerson tells CTV News. “, that was sort of a natural one because a human has golfed on the moon before. Mars has really interesting clouds, so we have cloud watching like you’re at a picnic. We imagine what it would be like to be doing a cave dive on this moon of Saturn. It was totally an imagination run wild where we were imagining ourselves, or some astronaut, doing some weird activity in some weird place and how the physics of the place would affect the activity.”

Alumna Hortense Anglin, 87, received a standing ovation from guests and fellow graduates on Oct. 17 as she walked across the stage to receive her bachelor's and was congratulated by the platform party at York's in-person fall convocation. CP24 about her experience as a mature student, and CTV News wrote about .

Do you have a new research study or an academic achievement to share? Contact media@yorku.ca with details. For daily York in the News highlights, follow on X.

The post York expert Kinnon MacKinnon is featured in the New York Times, and more appeared first on News@York.

“February is Black History Month, but we make history every day” –
Ruth Rodney, associate director, Harriet Tubman Institute

Education, particularly math education, is not a neutral space for Black students. It continues to be a space where there are fewer expectations of success. That was one of the messages that emerged during the Black History Month panel on education, Black Educators and Black Education, at the Harriet Tubman Institute at żìČ„ÊÓÆ”.

As Assistant Professor of York’s Faculty of Education told the audience – inequities persist for Black learners.

“There is a lot of overt racism at play in education that we have to pay attention to, but there remains a lot of push back. The system of mathematics needs to change so that young people, especially young Black people, feel like they don't belong in this space,” says Osibodu, who was one of five panellists.

The panellists were from a range of disciplines and included Assistant Professor Godfred Boateng in York’s School of Global Health; Professor , director of the Canadian Research Institute for Food Safety at the University of Guelph; Assistant Professor of York’s Department of Humanities, Faculty of Liberal Arts and Professional Studies; and Associate Professor of the Lassonde School of Engineering (who will be in Ghana in March to do a STEM workshop with high school students) also participated.

One of the main messages was that structural change is needed to address the architecture that skews the playing field. While ending math streaming for Grade 9 students, particularly Black students, into the applied or academic level at high school is great, “Black students need to feel welcome, they need to feel they belong in these educational spaces,” says Osibodu.

Panellists also discussed how colonizers took credit for indigenous knowledge across their colonies. When the French and English first landed on the West Coast of Africa, Indigenous Black people taught them how to treat tropical diseases. In places such as South America, the colonists learned of an indigenous malaria cure – quinine – using the bark of the Cinchona tree, says Boateng. The colonizers later used that knowledge to create synthetic anti-malarials such as Chloroquine, which was then sold back to people in these colonies.

“Some of the things that were learned were not ascribed to the indigenous [populace]. It became sort of the property or the proprietary of those who came to the land. It was stolen, plagiarized.”

A more recent example was the discovery of the Ebola virus, which should have been attributed to a Congolese doctor Jean-Jacques Muyembe, but was instead to Dr. Peter Piot of Belgium at the time, says Goodridge.

Biases also play a huge role in which diseases get funding to create vaccines. Boateng also takes issue with the huge influx of resources to create a vaccine for COVID-19. While he doesn’t begrudge a vaccine being developed for SARS-CoV-2, he does question the scale of worldwide resources dedicated to it when malaria has killed millions, more than 600,000 in 2022 alone, mostly in Africa, with 78 per cent of them children under the age of five, according to the latest World Health Organization (WHO) figures. The first malaria vaccine wasn’t recommended for public use by the WHO until 2021.

Many universities now have Black studies programs, including York, but Mohammed says the first Black studies department began at San Francisco State University in 1968, although informally it started years before and the work is also happening in spaces beyond academia. One of the questions Mohammed had is: “How do we organize to create more opportunities, not just for Black education, but for our community to learn and have the language and development to challenge and create change.”

Despite everything, several panellists believe there is hope.

“While the beginnings have not been that great. Today we can speak of black educators making an impact or having an impact in their field,” says Boateng. “I believe that if we are empowered, it becomes easier for us to tell you the story.”

Banner photo by Shayne Phillips

The post Moving forward while learning from past vital, żìČ„ÊÓÆ” Black History Month panellists appeared first on News@York.

The building is designed to meet the post-pandemic needs of students with an inclusive, accessible and sustainable space that will foster learning and help fill Canada’s pressing labour market gaps.

TORONTO, May 1, 2023 – Today, the żìČ„ÊÓÆ” School of Continuing Studies celebrates the official launch of its new, signature home – a state-of-the-art building with a unique, twisted design.

This new, dedicated space at 68 The Pond Road on York’s Keele Campus is a testament to the growth of the School, as well as the need for continuing education options to respond to the growing skills gaps and talent shortages in Canada. The six-story, 120,000-square-foot, 50-classroom, building serves as an example of how a post-pandemic learning space can blend in-person and virtual learning formats using the latest technology to support the needs of students.

“The School of Continuing Studies embodies York’s commitment to 21st century learning which identifies access to a high-quality education and global engagement as core components of York’s University Academic Plan,” says żìČ„ÊÓÆ” President and Vice-Chancellor Rhonda Lenton. “We have been a leader in the lifelong learning space since our inception and we had the goal to create dedicated space to accommodate the unique needs of continuing education students locally and from abroad, many of whom are seeking to complement degree programs and/or upgrade and reskill in a labour market that is being profoundly impacted by automation and AI.”

A limited engagement plenary session featured speeches from Lenton and Christine Brooks Cappadocia, interim vice-president of continuing studies at żìČ„ÊÓÆ” as well as a keynote address from world-champion Canadian hurdler, author, TV host and speaker, Perdita Felicien.

"The żìČ„ÊÓÆ” School of Continuing Studies is transforming the Canadian workforce by reinventing traditional models of education and transforming barriers to education into opportunities. Our leading edge, cohort programs are co-developed with industry to develop graduates prepared to thrive in a skills-based economy. Last year alone we delivered more than a million hours of learning," says Brooks-Cappadocia.  

In 2018, the architecture firm Perkins&Wills was selected to design the building, led by architects Safdar Abidi and Andrew Frontini. The twisted architecture symbolizes the School’s twist on the traditional mission of continuing studies to solve Canada’s most pressing labour market gaps by connecting employers and a highly-skilled, ambitious talent pool through its innovative language and professional programs. 

The structure is built to ensure complete adherence to sustainability in design. The building is designed to LEED Gold, and will be certified accordingly, and meets the City of Toronto Green Standards. Strategies used include a high-performing façade system, direct outside air system with heat recovery ventilation, and daylight harvesting. The building is well positioned to achieve Net Zero in the future due to its low energy consumption. Additionally, the building is designed with the principles of diversity, equity, inclusion and sustainability. 

Students, instructors and staff were included in both the scoping and design phases of the project. To ensure the building is meeting the needs of students of different ages, religions and cultural backgrounds we designed the structure with the highest accessibility standards,” says Brooks-Cappadocia.

“From having guide rails for students with sight impairment to touch-free surfaces to the lactation room for nursing mothers and a prayer and meditation room. Everyone is welcome and supported in pursuing their educational goals.”

Other key accessibility features to ensure physical requirements for all students include automated doors, standing desks in all classrooms, screens for the visually impaired, elevators, and large hallways spaces for those requiring wheelchair access.  

After nine years of planning, the School of Continuing Studies building is finally uniting its programs, students, instructors and staff under one roof.

The post żìČ„ÊÓÆ” School of Continuing Studies celebrates launch of its new, state-of-art building appeared first on News@York.

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FOR IMMEDIATE RELEASE

Ottawa/Toronto, ON, April 13, 2022 – The Federation for the Humanities and Social Sciences and żìČ„ÊÓÆ” – joint partners in the 2023 Congress of the Humanities and Social Sciences (Congress 2023) – are excited to announce that the theme of the conference will be Reckonings and Re-Imaginings.

As the largest academic gathering in Canada and one of the largest globally, Congress draws together as many as 70 scholarly associations from a range of humanities and social sciences disciplines. At Congress 2023, up to 10,000 attendees will present their research in person for the first time since the start of the COVID-19 pandemic.

Reckonings and Re-Imaginings reflects diverse contributions by members of the żìČ„ÊÓÆ” community, and their close collaboration with the vision of Associate Professor Andrea Davis, Academic Convenor for Congress 2023.

“By centering Indigenous and Black knowledges as a way of reckoning with our past and present, and re-imagining a different set of future possibilities, Congress 2023 is inviting us to reflect deeply on the role of the academy in the creation of a better world,” said Dr. Davis. “I am excited by this and look forward to an incredible gathering of thought, art and creativity as we join hands to do this important work.”

Under this theme, Congress will honour Black and Indigenous knowledge and cultures, and centre the diverse voices and ideas of scholars, graduate students, policymakers and community members to vital conversations about the most pressing issues facing our world.

“We are thrilled that our community will be reuniting in person at żìČ„ÊÓÆ” under the theme Reckonings and Re-Imaginings,” said Gabriel Miller, President and CEO of the Federation for the Humanities and Social Sciences. “We are ready to help re-imagine our world, and build a society that is more diverse, sustainable, democratic, and just.”

“Building on żìČ„ÊÓƔ’s longstanding leadership in the humanities and social sciences, we are delighted to host Congress again at our Keele and Glendon Campuses in Toronto,” said Rhonda Lenton, President and Vice-Chancellor, żìČ„ÊÓÆ”. “I am grateful to Dr. Davis for her leadership in the creation of the vision for Congress 2023 that will set the stage for a dynamic and thoughtful dialogue with academics from around the world committed to driving positive change locally and globally and strengthening our impact on the United Nations Sustainable Development Goals.”

Read more about the Congress 2023 theme at .

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For more information, please contact:

Camille Ferrier
Director, Communications and Member Engagement
Federation for the Humanities and Social Sciences
M. (613) 265-6993
cferrier@federationhss.ca

Sandra McLean
Senior Media Relations Officer
żìČ„ÊÓÆ”
(416) 272-6317
sandramc@yorku.ca

About Congress of the Humanities and Social Sciences
Organized by the Federation for the Humanities and Social Sciences, Congress is the largest academic gathering in Canada, and one of the largest in the world. Now in its 92nd year, Congress brings together approximately 70 academic associations that represent a rich spectrum of disciplines in the humanities and social sciences, including literature, history, theatre, film studies, education, music, sociology, geography, social work and many others.

About the Federation for the Humanities and Social Sciences
The Federation for the Humanities and Social Sciences promotes research and teaching for the advancement of an inclusive, democratic and prosperous society. With a membership now comprising over 160 universities, colleges and scholarly associations, the Federation represents a diverse community of 91,000 researchers and graduate students across Canada. The Federation organizes Canada’s largest academic gathering, the Congress of the Humanities and Social Sciences, bringing together more than 8,000 participants each year. For more information about the Federation, visit www.federationhss.ca. The Federation office is located on the traditional, unceded Algonquin territory in Ottawa.

About żìČ„ÊÓÆ”
żìČ„ÊÓÆ” is a modern, multi-campus, urban university located in Toronto, Ontario. Backed by a diverse group of students, faculty, staff, alumni and partners, we bring a uniquely global perspective to help solve societal challenges, drive positive change and prepare our students for success. York's fully bilingual Glendon Campus is home to Southern Ontario's Centre of Excellence for French Language and Bilingual Postsecondary Education. York’s campuses in Costa Rica and India offer students exceptional transnational learning opportunities and innovative programs. Together, we can make things right for our communities, our planet, and our future.

POUR DIFFUSION IMMÉDIATE

DĂ©voilement du thĂšme 2023 du plus grand rassemblement universitaire au Canada : Confronter le passĂ©, rĂ©imaginer l’avenir

Ottawa/Toronto, Ontario, le 13 avril 2022 – La FĂ©dĂ©ration des sciences humaines et l’UniversitĂ© York, qui se sont associĂ©es pour prĂ©senter le CongrĂšs des sciences humaines 2023 (CongrĂšs 2023), sont heureuses d’annoncer que le thĂšme de cette Ă©dition sera Confronter le passĂ©, rĂ©imaginer l’avenir.

Le CongrĂšs, qui reprĂ©sente le plus grand rassemblement d’universitaires au Canada et l’un des principaux dans le monde, regroupe jusqu’à 70 associations savantes Ɠuvrant dans un Ă©ventail de disciplines en sciences humaines. En 2023, jusqu’à 10 000 participant.e.s y prĂ©senteront leurs travaux de recherche, pour la premiĂšre fois en personne depuis le dĂ©but de la pandĂ©mie de COVID-19.

Le thĂšme, Confronter le passĂ©, rĂ©imaginer l’avenir, s’inspire de l’apport diversifiĂ© des membres de la communautĂ© de l’UniversitĂ© York et de la vision d’Andrea Davis, professeure agrĂ©gĂ©e et responsable universitaire du CongrĂšs 2023, avec laquelle ces membres collaborent Ă©troitement.

« Le CongrĂšs 2023 placera les connaissances autochtones et noires au cƓur d’une dĂ©marche de rĂ©flexion sur le passĂ© et le prĂ©sent, dans une optique de rĂ©invention et de crĂ©ation d’un nouveau champ de possibilitĂ©s. Nous serons invitĂ©.e.s Ă  nous pencher sur le rĂŽle que joue le milieu universitaire pour rendre le monde meilleur, indique Mme Davis. J’entrevois avec beaucoup d’enthousiasme cette rencontre, qui fera place Ă  la rĂ©flexion, Ă  l’art et Ă  la crĂ©ativitĂ© et qui nous permettra d’unir nos efforts dans cette dĂ©marche importante. Â»

Dans le cadre de ce thĂšme, le CongrĂšs mettra en valeur les connaissances et les cultures noires et autochtones. Il offrira Ă©galement aux chercheur.euse.s, aux Ă©tudiant.e.s aux cycles supĂ©rieurs, aux dĂ©cideur.euse.s et aux membres de la communautĂ© un cadre oĂč Ă©changer sur leurs diffĂ©rents points de vue et diverses idĂ©es afin de discuter des enjeux cruciaux et urgents auxquels le monde est confrontĂ©.

« Nous nous rĂ©jouissons grandement Ă  l’idĂ©e de nous rĂ©unir en personne avec les membres de notre communautĂ© Ă  l’occasion du CongrĂšs qui aura lieu Ă  l’UniversitĂ© York sur le thĂšme Confronter le passĂ©, rĂ©imaginer l’avenir, affirme Gabriel Miller, prĂ©sident et chef de la direction de la FĂ©dĂ©ration des sciences humaines. Nous sommes prĂȘts Ă  apporter notre contribution pour rĂ©inventer le monde et crĂ©er une sociĂ©tĂ© plus diversifiĂ©e, durable, dĂ©mocratique et juste. Â»

« Sur le modĂšle de leadership de longue date de l’UniversitĂ© York dans les sciences humaines, nous sommes ravis d’accueillir de nouveau le CongrĂšs sur nos campus Keele et Glendon Ă  Toronto, dĂ©clare Rhonda Lenton, rectrice et vice-chanceliĂšre Ă  l’UniversitĂ© York. Je suis reconnaissante envers la professeure Davis pour son leadership dans la crĂ©ation d’une vision pour le CongrĂšs 2023 qui ouvrira la voie Ă  un dialogue dynamique et inspirant avec les chercheurs et chercheuses internationaux, engagĂ©s Ă  susciter des changements positifs localement et de par le monde et Ă  renforcer notre impact sur les objectifs de dĂ©veloppement durable des Nations Unies. Â»

Pour obtenir plus d’information sur le thĂšme du CongrĂšs 2023, visitez le www.federationhss.ca/fr/congres2023.

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Pour en savoir plus, veuillez communiquer avec :

Camille Ferrier
Directrice, Communications et engagement des membres
Fédération des sciences humaines
Tel. : 613-265-6993
cferrier@federationhss.ca

Sandra McLean
Responsable principale des relations avec les médias
Université York
Tel. : 416-272-6317
sandramc@yorku.ca

À propos du Congrùs des sciences humaines
OrganisĂ© par la FĂ©dĂ©ration des sciences humaines, le CongrĂšs est le plus grand rassemblement d’universitaires au Canada et l’un des principaux dans le monde. Il en est maintenant Ă  sa 92^e annĂ©e. Le CongrĂšs rĂ©unit environ 70 associations universitaires qui reprĂ©sentent un riche Ă©ventail de disciplines en sciences humaines, dont la littĂ©rature, l’histoire, le thĂ©Ăątre, les Ă©tudes cinĂ©matographiques, l’éducation, la musique, la sociologie, la gĂ©ographie, le travail social et bien d’autres.

À propos de la FĂ©dĂ©ration des sciences humaines
La FĂ©dĂ©ration des sciences humaines Ɠuvre Ă  la mise en valeur de la recherche et de l’enseignement pour l’avancement d’une sociĂ©tĂ© inclusive, dĂ©mocratique et prospĂšre. Elle regroupe aujourd’hui plus de 160 universitĂ©s, institutions et associations savantes reprĂ©sentant 91 000 chercheur.euse.s et Ă©tudiant.e.s aux cycles supĂ©rieurs au Canada. De plus, la FĂ©dĂ©ration organise le plus grand rassemblement d’universitaires au Canada, soit le CongrĂšs des sciences humaines, qui rĂ©unit chaque annĂ©e plus de 8 000 personnes. Pour en savoir plus au sujet de la FĂ©dĂ©ration, visitez le www.federationhss.ca. Le bureau de la FĂ©dĂ©ration est situĂ© sur le territoire traditionnel non cĂ©dĂ© des Algonquins, Ă  Ottawa.

À propos de l’UniversitĂ© York
łąâ€™UniversitĂ© York est une universitĂ© urbaine moderne situĂ©e Ă  Toronto, en Ontario, qui compte plusieurs campus. Avec l’aide d’un groupe diversifiĂ© d’étudiant.e.s, de membres du corps professoral et du personnel administratif, de diplĂŽmĂ©.e.s et de partenaires, nous apportons un point de vue unique Ă  l’échelle mondiale pour contribuer Ă  rĂ©soudre les dĂ©fis sociaux, Ă  susciter des changements positifs et Ă  prĂ©parer nos Ă©tudiant.e.s Ă  la rĂ©ussite. EntiĂšrement bilingue, le campus Glendon de l’UniversitĂ© York est le siĂšge du Centre d’excellence pour les Ă©tudes postsecondaires en français et bilingues dans le sud de l’Ontario. łąâ€™UniversitĂ© York compte Ă©galement des campus au Costa Rica et en Inde, oĂč elle offre aux Ă©tudiant.e.s des occasions d’apprentissage transnationales exceptionnelles et des programmes novateurs. Ensemble, nous pouvons faire ce qu’il faut pour nos collectivitĂ©s, notre planĂšte et notre avenir.

The post Canada’s largest academic conference reveals theme for 2023: Reckonings and Re-Imaginings appeared first on News@York.

TORONTO, Feb. 7, 2022 – Children are having difficulty recognizing faces that are partially covered by masks. This could potentially impact social interactions with peers and educators, as well as the ability to form important relationships, according to a new study led by żìČ„ÊÓÆ”.

found mask wearing hindered facial recognition in adults. This new study by researchers at żìČ„ÊÓÆ” and Ben-Gurion University in Israel, looked at 72 children, ages six to 14, to see if their experience was similar to that of adults. Faces were presented with or without masks, both upright and inverted.

“Faces are among the most important visual stimuli. We use facial information to determine different attributes about a person, including their gender, age, mood and intentions. We use this information to navigate through social interactions,” says żìČ„ÊÓÆ” Assistant Professor of the Faculty of Health, the study’s senior author.

The research shows children’s face-perception abilities are not only profoundly impaired when people are masked, but their level of impairment is greater than that experienced by adults. Children have about a 20 per cent impairment rate for recognizing masked faces compared to about a 15 per cent rate for adults.

The study also revealed children process faces differently when the face they are looking at is masked, compared to one that’s not. Their ability to holistically process faces, which is necessary for face perception, was disrupted and became more analytical.

Typically, humans process the face as a whole rather than by its individual features.

“Not only do masks hinder the ability of children to recognize faces, but they also disrupt the typical, holistic way that faces are processed,” says Freud.

The researchers used the kids’ version of the Cambridge Face Memory Test – the most validated measure of face perception abilities in humans – to test the ability of school-aged children to recognize faces with and without masks, both upright and inverted.

“If holistic processing is impaired and recognition is impaired, there is a possibility it could impair children’s ability to navigate through social interactions with their peers and teachers, and this could lead to issues forming important relationships,” says Freud. “Given the importance of faces to social interactions, this is something we need to pay attention to.”

With children back to school with mask mandates once again, future research should explore the social and psychological ramifications of wearing masks on children’s educational performance, he says.

The paper, published today in the journal Cognitive Research: Principles & Implications, was led by Freud and undergraduate psychology student Andreja Stajduhar, in collaboration with Professor Shayna Rosenbaum – all from żìČ„ÊÓƔ’s Department of Psychology and the Centre for Vision Research. The paper was co-authored by Professors Tzvi Ganel and Galia Avidan in the Department of Psychology at Israel’s Ben-Gurion University. The study was funded by the Natural Science and Engineering Research Council of Canada and VISTA (Vision Science to Applications).

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żìČ„ÊÓÆ” is a modern, multi-campus, urban university located in Toronto, Ontario. Backed by a diverse group of students, faculty, staff, alumni and partners, we bring a uniquely global perspective to help solve societal challenges, drive positive change and prepare our students for success. York's fully bilingual Glendon Campus is home to Southern Ontario's Centre of Excellence for French Language and Bilingual Postsecondary Education. York’s campuses in Costa Rica and India offer students exceptional transnational learning opportunities and innovative programs. Together, we can make things right for our communities, our planet, and our future.

Media Contact:
Sandra McLean, żìČ„ÊÓÆ” Media Relations, 416-272-6317, sandramc@yorku.ca

The post Who is that? Kids find it more difficult than adults to recognize faces behind masks appeared first on News@York.

TORONTO, Sept. 2, 2021 – Workplace violence against female elementary school teachers by some of their students is often dismissed or diminished despite serious injury and emotional harm, says the lead author of a new paper out of żìČ„ÊÓÆ”.

That’s because the issue is often invisible, complex, intertwined, messy and insidious, say co-authors żìČ„ÊÓÆ” Assistant Professor Tuulia Law of the Faculty of Liberal Arts & Professional Studies and Professor Chris Bruckert of the University Ottawa.

They are quick to point out that the students are also victims here, as so many cuts to school resources mean supports for students are seldom available. Without them, some students lash out at teachers, often causing serious injury such as concussions. They say there is mounting evidence that student violence against Canadian educators is a pervasive problem, yet it’s not being taken seriously.

“It’s frightening, the kinds of things elementary school teachers in Ontario are experiencing and many of the teachers felt blamed for the violence by the school’s administrators for a lack of skills or competencies, or even caring,” says Law. “They often reported facing questions that asked things like — ‘what did you do to create the problem’?” The response to the violence is gendered.

This kind of workplace violence isn’t typically covered by the traditional violence-against-women contextual framing, which usually includes sexual assault and domestic violence.

“Teachers are being told by their administrators that this is the new normal. This is teaching today. Teachers are seeing it become routine, and they are outraged,” says Bruckert.

Bruckert surveyed the prevalence of student violence against 70 Ontario teachers from kindergarten to Grade 8 to get an understanding of the situation.
Together they looked at how the dominant framing of violence against women silences their voices and proliferates a one-dimensional image of the lone female victim. The authors say it’s time to move beyond this image. They explore a new way of looking at the issue through a wider framework that could help make the violence more visible and change how it’s dealt with.

“It allows us to see elements and factors leading to, causing and culminating in violence that women experience that we wouldn’t see in the traditional smaller framing. It’s really a zooming out to better see things like structural violence, like symbolic violence — things that are happening at the level of social structures and ideas, and broader systems as well as violence happening in contexts that we don’t again associate with a traditional framing of violence against women,” says Law.

“Workplace violence could be something that is happening through how the workplace is organized. It could be happening through organizational culture. It could be happening through various superiors or peers, through men as well as from other women.”

Female teachers experienced higher levels of violence than their male counterparts and more reprisals.

“We talk a lot about sexual harassment in the workplace as if that’s the only kind of gendered violence that’s occurring,” says Bruckert. “I don’t think we can talk about workplace violence without talking about gender.”

Next steps?

More front-end resources are needed to support children and prevent these situations in the first place. Budgets have been squeezed so there is less testing of students at the beginning of school, and fewer supports to help them in class and in managing their behaviour.

“Decisions happening at the political and bureaucratic level over time, can culminate in very harmful effects so in the end it is experienced as violence,” says Law.
The researchers’ expanded framework, however, can be applied to other workplaces as a way to more deeply, expansively and comprehensively see what’s happening with gendered violence. This is particularly important in predominantly female occupations, such as health care, law, and social and community services.
The paper was published in the journal Alternate Routes as part of their current themed issue: Work for Change.

-30-

żìČ„ÊÓÆ” is a modern, multi-campus, urban university located in Toronto, Ontario. Backed by a diverse group of students, faculty, staff, alumni and partners, we bring a uniquely global perspective to help solve societal challenges, drive positive change and prepare our students for success. York's fully bilingual Glendon Campus is home to Southern Ontario's Centre of Excellence for French Language and Bilingual Postsecondary Education. York’s campuses in Costa Rica and India offer students exceptional transnational learning opportunities and innovative programs. Together, we can make things right for our communities, our planet, and our future. 

Media Contact:
Sandra McLean, żìČ„ÊÓÆ” Media Relations, 416-272-6317, sandramc@yorku.ca

The post Is violence against teachers being normalized? appeared first on News@York.

TORONTO, Sept. 2, 2021 – Workplace violence against female elementary school teachers by some of their students is often dismissed or diminished despite serious injury and emotional harm, says the lead author of a new paper out of żìČ„ÊÓÆ”.

That’s because the issue is often invisible, complex, intertwined, messy and insidious, say co-authors żìČ„ÊÓÆ” Assistant Professor Tuulia Law of the Faculty of Liberal Arts & Professional Studies and Professor Chris Bruckert of the University Ottawa.

They are quick to point out that the students are also victims here, as so many cuts to school resources mean supports for students are seldom available. Without them, some students lash out at teachers, often causing serious injury such as concussions. They say there is mounting evidence that student violence against Canadian educators is a pervasive problem, yet it’s not being taken seriously.

“It’s frightening, the kinds of things elementary school teachers in Ontario are experiencing and many of the teachers felt blamed for the violence by the school’s administrators for a lack of skills or competencies, or even caring,” says Law. “They often reported facing questions that asked things like — ‘what did you do to create the problem’?” The response to the violence is gendered.

This kind of workplace violence isn’t typically covered by the traditional violence-against-women contextual framing, which usually includes sexual assault and domestic violence.

“Teachers are being told by their administrators that this is the new normal. This is teaching today. Teachers are seeing it become routine, and they are outraged,” says Bruckert.

Bruckert surveyed the prevalence of student violence against 70 Ontario teachers from kindergarten to Grade 8 to get an understanding of the situation.
Together they looked at how the dominant framing of violence against women silences their voices and proliferates a one-dimensional image of the lone female victim. The authors say it’s time to move beyond this image. They explore a new way of looking at the issue through a wider framework that could help make the violence more visible and change how it’s dealt with.

“It allows us to see elements and factors leading to, causing and culminating in violence that women experience that we wouldn’t see in the traditional smaller framing. It’s really a zooming out to better see things like structural violence, like symbolic violence — things that are happening at the level of social structures and ideas, and broader systems as well as violence happening in contexts that we don’t again associate with a traditional framing of violence against women,” says Law.

“Workplace violence could be something that is happening through how the workplace is organized. It could be happening through organizational culture. It could be happening through various superiors or peers, through men as well as from other women.”

Female teachers experienced higher levels of violence than their male counterparts and more reprisals.

“We talk a lot about sexual harassment in the workplace as if that’s the only kind of gendered violence that’s occurring,” says Bruckert. “I don’t think we can talk about workplace violence without talking about gender.”

Next steps?

More front-end resources are needed to support children and prevent these situations in the first place. Budgets have been squeezed so there is less testing of students at the beginning of school, and fewer supports to help them in class and in managing their behaviour.

“Decisions happening at the political and bureaucratic level over time, can culminate in very harmful effects so in the end it is experienced as violence,” says Law.
The researchers’ expanded framework, however, can be applied to other workplaces as a way to more deeply, expansively and comprehensively see what’s happening with gendered violence. This is particularly important in predominantly female occupations, such as health care, law, and social and community services.
The paper was published in the journal Alternate Routes as part of their current themed issue: Work for Change.

-30-

żìČ„ÊÓÆ” is a modern, multi-campus, urban university located in Toronto, Ontario. Backed by a diverse group of students, faculty, staff, alumni and partners, we bring a uniquely global perspective to help solve societal challenges, drive positive change and prepare our students for success. York's fully bilingual Glendon Campus is home to Southern Ontario's Centre of Excellence for French Language and Bilingual Postsecondary Education. York’s campuses in Costa Rica and India offer students exceptional transnational learning opportunities and innovative programs. Together, we can make things right for our communities, our planet, and our future. 

Media Contact:
Sandra McLean, żìČ„ÊÓÆ” Media Relations, 416-272-6317, sandramc@yorku.ca

The post Is violence against teachers being normalized? appeared first on News@York.

Thursday October 8, 2020, TORONTO – A new knowledge mobilization hub at żìČ„ÊÓƔ’s bilingual Glendon Campus will help to meet the need for French as a second language (FSL) teachers at a time when they are in short supply.

The Glendon Accelerator for Innovation and Best Practices in French Teaching will lead several new initiatives to help recruit and retain French language teachers for Extended, Core and Immersion teaching and address the shortage of FSL teachers in Ontario and Canada.

Students, continuing learners, and experts in the field are coming together to create an innovative new hub for the sharing of resources, expertise, and networking opportunities.

The new hub’s main objective is to encourage students to seek a career in French language teaching and assist internationally certified French teachers who could benefit from bridging programs for the local Canadian and Ontarian market. The accelerator will include a newly created undergraduate certificate in French language and community stewardship which will nurture the skills needed for a future in FSL teaching. The hub will introduce a critical new FSL research centre and Open Education Resources (OER) on FSL teaching and learning, that will help educators find connections and support in professional learning communities.

The new hub will offer prospective participants a diverse and rich place to learn in an environment that fosters inclusivity, equity and diverse ways of knowledge. It will deepen cooperative practices between academic, school, and non-governmental partners in French language education and remove some of the burden from schools and school boards that often use their own resources to recruit and retain teachers.

The project is co-led by York Associate Professor , Associate Professor and Researcher , and will include a diverse team of people involved in education, such as  teacher candidates, current teachers, post-secondary course instructors, and university professors.

The accelerator hub has received funding from the  and has already begun identifying needs and designing innovative programming for its different targets : high school students, Glendon students, future French teachers and in-service French teachers trained in Canada or internationally.

The Government of Canada is proud to provide the necessary support to this important initiative aimed at training the next generation of French as a Second Language educators. Glendon’s unique position as a significant bilingual campus within the world-class żìČ„ÊÓÆ” makes it an ideal post-secondary partner. At a time when the demand for bilingual skills is increasing, this made-in-Canada knowledge hub is a welcome tool to recruit, retain or retool FSL educators.

-Rob Oliphant, MP Don Valley West

For many years, Glendon has played a central role in the development of teachers entering the immersion system, as well as in the teaching of French as a Second Language. We are extremely pleased to lead key initiatives which will address the teacher shortages across the province and will also make core resources available to support them in their daily activities.

-Ian Roberge – Principal Glendon Campus

żìČ„ÊÓÆ” champions new ways of thinking that drive teaching and research excellence. Our students receive the education they need to create big ideas that make an impact on the world. Meaningful and sometimes unexpected careers result from cross-disciplinary programming, innovative course design and diverse experiential learning opportunities. York students and graduates push limits, achieve goals and find solutions to the world’s most pressing social challenges, empowered by a strong community that opens minds. żìČ„ÊÓÆ” is an internationally recognized research university – our 11 faculties and 25 research centres have partnerships with 200+ leading universities worldwide. Located in Toronto, York is the third largest university in Canada, with a strong community of 53,000 students, 7,000 faculty and administrative staff, and more than 300,000 alumni. żìČ„ÊÓÆ”'s fully bilingual Glendon Campus is home to Southern Ontario's Centre of Excellence for French Language and Bilingual Postsecondary Education.

Media Contacts:
Yanni Dagonas, żìČ„ÊÓÆ” Media Relations, cell 647-468-7850, yannidag@yorku.ca

To speak to the members of the Glendon Accelerator for Innovation and Best Practices in French Teaching, please use contact above.

The post York’s Glendon Campus stepping up to help address shortage of FSL teachers appeared first on News@York.

TORONTO, September 27, 2017 – Osgoode Hall Law School at żìČ„ÊÓÆ” today announced substantial new investments in financial accessibility to ensure that a greater number of students are able to access legal education.

Following on the heels of a $1 million investment in new financial aid funding in 2015 that allowed for the creation of the first-in-Canada Income Contingent Loan Program (ICLP) and the awarding of 50 bursaries a year over two years to commemorate Osgoode’s 50th anniversary at York, the Law School is now investing a further $200,000 this year to expand the ICLP from five to seven students annually. The duration of the pilot program will also be extended from five to seven years to the year 2022.

In addition to the ICLP expansion, Osgoode will also invest an additional $500,000 in its Accessibility Fund, which will be allocated to a range of bursaries, including Wendy Babcock Social Justice Awards, aimed at alleviating the burden for students graduating with high debt and intent on pursuing public interest career opportunities.

“Rising tuition is a serious barrier to access to legal education,” said Osgoode Dean Lorne Sossin. “We believe that every admitted Osgoode student should be able to obtain legal education regardless of financial means, which is why we are committed to expanding our existing financial assistance initiatives and developing new approaches to financial accessibility.”

The ICLP, which already has enabled 15 students to pursue a Juris Doctor (JD) degree, is one of a range of ambitious accessibility initiatives that Osgoode has introduced in recent years. In the 2016-17 academic year, the Law School distributed more than $5 million in bursaries, scholarships and graduation awards to Osgoode students, and offered paid public interest summer internships for law students with financial need, as well as a free “Access to Law and Learning” LSAT prep course for prospective law students with financial need. Finally, Osgoode’s “Flex-Time” initiative is making it easier for JD students to balance work and/or care commitments with their legal education.

Osgoode’s 2017-18 academic year commenced on August 24, 2017 with the arrival of approximately 300 entering JD students. First-year tuition for domestic students is $26,245.78.

Beginning in the fall of 2018, seven eligible students will receive ICLP funding covering the cost of tuition for each of the three years of the JD Program. Each student will be given up to $15,000 annually as a bursary that they do not have to pay back. The remainder will be a loan that the students must agree to repay after graduation over a 10-year period once they are employed and earning a predetermined amount. If their income sits below the predetermined threshold in any of the years of the repayment period, the loan repayment for those years will be forgiven.

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of żìČ„ÊÓÆ” has a proud history of 128 years of leadership and innovation in legal education and legal scholarship. A total of about 900 students are enrolled in Osgoode’s three-year Juris Doctor (JD) Program as well as joint and combined programs. The school's Graduate Program in Law is also the largest in the country and one of the most highly regarded in North America. In addition, Osgoode Professional Development, which operates out of Osgoode’s facility in downtown Toronto, offers both degree and non-degree programming for Canadian and international lawyers, non-law professionals, firms and organizations. Osgoode has an internationally renowned faculty of 60 full-time professors, and more than 100 adjunct professors. Our respected community of more than 18,000 alumni are leaders in the legal profession and in many other fields in Canada and across the globe.

is known for championing new ways of thinking that drive teaching and research excellence. Our students receive the education they need to create big ideas that make an impact on the world. Meaningful and sometimes unexpected careers result from cross-discipline programming, innovative course design and diverse experiential learning opportunities. York students and graduates push limits, achieve goals and find solutions to the world’s most pressing social challenges, empowered by a strong community that opens minds. żìČ„ÊÓÆ” is an internationally recognized research university – our 11 faculties and 26 research centres have partnerships with 200+ leading universities worldwide. Located in Toronto, York is the third largest university in Canada, with a strong community of 53,000 students, 7,000 faculty and administrative staff, and more than 295,000 alumni. żìČ„ÊÓÆ”'s fully bilingual Glendon campus is home to Southern Ontario's Centre of Excellence for French Language and Bilingual Postsecondary Education.

Media Contacts:

Virginia Corner, Communications Manager, Osgoode Hall Law School of żìČ„ÊÓÆ”, 416-736-5820, vcorner@osgoode.yorku.ca

Sandra McLean, żìČ„ÊÓÆ” Media Relations, 416-736-2100 ext. 22097, sandramc@yorku.ca

The post Osgoode Hall Law School makes new investments in accessible legal education appeared first on News@York.