La version française suit la version anglaise.

Dear York community members,

Each year, on March 8, żě˛ĄĘÓƵ joins communities around the world in celebrating International Women’s Day, and the many contributions women have made locally and globally to advance gender equity.

żě˛ĄĘÓƵ champions the diverse lived experiences of women and acknowledges the intersectionality of gender, ability, age, identity, race, gender diversity and Indigeneity on their lives. The theme for International Women’s Day 2022, #BreakTheBias, serves to acknowledge the struggles, barriers and work yet to be done in creating a more resilient, equitable and sustainable future for us all.

Whether deliberate or unconscious, bias makes it difficult for women to advance personally and professionally. But acknowledging that bias exists is not enough – we must take action. York is working to break the six common types of biases at work: likeability bias, attribution bias, performance bias, affinity bias, maternal bias and intersectionality bias. Additionally, łŰ´Ç°ů°ě’s 2020–2025 Academic Plan: Building a Better Future calls on the entire community to take meaningful action towards advancing the UN Sustainable Development Goals – including SDG 5: Gender Equality – to create more equitable access to education that ensures no talent is left behind, and to advance equity in our research, teaching and learning.  

We want to wish all of łŰ´Ç°ů°ě’s students, staff, faculty, course instructors and alumni a happy International Women’s Day, and thank you all for your support and contributions as we move towards an inclusive, diverse and equitable world free of bias, stereotypes and discrimination.  

Together, we can all break the bias.

Thank you. Merci. Miigwech.

Sincerely,

Rhonda Lenton
President and Vice-Chancellor

Sheila Cote-Meek, PhD
Vice-President, Equity, People & Culture

Chère communauté de York,

Chaque annĂ©e, le 8 mars, l’UniversitĂ© York se joint aux communautĂ©s du monde entier pour cĂ©lĂ©brer la JournĂ©e internationale des femmes et souligner les nombreuses contributions des femmes Ă  l’échelle locale et mondiale pour faire progresser l’équitĂ© entre les genres.

L’UniversitĂ© York dĂ©fend les diverses expĂ©riences vĂ©cues par les femmes et reconnaĂ®t l’intersectionnalitĂ© du genre, de la capacitĂ©, de l’âge, de l’identitĂ©, de la race, de la diversitĂ© des genres, de l’indigĂ©nĂ©itĂ© dans leur vie. Le thème de la JournĂ©e internationale des femmes 2022, l’égalitĂ© aujourd’hui pour un avenir durable (#BrisezLesPrĂ©jugĂ©s #BreakTheBias), sert Ă  reconnaĂ®tre les luttes, les obstacles et le travail qui reste Ă  faire pour crĂ©er un avenir plus rĂ©silient, Ă©quitable et durable pour toutes les personnes.

Qu’ils soient dĂ©libĂ©rĂ©s ou inconscients, les prĂ©jugĂ©s rendent difficile l’avancement personnel et professionnel des femmes. Mais il ne suffit pas de reconnaĂ®tre l’existence des prĂ©jugĂ©s, il faut agir. York s’efforce de briser les six types de prĂ©jugĂ©s courants au travail : prĂ©jugĂ©s de sympathie, prĂ©jugĂ©s d’attribution, prĂ©jugĂ©s de performance, prĂ©jugĂ©s d’affinitĂ©, prĂ©jugĂ©s maternels et prĂ©jugĂ©s d’intersectionnalitĂ©. De plus, le Plan acadĂ©mique 2020-2025 : Construire un avenir meilleur de York appelle l’ensemble de la communautĂ© Ă  prendre des mesures significatives pour faire progresser les objectifs de dĂ©veloppement durable des Nations Unies, notamment l’objectif 5 : Ă©galitĂ© entre les sexes, afin de rendre plus Ă©quitable l’accès Ă  l’éducation, afin qu’aucun talent ne soit laissĂ© de cĂ´tĂ©, et pour faire progresser l’équitĂ© dans notre recherche, notre enseignement et notre apprentissage.  

Nous souhaitons Ă  tous les membres de la communautĂ© Ă©tudiante, du personnel, des corps professoral et enseignant et aux diplĂ´mĂ©es et diplĂ´mĂ©s de York une bonne JournĂ©e internationale des femmes. Nous vous remercions pour votre soutien et vos contributions, alors que nous nous dirigeons vers un monde inclusif, diversifiĂ© et Ă©quitable, exempt de prĂ©jugĂ©s, de stĂ©rĂ©otypes et de discrimination. 

Ensemble, nous pouvons briser les prĂ©jugĂ©s.

Thank you. Merci. Miigwech.

Rhonda L. Lenton, Ph. D.
Présidente et vice-chancelière

Sheila Cote-Meek, Ph. D.
Vice-présidente de l’équité, des personnes et de la culture

The post A statement from President and Vice-Chancellor Rhonda Lenton and Vice-President Equity, People & Culture Sheila Cote-Meek on International Women’s Day | Déclaration de la présidente et vice-chancelière Rhonda Lenton et de la vice-présidente de l’équité, des personnes et de la culture, Sheila Cote-Meek, à l’occasion de la Journée internationale des femmes appeared first on Office of the President.

La version française suit la version anglaise.

Dear York Community,

With the armed conflict in Ukraine continuing to heighten, I know that many of our community members, myself included, are profoundly distressed by the unconscionable scenes of violence and devastation we are witnessing in the news each day. żě˛ĄĘÓƵ condemns these acts of aggression in the strongest possible terms, and stands in solidarity with the people of Ukraine in their ongoing struggle for freedom and self-determination. York supports all diplomatic efforts to achieve peace, security, and democracy, both in Ukraine and countries around the world experiencing violence and division.

Our thoughts remain with the people of Ukraine, as well as the many Russian citizens who are facing persecution for publicly opposing the war.

Further to my from last week, I want to acknowledge the immense impact the conflict has had on community members with personal or professional ties to the region, particularly those with friends, family members, or colleagues currently living there. We have reached out to all York students with Ukrainian and Russian citizenship individually to offer our assistance, and are working in partnership with Universities Canada; Immigration, Refugee, and Citizenship Canada; and Global Affairs Canada to provide support to students and scholars from the affected areas.

When there is war and human tragedy anywhere in the world, we can all be affected, especially those who have lived experiences of war or civil unrest. And so I would also like to take this opportunity to share more details about the supports available to all York community members.

There are a number of resources available to students, including:

• Financial Supports: including ;
  

• Mental Health Supports: łŰ´Ç°ů°ě’s office has counsellors and group supports available for students seeking mental health resources. For support in the evenings, on weekends, or anytime, all York students have access to , a free 24/7 service that offers online resources and supports as well as a phone line to connect to a mental health professional in their region;
  

• Academic Advising: are available to answer student questions about courses, exam deferrals, leaves of absence (e.g. for supporting family, health reasons, etc.), or anything related to their study; and

• Visa and Immigration: are available to help answer immigration, visa, and study permit–related questions.

Additionally, supports are available to all of our community members through Well-Being at York.

Higher education has long been a force for the types of cross-cultural knowledge exchange and collective social and political activism that underpin democracy and advance the peace and prosperity of the local and global communities we serve. I want to thank all of our community members for their ongoing contributions to supporting peace, security, and democracy, and for the empathy and compassion they continue to show to one another during these extraordinary times.

Sincerely,

Rhonda Lenton
President and Vice-Chancellor

Chère communauté de York,

Alors que le conflit armé en Ukraine continue de s’aggraver, je sais que plusieurs membres de notre communauté, dont moi-même, sont profondément bouleversés par les scènes insoutenables de violence et de dévastation dont nous sommes témoins chaque jour au bulletin de nouvelles. L’Université York condamne avec véhémence ces actes d’agression et est solidaire du peuple ukrainien dans sa lutte permanente pour la liberté et l’autodétermination. York appuie tous les efforts diplomatiques visant à instaurer la paix, la sécurité et la démocratie, tant en Ukraine que dans les pays du monde entier confrontés à la violence et à la division.

Nos pensées vont au peuple ukrainien, ainsi qu’aux nombreux citoyens russes qui sont persécutés pour s’être publiquement opposés à la guerre.

Pour faire suite à ma de la semaine dernière, je tiens à reconnaître l’immense impact que le conflit a sur les membres de la communauté ayant des liens personnels ou professionnels avec la région, en particulier ceux qui ont des amis, des membres de la famille ou des collègues qui y vivent actuellement. Nous avons contacté individuellement tous les membres de la communauté étudiante de York ayant la citoyenneté ukrainienne et russe pour leur offrir notre aide, et nous travaillons en partenariat avec Universités Canada, Immigration, Réfugiés et Citoyenneté Canada et Affaires mondiales Canada pour fournir un soutien aux étudiants et aux universitaires des régions touchées.

Une guerre ou une tragédie humaine, peu importe la région du monde où elle se produit, nous affecte tous, surtout ceux et celles qui ont vécu des expériences de guerre ou de troubles civils. J’aimerais donc profiter de cette occasion pour vous donner plus de détails sur les ressources de soutien offertes à tous les membres de la communauté de York.

Plusieurs ressources sont Ă  la disposition des Ă©tudiantes et Ă©tudiants, notamment :

• Un soutien financierĚý: incluant des ;
  
  
• Des ressources en matière de ˛ő˛ą˛ÔłŮĂ© mentaleĚý: Le Bureau des de York met des conseillers et des groupes de soutien Ă  la disposition des Ă©tudiants et Ă©tudiantes Ă  la recherche de ressources en matière de ˛ő˛ą˛ÔłŮĂ© mentale. Pour obtenir de l’aide le soir, la fin de semaine ou Ă  tout moment, toute la population Ă©tudiante de York a accès Ă  , un service gratuit disponible en tout temps, qui offre des ressources et du soutien en ligne ainsi qu’une ligne tĂ©lĂ©phonique permettant de contacter un professionnel de la ˛ő˛ą˛ÔłŮĂ© mentale dans la rĂ©gion;
  
  
• Des conseils pĂ©dagogiquesĚý: Des sont disponibles pour rĂ©pondre aux questions sur les cours, le report d’examens, les congĂ©s autorisĂ©s (par exemple pour soutien familial, raisons de ˛ő˛ą˛ÔłŮĂ©, etc.), ou tout ce qui concerne leurs Ă©tudes;

• Services liĂ©s aux visas et Ă  l’immigrationĚý: Les sont disponibles pour rĂ©pondre aux questions relatives Ă  l’immigration, aux visas et aux permis d’études.

De plus, des ressources de soutien sont offertes à tous les membres de notre communauté par la Division Santé et bien-être à York.

L’enseignement supérieur a longtemps été une force pour les échanges de connaissances interculturelles et d’activisme social et politique collectif qui sous-tendent la démocratie et font progresser la paix et la prospérité des communautés locales et mondiales que nous servons. Je tiens à remercier tous les membres de notre communauté pour leur engagement constant envers la paix, la sécurité et la démocratie, ainsi que pour l’empathie et la compassion dont ils continuent de faire preuve les uns envers les autres durant cette période troublée.

Sincères salutations,

Rhonda L. Lenton, Ph. D.
Présidente et vice-chancelière

The post Statement from President Rhonda Lenton on the Conflict in Ukraine | Déclaration de la présidente Rhonda Lenton sur le conflit en Ukraine appeared first on Office of the President.

I am delighted to inform colleagues in the Schulich School of Business and across the żě˛ĄĘÓƵ community that the search for the next Dean of the Schulich School of Business has reached a successful conclusion. The search committee, chaired by Provost Lisa Philipps and comprised of members of SSB (full-time and contract faculty, staff, students and alumni) and myself, undertook an extensive national and international search, which attracted outstanding candidates for this key position in our University. On October 12, 2021, the Board of Governors concurred with my recommendation that Dr. Detlev Zwick be appointed to the position of Dean, effective July 1, 2021, for a five-year term. 

As members of the York community know, Professor Zwick has served with great distinction as Interim Dean of the Schulich School of Business since July 1, 2020. Prior to that appointment, he had served as the School’s Associate Dean Academic with broad responsibilities for teaching and learning innovation and recognition, program development, academic policy, student services, and international relations; and earlier as director of the School’s BBA/iBBA program. He had also represented the School on Senate and the Senate Executive Committee, as well as serving on the Joint Committee on Affirmative Action. He has been a member of the full-time faculty in Schulich’s Marketing program since 2002 and is also a member of the Graduate Program in Communication and Culture.  

Professor Zwick holds a PhD in Marketing from the University of Rhode Island, and master’s degrees from the University of Memphis and the University of Cologne/DSHS. His research encompasses areas of marketing and responsible business, including consumer behaviour, database marketing, consumer surveillance, and marketing and sustainability. His work has been published widely in marketing, communication, media culture and sociology venues, and his expertise is frequently called upon by the media. He has taught undergraduate and graduate courses on digital marketing, leadership skills, and the philosophy of knowledge in the social sciences. 

As Interim Dean, Professor Zwick has been leading the School’s development at the forefront of technological innovation in management education. He has been working with colleagues within and beyond the School to advance its global brand and its reputation for excellence in research, teaching, and delivery of an exceptional student experience. These initiatives have included the launch of a new Research Excellence Fellowship program and further development of experiential learning. He has engaged faculty, staff, students, and alumni, as well as external stakeholders, in articulating directions and priorities for the School going forward. His commitment to equity, diversity and inclusion is evident in initiatives to address systemic barriers for students, including collaboration with other leading Ontario business schools to provide enhanced mentorship and support; diversification of the curriculum; and the formation of the School’s DEI Working Group to consultatively develop recommendations to address Black and Indigenous racism. 

I look forward to continuing to work closely in the coming years with Professor Zwick and his colleagues in the Schulich School of Business at this important time in the School’s evolution, as it builds on its significant successes and outstanding reputation to lead in innovation and transformation in business education in Canada and internationally. 

Finally, I want to thank the members of the search committee for their contributions to this crucial process.        

Sincerely,        

Ěý
Rhonda L. Lenton, PhD
President and Vice-ChancellorĚý

Chers collègues, chères collègues,

Je suis ravie d’informer mes collègues de l’École Schulich des hautes Ă©tudes commerciales (SSB) et de la communautĂ© de l’UniversitĂ© York que la recherche du prochain doyen de la SSB a Ă©tĂ© fructueuse. Le comitĂ© de recherche, prĂ©sidĂ© par la rectrice Lisa Philipps et composĂ© de membres de la SSB (membres du corps professoral permanents et chargĂ©s de cours, du personnel, de la communautĂ© Ă©tudiante et diplĂ´mĂ©es et diplĂ´mĂ©s) et de moi-mĂŞme, a entrepris une vaste recherche nationale et internationale, qui a permis d’attirer des candidats exceptionnels pour ce poste clĂ© de notre universitĂ©. Le 12 octobre 2021, le Conseil d’administration a approuvĂ© ma recommandation de nommer monsieur Detlev Zwick au poste de doyen pour un mandat de cinq ans, Ă  compter du 1^er juillet 2021.

Comme les membres de la communautĂ© de York le savent, le professeur Zwick a servi avec grande distinction en tant que doyen intĂ©rimaire de l’École Schulich des hautes Ă©tudes commerciales depuis le 1^er juillet 2020. Avant cette nomination, il a occupĂ© le poste de doyen associĂ© de l’École, comprenant de vastes responsabilitĂ©s en matière d’innovation et de reconnaissance de l’enseignement et de l’apprentissage, de dĂ©veloppement de programmes, de politique universitaire, de services aux Ă©tudiants et de relations internationales. Il a Ă©galement Ă©tĂ© directeur du programme B.A.A./i.B.A.A. de l’École. Par ailleurs, il a reprĂ©sentĂ© l’École au SĂ©nat et au ComitĂ© de direction du SĂ©nat et a siĂ©gĂ© au comitĂ© conjoint sur l’action positive. Il est professeur Ă  plein temps au programme de marketing de Schulich depuis 2002 et est membre du programme d’études supĂ©rieures en communication et culture. 

Le professeur Zwick est titulaire d’un doctorat en marketing de l’Université de Rhode Island et de maîtrises de l’Université de Memphis et de l’Université de Cologne/DSHS. Ses recherches englobent les domaines du marketing et de l’entreprise responsable, notamment le comportement des consommateurs, le marketing des bases de données, la surveillance des consommateurs, ainsi que le marketing et la durabilité. Ses travaux ont fait l’objet de nombreuses publications dans les domaines du marketing, de la communication, de la culture médiatique et de la sociologie. Son expertise est fréquemment sollicitée par les médias. Il a donné des cours de premier et de deuxième cycle sur le marketing numérique, les compétences de leadership et la philosophie de la connaissance dans les sciences sociales.

En tant que doyen par intĂ©rim, le professeur Zwick a dirigĂ© le dĂ©veloppement de l’École Ă  l’avant-garde de l’innovation technologique dans l’enseignement de la gestion. Il a travaillĂ© avec des collègues au sein de l’École et Ă  l’extĂ©rieur de celle-ci pour faire progresser sa marque, sa rĂ©putation d’excellence en recherche et en enseignement et pour continuer Ă  offrir une expĂ©rience exceptionnelle aux Ă©tudiants. Ces initiatives comprennent le lancement d’un nouveau programme de bourses d’excellence de recherche et le dĂ©veloppement de l’apprentissage par l’expĂ©rience. Il a fait participer le corps enseignant, le personnel, la communautĂ© Ă©tudiante et les diplĂ´mĂ©s, ainsi que les intervenants externes, Ă  la dĂ©finition des orientations et des prioritĂ©s de l’École pour l’avenir. Son engagement envers l’équitĂ©, la diversitĂ© et l’inclusion (EDI) est Ă©vident dans les initiatives visant Ă  Ă©liminer les obstacles systĂ©miques pour les Ă©tudiants. Il a pu accomplir cela notamment en collaborant avec d’autres grandes Ă©coles de commerce de l’Ontario pour offrir un mentorat et un soutien amĂ©liorĂ©s, en diversifiant le programme d’études et en mettant sur pied le groupe de travail EDI de l’École. Ce groupe de consultation a Ă©laborĂ© des recommandations visant Ă  lutter contre le racisme envers les Noirs et les Autochtones.

Je me réjouis de continuer à travailler en étroite collaboration avec le professeur Zwick et ses collègues de l’École Schulich des hautes études commerciales à ce moment important de l’évolution de l’École, alors qu’elle met à profit ses importants succès et sa réputation exceptionnelle pour être à la fine pointe de l’innovation et de la transformation de l’enseignement des affaires au Canada et dans le monde.

Enfin, je tiens Ă  remercier les membres du comitĂ© de recherche pour leur contribution Ă  ce processus crucial.ĚýĚýĚýĚý

Sincères salutations, 

Rhonda L. LentonĚý
PrĂ©sidente et vice-chancelièreĚý

The post Announcement of Dean, Schulich School of Business | Annonce du doyen de l’École Schulich des hautes études commerciales appeared first on Office of the President.

Dear Colleagues,Ěý

Today marks the first annual National Day for Truth and Reconciliation. This new day of remembrance and reflection falls on what has been previously known as . The day is intended to provide space for ongoing discussions of truth and reconciliation, and time for us to pause and reflect on the continued legacy of inter-generational trauma caused by the Indian Residential School system in Canada. 

Residential schools operated in Canada from 1831–1996. Indigenous children were taken from their families and communities, often around this time of year, and brought to residential schools across the country. Many of these children never returned home. 

With the recent discoveries of unmarked graves at residential schools in British Columbia, Saskatchewan, and Manitoba, and a large number of investigations still underway, we grieve with the survivors, the families of those who were lost, and Indigenous communities everywhere for the immense trauma and loss caused by the residential school system.  

In light of the truths we are faced with, as a place of higher education and learning, we must take time to acknowledge our role in a colonial system of education, and our responsibility to uphold the recommendations put forward in the  (). Today we encourage you to wear orange in honour of the victims and survivors, to learn more about the residential school system and its ongoing legacy, and to consider the actions you can take individually or collectively to support reconciliation efforts.  

We hope that you will be able to  from 11 a.m. to 1 p.m. as we pause to remember the victims and survivors of residential schools, to reflect on reconciliation in action at York, and to acknowledge and honour the strength and resilience of Indigenous community members.  

If you are not able to join us, we encourage you to take time to explore łŰ´Ç°ů°ě’s National Day for Truth and Reconciliation website, attend another one of the events taking place across the university community, and commit to learning and setting actionable goals for reconciliation.  

Let us all identify ways to decolonize our practices and systems, and to learn, understand, and teach about the ongoing impacts of Canada’s colonial history. 

We know that this day, as well as its events and messages, may trigger trauma for many Indigenous members of our community, especially those who are survivors or with close personal or family ties to experiences in the residential schools, and we encourage all of our community members to please be kind to one another.ĚýSupport is available for survivors and those affected through the Indian Residential Schools Survivors Society at 1-800-721-0066 or on theĚý24-hourĚýcrisis line at 1-866-925-4419.ĚýThere are also a variety of supports available to the York community, which are listed on theĚýĚýand through theĚý.Ěý

Miigwech. Thank you. Merci. 

Rhonda LentonĚý
President and Vice-ChancellorĚý

Sheila Cote-MeekĚý
Vice-President, Equity, People & CultureĚý

Chers collègues, chères collègues, 

Nous cĂ©lĂ©brons aujourd’hui la toute première JournĂ©e nationale de la vĂ©ritĂ© et de la rĂ©conciliation. Cette journĂ©e de commĂ©moration et de rĂ©flexion remplace l’ancien  Elle vise Ă  fournir un forum pour des discussions sur la vĂ©ritĂ© et la rĂ©conciliation ainsi qu’un temps de rĂ©flexion sur l’hĂ©ritage continu des traumatismes intergĂ©nĂ©rationnels causĂ©s par le système des pensionnats autochtones au Canada. 

Ces pensionnats ont existĂ© au Canada de 1831 Ă  1996. Les enfants autochtones Ă©taient enlevĂ©s Ă  leur famille et Ă  leur communautĂ©, souvent Ă  cette Ă©poque de l’annĂ©e, et emmenĂ©s dans des pensionnats dans tout le pays. Beaucoup d’entre eux ne sont jamais rentrĂ©s Ă  la maison. 

Avec la dĂ©couverte rĂ©cente de sĂ©pultures anonymes dans des pensionnats en Colombie-Britannique, en Saskatchewan et au Manitoba, et avec un grand nombre d’enquĂŞtes non rĂ©solues, nous partageons le chagrin des survivants, des familles de ceux qui ont disparu et des communautĂ©s autochtones du monde entier rĂ©sultant des immenses pertes et traumatismes causĂ©s par le système des pensionnats.   

Des responsabilitĂ©s nous incombent en tant qu’établissement d’enseignement supĂ©rieur et d’apprentissage et nous devons prendre le temps de reconnaĂ®tre notre rĂ´le dans un système d’éducation colonial et respecter les recommandations formulĂ©es dans les . Aujourd’hui, nous vous encourageons Ă  porter la couleur orange en l’honneur des victimes et des survivants, Ă  vous informer sur le système des pensionnats et ses sĂ©quelles, et Ă  rĂ©flĂ©chir aux actions que vous pouvez prendre individuellement ou collectivement pour soutenir les efforts de rĂ©conciliation.   

Nous espĂ©rons que vous pourrez vous  de 11 h Ă  13 h pour commĂ©morer les victimes et les survivants des pensionnats, pour rĂ©flĂ©chir aux actions de rĂ©conciliation Ă  York, et pour reconnaĂ®tre et honorer la force et la rĂ©silience des membres de la communautĂ© autochtone.  

Si cela n’est pas possible, nous vous encourageons Ă  prendre le temps d’explorer le site Web de la JournĂ©e nationale de vĂ©ritĂ© et de rĂ©conciliation de York, d’assister Ă  l’un des Ă©vĂ©nements organisĂ©s dans la communautĂ© universitaire et de vous engager Ă  apprendre et Ă  fixer des objectifs concrets en matière de rĂ©conciliation.   

Trouvons ensemble des moyens de dĂ©coloniser nos pratiques et nos systèmes et assurons-nous d’apprendre et de comprendre les effets continus de l’histoire coloniale du Canada. 

Nous savons que cette journĂ©e — ainsi que les Ă©vĂ©nements et les messages qui y sont associĂ©s — peut provoquer des traumatismes chez de nombreux membres autochtones de notre communautĂ©, en particulier chez les survivants ou ceux qui ont des liens personnels ou familiaux Ă©troits avec les expĂ©riences vĂ©cues dans les pensionnats. Nous invitons tous les membres de notre communautĂ© Ă  faire preuve de bienveillance les uns envers les autres. Les survivants et les personnes touchĂ©es peuvent obtenir du soutien auprès de la Indian Residential Schools Survivors Society au 1-800-721-0066 ou avec la ligne d’écoute tĂ©lĂ©phonique en tout temps au 1-866-925-4419. Il existe Ă©galement de nombreuses possibilitĂ©s de soutien pour la communautĂ© de York : vous trouverez notamment une liste sur le  Ă  York et dans le cadre du . 

Miigwech. Merci. Thank you. 

Rhonda LentonĚý
PrĂ©sidente et vice-chancelièreĚý

Sheila Cote-MeekĚý
Vice-prĂ©sidente de l’équitĂ©, des personnes et de la cultureĚý

The post A Message on the First National Day for Truth and Reconciliation | Message pour la première Journée nationale de la vérité et de la réconciliation appeared first on Office of the President.

More than 750 unmarked graves, primarily of children, were announced to have been found on or near the grounds of the Marieval (Cowessess) Residential School.

żě˛ĄĘÓƵ grieves with the families of the victims, all survivors of the residential school system, and Indigenous communities everywhere. We share our condolences with the Cowessess First Nation, and with all those affected by the more than 100 years of loss and trauma caused by the residential school system.

As a place of higher learning, we must take time to reflect on our role as part of a colonial system of education, as well as the part we must play in fulfilling the . Let us all identify ways to decolonize our practices and systems, and to learn and understand the ongoing impacts of Canada’s colonial history.

York will be lowering its flags on Monday, June 28, to acknowledge and honour those lost to the residential school system and to recognize its devastating impacts on families and communities.

I would ask that our community members be mindful that this news may trigger trauma for many Indigenous members of our community, especially those who are survivors or with close personal or family ties to experiences in residential schools.

Support is available for survivors and those affected through the Indian Residential Schools Survivors Society at 1-800-721-0066 or on the 24-hour crisis line at 1-866-925-4419. There are also a variety of supports available to the York community, which are listed on the  site and through the .

For those who have not yet had a chance to read Vice-President Equity, People, and Culture Sheila Cote-Meek’s on National Indigenous Peoples Day from earlier this week, I recommend that you do so — in it she shares a number of further resources on the history and continuing experiences of colonization of Indigenous peoples in Canada and describes actions you can take to help change the existing systems and sources of continued oppression of Indigenous peoples.

Thank you, merci, and miigwetch.

Rhonda Lenton
President and Vice-Chancellor

Aujourd’hui, nous affrontons une fois de plus les réalités du système des pensionnats et l’impact dévastateur de celui-ci sur les peuples et les communautés autochtones de l’île de la Tortue.

Plus de 750 tombes anonymes, principalement des tombes d’enfants, ont Ă©tĂ© dĂ©couvertes sur le site de l’ancien pensionnat pour Autochtones de Marieval (Cowessess).

L’Université York partage la douleur des familles des victimes, de tous les survivants du système des pensionnats et des communautés autochtones du monde entier. Nous offrons nos condoléances à la Première nation de Cowessess et à toutes les personnes touchées par les pertes et les traumatismes résultant du système des pensionnats qui a duré plus d’un siècle.

En tant qu’établissement d’enseignement supérieur, nous devons prendre le temps de réfléchir à notre rôle dans le cadre d’un système d’éducation colonial et à celui que nous devons jouer pour répondre aux Identifions ensemble les moyens de décoloniser nos pratiques et nos systèmes, d’apprendre et de comprendre les impacts continus de l’histoire coloniale au Canada.

Le lundi 28 juin, York mettra ses drapeaux en berne afin de rendre hommage aux victimes du système des pensionnats et de reconnaĂ®tre ses effets dĂ©vastateurs sur les familles et les communautĂ©s.

Je demande aux membres de notre communauté de garder à l’esprit l’effet traumatisant de cette nouvelle pour les membres autochtones de notre communauté, notamment pour les survivants ou les personnes ayant des liens personnels ou familiaux étroits avec les expériences vécues dans les pensionnats.

Les survivants et autres personnes touchĂ©es peuvent obtenir du soutien auprès de la Indian Residential Schools Survivors Society en composant le 1-800-721-0066 ou avec la ligne d’écoute tĂ©lĂ©phonique disponible 24 heures sur 24 au 1-866-925-4419. Il existe Ă©galement de nombreuses possibilitĂ©s de soutien pour la communautĂ© de York : vous en trouverez une liste sur le site de la et dans le cadre de notre

Pour ceux et celles qui n’ont pas encore eu l’occasion de lire la de la vice-prĂ©sidente de l’équitĂ©, des personnes et de la culture, Sheila Cote-Meek, publiĂ©e en dĂ©but de semaine Ă  l’occasion de la JournĂ©e nationale des peuples autochtones, je vous recommande de le faire. Cette »ĺĂ©ł¦±ô˛ą°ů˛ąłŮľ±´Ç˛Ô propose notamment des ressources additionnelles sur l’histoire et les expĂ©riences de la colonisation des peuples autochtones au Canada et dĂ©crit les actions que vous pouvez entreprendre pour contribuer Ă  changer les systèmes existants et les sources d’oppression permanente des peuples autochtones.

Merci, thank you, miigwetch.

Rhonda Lenton
Présidente et vice-chancelière

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York unequivocally opposes all manners of hate and discrimination, and does not tolerate racist expressions in any form. This recent tragedy affects us all deeply. 

York stands with the people of London, Ontario, and with members of the Muslim community at York, and across Canada, at this difficult time. We must never become complacent about hate and racism in society.

Supports are availableĚýto the York community through theĚýĚýsite, theĚý, andĚý.

Sincerely,

Rhonda Lenton
President and Vice-Chancellor

Au nom de toute la communauté de l’Université York, je tiens à présenter mes sincères condoléances à la famille, aux proches et aux amis des cinq personnes fauchées intentionnellement par un conducteur à London (Ontario), dans un acte de violence épouvantable et haineux.

York condamne sans équivoque toute forme de haine et de discrimination et ne tolère aucune expression de racisme. Cette tragédie récente nous affecte tous profondément.

York est solidaire des habitants de London (Ontario) et des membres de la communauté musulmane de York et du Canada tout entier durant ces moments difficiles. Nous ne devons jamais faire preuve de complaisance vis-à-vis de la haine et du racisme dans la société.

Des ressources de soutien sont Ă  la disposition des membres de la communautĂ© de York sur le siteĚýĚýat York, dans le cadre duĚý, et des servicesĚý.

Veuillez agréer mes sincères salutations,

Rhonda Lenton
Présidente et vice-chancelière

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Alain was one of the very first professors at Glendon. Among his many contributions to the University were the creation of the Department of Multidisciplinary Studies and the groundwork for the development of a PhD program in Francophone Studies. He also demonstrated outstanding leadership as Graduate Program Director for the Master in French Studies and the Master in Translation programs.

In his role as Founding Director of Éditions du GREF (Groupe de recherche en études francophones), the French-language publisher of scholarly and creative works at Glendon, he supported generations of authors. With his passing, Franco-Ontarian publishing circles also lose one of their longstanding pillars.

Alain himself wrote more than 200 articles and several books on subjects ranging from early music, to Belgian literature, to Quebec song and opera, for which he received numerous awards. Notably, he was made a member of the Royal Society of Canada, an Officer of the Order of the Crown (Belgium), Officer of the Order of Academic Palms (France), winner of the Alliance Française Toronto prize (sponsored by the Del Duca Foundation, Paris), and winner of the Association of Canadian University and French Professors prize. 

He was also a talented musician and musical director who was named to the Advisory Board of the North York Symphony Orchestra, and performed as a guest pianist for a long and varied list of concerts organized by the Toronto Home Music Club and the Canadian Association of Amateur Musicians.

On behalf of the żě˛ĄĘÓƵ community, I extend my heartfelt condolences to Alain’s family and loved ones, and to the generations of students, colleagues, and authors he supported and inspired over his long and illustrious career.

Sincerely,

Rhonda Lenton
President & Vice-Chancellor

C'est avec une grande tristesse que la communautĂ© de l’UniversitĂ© York a appris le dĂ©cès du professeur Ă©mĂ©rite Alain Baudot, non seulement membre fondateur du DĂ©partement d’études françaises de York, mais Ă©galement du Collège universitaire Glendon. 

Alain a été l'un des tout premiers professeurs à Glendon. Ses multiples contributions comprennent la création du Département d'études pluridisciplinaires et la préparation d’un environnement propice à la création du doctorat en Études francophones. Il a également fait preuve d'un leadership exceptionnel en tant que directeur des programmes d'études supérieures pour la maîtrise en études françaises et la maitrise en traduction.

Dans son rĂ´le de directeur fondateur des Éditions du GREF (Groupe de recherche en Ă©tudes francophones), l’éditeur d’œuvres savantes et artistiques, il a soutenu des gĂ©nĂ©rations d'auteurs. Ă€ ce titre, les milieux de l'Ă©dition franco-ontariens perdent un de leurs piliers. 

Alain lui-même a écrit plus de 200 articles et plusieurs livres sur des sujets allant de la musique ancienne à la littérature belge en passant par la chanson et l'opéra québécois, pour lesquels il a reçu de nombreux prix. Il a notamment été nommé membre de la Société royale du Canada, Officier de l'Ordre de la Couronne (Belgique), Officier de l'Ordre des Palmes Académiques (France), lauréat du prix Alliance Française de Toronto (parrainé par le Del Duca Fondation, Paris) et lauréat du prix de l'Association des professeurs universitaires et français du Canada.

Il était également un excellent musicien et directeur musical, nommé au conseil consultatif de l'Orchestre symphonique de North York, et pianiste invité pour de nombreux concerts organisés par Toronto Home Music Club et l'Association canadienne des musiciens amateurs.

Au nom de la communauté de l'Université York, j'offre mes plus sincères condoléances à sa famille et à ses proches, ainsi qu’aux générations d'étudiants, de collègues et d'auteurs qu'il a soutenus et inspirés durant toute sa carrière.

ł§ľ±˛Ôł¦Ă¨°ů±đłľ±đ˛ÔłŮ,

Rhonda Lenton
Présidente et vice-chancelière

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Thank you for your letters dated December 18, 2020, and April 14, 2021. We welcome the opportunity to share with you the many initiatives and actions we have taken and continue to take at żě˛ĄĘÓƵ to address concerns of racism, including anti-Black racism and anti-Indigenous racism, as well as all forms of harassment and discrimination. 

I would like to provide an overview of some key initiatives that we have undertaken to, as you stated in your April 2021 letter, â€śfoster learning environments that are welcoming, inclusive, and free of all forms of discrimination and harassment.” 

Establishment of the Office of the Vice-President Equity, People and Culture 

In the fall of 2019, I was pleased to welcome our first Vice-President Equity, People, and Culture, Dr. Sheila Cote-Meek. Dr. Cote-Meek brings a wealth of knowledge and experience to York, both in her academic research in decolonizing classrooms and her many years addressing equity and inclusion in post-secondary institutions. This new division brought our Labour Relations and Human Resources teams together with the Centre for Human Rights, Equity, and Inclusionwith the goal of fostering an environment where we all have a stronger sense of connection, inclusion, and wellbeing. 

Indigenous Framework

, endorsed in 2017 by the Indigenous Council at York and the Vice-President Academic and Provost, builds on the University’s distinct values, traditions, history, and vision. Specifically, the framework addresses the  and its call for a pan-University indigenous strategy. The actions required by the framework are guided by 10 principles, which are outlined below:

1. Expand the role of the Indigenous Council
2. Increase the number of Indigenous faculty
3. Enhance the recruitment and academic success of Indigenous students
4. Expand Indigenous programming and curricular offerings that explore Indigenous life, cultures, and traditions
5. Facilitate research that is relevant to Indigenous life, and respects Indigenous approaches to knowledge and learning
6. Engage with Indigenous communities to enrich the learning process
7. Establish spaces for Indigenous cultures and community within the University
8. Ensure that perceptions and experiences of Indigenous community members are reflected in the classroom, on campus, and in University life
9. Develop and expand education opportunities for Indigenous communities
10. Ensure the process for developing, implementing, and evaluating this framework involves Indigenous community members both within and outside the University.

The framework also echoes broader initiatives within the post-secondary educational system in Ontario and Canada, including the  developed by Universities Canada in 2015.

We have just announced our search for the inaugural Associate Vice-President for Indigenous Initiatives. The AVP Indigenous Initiatives will provide dynamic, visionary, and collaborative senior leadership that supports the growth of żě˛ĄĘÓƵ’s Indigenous portfolio, including providing leadership in supporting the Indigenous Council and the implementation of Indigenous strategic directions as embedded in the Indigenous Framework, the new University Academic Plan 2020–2025, the Strategic Research Plan (2018–2023) and the Decolonizing Research Administration Report (2019). The AVP Indigenous Initiatives will develop and nurture relationships across the university and the external community with the goals of Indigenization, Reconciliation, and Decolonization. The AVP Indigenous Initiatives will leverage the żě˛ĄĘÓƵ Indigenous Framework and lead a regular review of institutional progress.  

Addressing Anti-Black Racism: A Framework on Black Inclusion

Dr. Cote-Meek, Dr. Carl James, Dr. Andrea Davis, and I undertook a series of consultations with Black faculty, instructors, staff, alumni and students that culminated in the launch of the Addressing Anti-Black Racism: A Framework for Black Inclusion in February 2021. In drafting the framework, we held many listening sessions with over 200 Black community members at żě˛ĄĘÓƵ. This provided us with an opportunity to hear directly about concerns facing Black and racialized community members on York campuses, and informed the multipronged approach outlined in the framework. As a follow-up to the framework, we have been undertaking another series of consultations on an accompanying draft action plan to identify concrete steps to address anti-Black racism.  Some of those actions are already underway.

Equity, Diversity, and Inclusion (EDI) Strategy 

In the fall of 2020, I launched the President’s Advisory Council on Equity, Diversity, and Inclusion under the leadership of Dr. Cote-Meek, with a broad representation of approximately 50 students, staff, and faculty members from across the university. The purpose of the council is to develop an EDI strategy for żě˛ĄĘÓƵ, and we anticipate that this will be presented in the Winter of 2021. In preparation for this council, Dr. Cote-Meek conducted two environmental scans to support the work of the council: one scan focused on the myriad of EDI initiatives underway at żě˛ĄĘÓƵ currently, and the other examined trends, challenges, and best practices of EDI in higher education institutions more broadly. The council has begun its consultations, and we will be launching a community survey in the Fall of 2021. The EDI strategy and the accompanying action plan will further support łŰ´Ç°ů°ě’s commitment to equity, diversity, and inclusion. This work, alongside the  and Addressing Anti-Black Racism: A Framework on Black Inclusion, will help guide actions on the continued cultivation of an inclusive and respectful university community. 

I would also like to note that many faculties, divisions, and units are also creating their own EDI committees and/or strategies. This approach will support our unique and diverse communities with the focus and impact that broader institutional strategies cannot necessarily provide. In support of this work, we will shortly be recruiting four additional advisors to the  (REI) team to work directly with faculties and divisions in creating and implementing their EDI strategies.  

In addition, there are many affinity groups at York — including some that have been established for decades and others that are new and emerging — that hold their own unique goals and play an integral role in advancing inclusion at York.

Disaggregated Data Collection

Data-driven work is also a significant component emerging from the work in EDI. We currently have a self-identification process in place for all job applicants and employees, which includes attention to disaggregated data. We are in the process of enhancing our student self-identification census data to also support inclusive decision making. The , to be implemented in Fall 2021, will enable disaggregated data to inform program development that targets support where needed and helps to identify systemic barriers for students. 

Enhanced reporting on the representation of equity-identified groups is available to all hiring managers to assist with inclusive workforce planning. 

Enhancing Complaint Services 

At a service provisionĚýlevel,Ěýthe REI has aĚýbroadĚýmandate to address complaints of harassment and discriminationĚýforĚýłŰ´Ç°ů°ě’sĚýmore than 60,000 faculty, instructors, staff, and students.ĚýThe REI offersĚýa robust human rights complaint service thatĚýrespondsĚýto concerns and complaints, including questions ofĚýharassment andĚýdiscrimination on the grounds of race,Ěýage,Ěýcitizenship, creed, disability (including mental health and addictions), family status, marital status, gender identity/expression, sex, and sexual orientation usingĚýtheĚýĚýas a framework, as well as relatedĚýYork policies and procedures.ĚýĚý

In line with this service, REI provides informal and non-adversarial resolution approaches using a variety of alternate dispute resolution mechanisms. By working together with community members, REI empowers them to become proactive in the prevention and timely resolution of complex human rights issues. REI also provides one-on-one advice and consultative assistance to members of the community.

In some instances, matters cannot be resolved through informal processes and we must investigate complaints of harassment and discrimination. REI leads our investigations using either internal or external investigators, who use a trauma-informed approach and are trained in human rights law, and in particular in understanding the thresholds of harassment and discrimination set out in the Human Rights Code and in the case law. Our investigators are mindful of, and take care to address, issues of intersectionality.

REI also plays an important role in supporting the work of  by investigating matters under the .

Human Rights Policy 

To enhance the scope and impact of its current complaint services and provide a robust framework for addressing human rights concerns in a clear and timely fashion, REI undertook the development of a new Human Rights Policy (HR Policy) where none previously existed. That is not to say that York had been without a process to address issues of harassment and discrimination until this point, but rather that the development of the new HR Policy was a response to the need for a comprehensive and robust review of łŰ´Ç°ů°ě’s 1995 Policy on Racism. The need for a more robust human rights policy was also one of the  made by the Honourable Thomas A. Cromwell C.C., who undertook an independent review following events at York in November 2019 as part of the President’s Initiative on Open and Respectful Dialogue (discussed in more detail below). We undertook broad community consultations in this process and are grateful for the guidance provided by the Commission relating to drafting human rights policies.  

In drafting the HR Policy, we were especially attuned to the concerns that individual complaint-based processes do not address the many power imbalances that exist in post-secondary settings. In response, we established a process for University-initiated complaints in certain circumstances. This scoped complaint process is particularly necessary when we identify systemic issues that are difficult to address through individual complaint processes. Being mindful of our responsibility to ensure that we uphold principles of natural justice for all involved has supported the establishment and continued development of robust individual- and University-initiated complaint processes.  

In the spirit of upholding principles of natural justice, access to these processes is a key concern. Throughout the HR Policy consultations, we heard that it can be difficult to navigate the complaints process, as there can be multiple points of entry when addressing a complaint. In response to these concerns and in support of access, we have strengthened our existing education and awareness resources and initiatives by creating a web-based decision tree that helps complainants understand paths forward thorough complaint processes.  

Institution-Wide Education 

The REI, in addition to offering online resources like its  event-planning tool, supporting the #YUBelong communications campaign, and offering asynchronous onboarding education modules to faculty and staff, provides  and customized equity, diversity, and inclusion education sessions and skills-based workshops to staff, faculty, course instructors, and students across the university.  

The 2020–2021 academic year saw significant increases in demand for these live, participatory sessions, with over 130 workshops delivered to more than 5,500 participants. This is an increase of more than 100% over the previous year. Of those participants, over half returned for a subsequent session, indicating a widespread commitment to ongoing learning and growth. Specifically, close to 70% of those training sessions dealt directly with anti-Black and anti-Indigenous racism, topics that are thoroughly explored in a new , which was launched in summer 2020 and is now offered three or four times a year.

Customized training sessions hosted by REI dealt directly with emerging social issues, such as the intersections of COVID-19 and racism; the importance of family accommodation in the context of a global health crisis with disproportionate impacts on women, caregivers, and other marginalized community members; and the manifestations of misogynoir both globally and on-campus. Furthermore, the REI’s education and communication team, in partnership with our human resource department, developed and delivered a four-part education series on the topics of racism, privilege, microaggressions and unconscious bias, and inclusive organizational change to the żě˛ĄĘÓƵ administration and deans. 

The REI’s yearly flagship education and engagement event, , brought together approximately 450 attendees, two keynote addresses, and three skill-building workshops over the course of three days this year. Formal evaluation feedback of all these events and workshops were overwhelmingly positive, and REI has received a consistent stream of requests for more workshops and strategic consultations since then.

In tandem with this increased demand, the REI has also used cutting-edge pedagogical tools to ensure maximum impact and uptake. For example, the REI partnered with SimXSpace and the School of Nursing on the Humans Praxis project to roll out virtual and experiential learning opportunities to promote anti-racism. The REI also engages in ongoing research into best practices in all areas of its education and professional development offerings. 

The REI also regularly provides advice to York community members who have questions or concerns related to the impacts of their initiatives, actions, etc. For example, in consultation with the Teaching Commons, the REI supported the overview of several proposed courses, a highlight of which is an inclusive design session that shares approaches for integrating pedagogical principles of equity and inclusion within unique teaching contexts through a peer-based format and with an emphasis on Universal Design for Learning.  

Beyond the work of the REI, the Community Safety żě˛ĄĘÓƵ Department has committed to examining alternate models for the delivery of services, conscious of concerns regarding racial profiling and negative interactions with diverse communities. Campus security has partnered with the REI in developing and participating in customized training for all incoming and existing employees; this training is designed to build both skills and understanding of the mechanics of racial profiling and how to interrupt it.  

York has further reiterated its commitment to inclusion through the work of the President’s Initiative on Open and Respectful Dialogue. The first phase actions of this process are aimed at building trust, promoting safety, and supporting student voice and resilience. Emerging from the recommendations developed out of this dialogue, the Student Counselling, Leadership and Development department, along with the REI, developed and delivered training to support effective allyship within the York community, as well as training on respectful dialogue across difference, both of which build skills and empathy, and enhance understanding of what it means to live in a diverse society. These trainings are ongoing, with the next phase of the work rolling out over the coming months, including the development of guides, tools, and resources for inclusive event planning and management, as well as for more broad-based understanding of the nuance, complexity, and limits of freedom of speech within the żě˛ĄĘÓƵ context. 

Student-Centred and Student-Driven Initiatives 

In an effort to support students from an institutional level while providing them needed space to position themselves as leaders, York has embarked upon student-centred and student-driven initiatives, including those listed below: 

• Varsity student-athletes have launched a new committee called the Black and Indigenous Varsity Student-Athletes Alliance to serve the issues facing Black and Indigenous varsity student-athletes.
• The Division of Students held its first ever student symposium on equity, access, and inclusion in global learning in 2020.
• Student Counselling Health and Well-Being developed support groups for racialized students and offered anti-oppressive clinical practice training for staff and practicum students. This service invites students to express their preference to meet with counsellors of a particular identity (e.g. male, female, Black-identifying, LGBTQ2S+-identifying, etc.). 
• A risk assessment tool is being developed by Community Support Services to use when reviewing all incoming complaints of sexual violence that involve students. This will incorporate an understanding of barriers related to Black and Indigenous community members as well as economic and social barriers, and how they may affect survivors and the services and supports that they can access. 

Initiatives to Enhance Representation 

To further improve the representation of Black faculty members, in August 2020 York posted advertisements for 14 new tenure-stream positions for Black scholars (as well as one open to Black and Indigenous applicants, and one open to Black, Indigenous, and racialized minority candidates). The same month, we appointed Faculty of Education  as Senior Advisor on Equity and Representation to the University, as part of the Division of Equity, People, and Culture (EPC). Professor James is recognized nationally and internationally for his work in equity in relation to race, class, gender, racialization, immigration, and citizenship. James is also currently the Jean Augustine Chair in Education, Community, and Diaspora at żě˛ĄĘÓƵ,and a Fellow of the Royal Society of Canada.  

In June 2020, we began undertaking a review of our pre-existing affirmative action program and unconscious bias education jointly with the żě˛ĄĘÓƵ Faculty Association. A key area for examination will be the enhancement of the program to ensure we have a better understanding of where equity gaps exist. 

In September 2020, Humanities Professor  stepped into a year-long role as Special Advisor on Faculty of Liberal Arts & Professional Studies’&˛Ô˛ú˛ő±č;(ł˘´ˇ&˛ąłľ±č;±Ęł§)&˛Ô˛ú˛ő±č;Anti-Black Racism Strategy. This position was developed by LA&PS’ Dean’s Office as part of the Faculty’s comprehensive response to combatting anti-Black racism.  

In February 2021, we launched a new , as part of a wider commitment to promoting justice and embracing a variety of scholarly perspectives, backgrounds, and lived experiences. The program will provide emerging scholars from a range of disciplines with access to the financial support, mentorship, and career development opportunities they need to build the foundation for a successful professional future. 

While we are proud of what we have accomplished over the years and in solidarity with the global anti-racism movement, we know there is more to be done. What drives us is our shared and collective responsibility for creating a climate of understanding of the dignity and worth of łŰ´Ç°ů°ě’s students, faculty, and staff. We are grateful for the continued guidance of the Ontario Human Rights Commission in supporting us to reach this goal.  

Sincerely, 

Rhonda L. Lenton, PhD

President and Vice-Chancellor 
żě˛ĄĘÓƵ 

cc:
Hon. Ross Romano, Minister of Colleges and Universities
Hon. Doug Downey, Attorney General
OHRC Commissioners

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In 2019 I established a search committee, comprised of members of the Faculty of Education (faculty, staff, and students), one member appointed by me, and chaired by Provost Lisa Philipps. The committee undertook an extensive national and international search which attracted outstanding candidates.

On September 9, 2020, the Executive Committee of the Board of Governors concurred with my recommendation, based on the recommendation of the search committee, that Dr Robert Savage be appointed to the position of Dean. I am delighted to announce that Dr Savage has accepted our invitation to take up a five- year term appointment, commencing July 1, 2021.

Savage brings significant leadership and international experience to the deanship. He will join żě˛ĄĘÓƵ from University College London, a leading UK research and teaching university, whose Institute of Education has ranked first in Education for the past seven years in the QS World University subject rankings.

He is a Full Professor at UCL and has served as Head of the Department of Psychology and Human Development in its Institute of Education since 2017. As Head, he has been responsible for all aspects of departmental leadership and administration, including budget and human resources management and oversight, strategic plan development and implementation, and space and technology planning. He has led a renewal of the department’s pedagogical vision and reputation, a doubling of successful research grant applications, and revitalization of its collegial governance structures and partnerships with communities. Throughout his career, he has demonstrated a deep commitment to equity and inclusivity. Before his appointment at UCL, Dr Savage held an appointment at McGill University from 2003 to 2017, undertaking several administrative roles including Program Director Inclusive Education and Program Director Human Development.

Savage holds a PhD in Developmental Experimental Psychology, as well as an MSc in Professional Educational Psychology, from the University of London; he also has a post-graduate certificate in Education from Cambridge University. He brings to the position of Dean an excellent teaching record, having taught a range of undergraduate and graduate courses on language and literacy development, inclusive education, and exceptionalities; and an outstanding international reputation for collaborative, multi-disciplinary, and policy-relevant scholarship in areas such as cognitive processes in reading and spelling, reading interventions, learning disabilities, inclusive education, the impact of French immersion, and information technologies for literacy. He is the author or co-author of over 100 highly cited peer-reviewed journal and web articles, chapters, and reviews; and frequently presents his research to international conferences. He is currently serving as President of the Society for Scientific żě˛ĄĘÓƵ of Reading.

It is an important time in the development of the Faculty of Education, as it builds on its teaching and research successes and its outstanding reputation to provide leadership concerning pressing social issues like anti-Black racism, Indigenous education, and educational innovation in the current challenging context.

I look forward to welcoming Dr. Savage and working closely with him in the coming years. I invite all members of the Faculty and the University to join me in congratulating him and wishing him well as he undertakes this important leadership role.

Sharon Murphy will continue in the role of Interim Dean of the Faculty of Education until Dr Savage takes office. I want to express my profound appreciation to Dr. Murphy for her outstanding service to the Faculty and the University in this role.

Finally, I would like to thank the members of the search committee for their contributions to this crucial process.

Warm regards,

Rhonda L. Lenton
President & Vice-Chancellor

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was appointed senior advisor on equity and representation to the University, as part of the Division of Equity, People and Culture. In this newly created role, he will support the advancement of equity, diversity and inclusion throughout the University.

, from the Department of Philosophy, has been honoured with a University Professorship for his extraordinary contributions to scholarship and teaching and participation in university life.

, a PhD candidate in the Faculty of Education, has been awarded the African and African Diaspora Studies (AADS) Dissertation Fellowship at Boston College for 2020-21. One of the most competitive fellowships in the social sciences and humanities in the United States, the fellowship recognizes students who pursue innovative and interdisciplinary projects within the field of African and African Diaspora Studies.

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