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

What she didn’t yet know was the MBM program would give her multiple meaningful points of access to the biotechnology industry. Hands-on projects, immersive technical training and mentorship from a York alum during her internship shaped Fazeli’s confidence, skills and career exploration.

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

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

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

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

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

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

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

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

Mia graduated with a BSc in chemistry from York and says his degree was an entry point to the biotechnology and biomanufacturing industry. “I wouldn’t be in this industry if I didn’t study chemistry,” he says. “The technical foundation I learned at York still applies now.”

Today, he passes his support and expertise forward by mentoring �첥��Ƶ students who are entering the field. Mia and his team engage students in collaborative, problem-solving roles that expose them to the complexities of a highly regulated environment. “It’s our goal to shape future science students that are entering this field during their work terms with us,” says Mia. “Ours are typically short-term projects, which are well supported by York’s co-op program since it offers a flexible hiring timeline.”

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

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

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

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

“Students come into their roles very curious, which is important,” adds Bui. “They’ll ask questions that inspire us to think of things in a different way, resulting in a process improvement or a modification in the way we do things.”

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

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

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

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

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

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

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

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

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

Sadia Tasnim: Co-op Student of the Year

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

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

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

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

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

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

Tasnim also showed initiative by attending external workshops hosted by non-profits to understand how data can be communicated effectively. By the end of her co-op term, she had completed nine reports, including a comprehensive organizational analysis, and presented her findings at a board meeting.

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

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

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

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

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

Brianna Nguyen: Work-Integrated Learning Student of the Year

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

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

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

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

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

Early in her internship, she helped build back-end functionality for Shopify’s new Retail Yearly subscription, gaining foundational experience in shipping production code.  With more experience, skill and confidence, Nguyen moved to more complex challenges involving AI. She proactively sought opportunities for “pair programming” with senior engineers, data scientists and product managers – a practice in which one developer writes code and another provides review and feedback. This initiative accelerated her learning, she says, and grow her relationship with different members of the organization.

Nguyen is proud to have contributed to development of Shopify’s AI-powered voice assistant, as well as a new tool that enables non-developers to quickly test prompts across AI models, reducing iteration time and improving workflows.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The theme of this new initiative is Land * Machine.  

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

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

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

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

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

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

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

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

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

The event will also be open to the general public. 

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

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

“Whether you’re a coder, engineer, artist, designer, maker, or simply curious about data, this challenge offers a unique opportunity to experiment, connect and create while integrating art with technology,” says Yuan.  

For more information and key dates, visit the .  

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

With files from Karen Martin-Robbins

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

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

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

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

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

 about the award. 

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

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

Elamin, a second-year applied mathematics student, served as mentor for Khit, a second-year financial technologies student studying at York’s Markham Campus.

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

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

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

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

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

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

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

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

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

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

With files from Suzanne Bowness

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

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

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

To reduce the risk of slips, trips and falls:

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

�첥��Ƶ’s Facilities Services team plays a key role in ensuring winter safety by monitoring weather conditions and clearing snow from campus roads, pathways and parking lots. For more visit the Facilities Services website.

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

Refer to York’s downloadable posters for more tips:

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

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

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

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

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

The 2024 President's Staff Recognition Awards recipients and nominees 

Deborah Hobson York Citizenship Award

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

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

Other nominees for this award: 

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

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

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

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

Other nominees for this award: 

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

Gary Brewer Emerging Leader Award

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

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

Other nominees for this award: 

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

Harriet Lewis Team Award for Service Excellence

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

Winner: (AMPD) Performance Facilities Team��

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

Other nominees for this award: 

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

The President’s Leadership Award

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

Winner: Sonia Pettinella, director, Integrated Resource Planning 

Other nominees for this award: 

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

Phyllis Clark Campus Service Award

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

Winner: Joe Young, supervisor, Community Safety �첥��Ƶ Department 

Other nominees for this award: 

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

Ronald Kent Medal

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

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

Other nominees for this award: 

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

President’s Voice of York Award

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

Winner: Louisa Zaffino, executive assistant, Facility Services 

Other nominees for this award: 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

With files from Karen Martin-Robbins

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