From 3 to 4 a.m. on April 8, physics and astronomy students used the observatory鈥檚 one-metre telescope to image Orion as it travelled back toward Earth after looping around the moon. The capsule carried Canadian astronaut Jeremy Hansen.

The observation was led by graduate student Sunna Withers and supported by Naul Sethuram Ramjee, an undergraduate student. Ramjee also completed the data reduction, animating the images to produce a short movie showing the spacecraft moving against background stars.

"I worked on processing the Artemis II data using Siril (an astronomical image processing software)," says Ramjee. "I uploaded the sequence of images and applied auto stretch to enhance the brightness and contrast, and then converted the sequence into a video to visually capture it's movement over time."

Because Orion appeared low on the horizon, the imaging capture pushed the limits of the telescope. The team used a Mallincam camera mounted on the one-metre telescope at York鈥檚 Keele Campus to capture the historic mission.

Elaina Hyde, director of AICO and associate professor in the Faculty of Science, says this kind of telescope access and training is rarely available to undergraduate students. Having the largest telescope on any Canadian post-secondary campus, she notes, "is quite a boon to any space fan at York."

She adds that certification to use the telescope is open to all undergraduate students.

Withers describes the event as "very exciting." Because the capsule was barely visible against the stars, it took careful comparison of multiple images to identify its motion. "It was a great feeling once I spotted it," says Withers. "Artemis II is a historic mission, especially with a Canadian on board, and its amazing that we were able to get a glimpse of it through the one-metre telescope."

A video of the spacecraft imaging, along with a technical discussion of the observations, is available for public viewing on .

鈥淭his work highlights how York students participate directly in space-related observation, data analysis and telescope operations using on-campus infrastructure,鈥� says Hyde. 鈥淢onitoring mission activity gives students experience with real-time space missions.鈥�

Alongside astronomical research, the observatory tracks satellites and space missions connected to human exploration programs.

Artemis II is part of NASA鈥檚 broader Artemis program that is preparing for a return of astronauts to the moon in 2028.

AICO supports both research and public engagement and offers free weekly public tours on Wednesday evenings, featuring its 60-centimetre and one-metre telescopes. This summer will also host the 2026 AstroFair 鈥� a community fundraiser to support AICO鈥檚 programming. More details will be released ahead of the Aug. 29 event.

The post 快播视频 students track NASA鈥檚 Artemis II mission appeared first on YFile.

Throughout his more than 15 years as an investment analyst and strategist, Adjunct Professor Nadeem Kassam, at the Faculty of Liberal Arts & Professional Studies, says he interviewed hundreds of new graduates eager to start their careers in capital markets.

Over time, he noticed a recurring pattern: students often arrived with strong theoretical knowledge, but struggled to present that knowledge in ways that clearly demonstrated their abilities to potential employers.

鈥淭hey would have all this knowledge, but it wouldn鈥檛 be packaged yet in a way that showcased their abilities and skills to a potential employer,鈥� says Kassam.

Earlier this year, Kassam 鈥� who teaches advanced portfolio management at York 鈥� partnered with York鈥檚 Finance Student Association to give a group of undergraduate students the chance to produce an industry grade report modelled on the kind of research produced by investment firms, as part of a new .

Under Kassam鈥檚 supervision, the project challenged students to analyze real world market data and synthesize and present their findings clearly and concisely under guidelines similar to those used in the industry. The goal, Kassam says, was to give students hands-on exposure applying classroom theory in ways that mirror real capital-markets work while helping them build tangible evidence of their competencies.

Those interested in participating were required to apply as they would for a job. Kassam reviewed applications from an employer鈥檚 perspective and provided individualized feedback 鈥� whether students were selected or not 鈥� to help them better understand how they might strengthen future applications. By the end of the process, he selected 14 students.

Among them was Abishek Daryanani, a fourth-year Bachelor of Commerce student specializing in finance. 鈥淚 wanted to step outside of standard textbook coursework and gain practical, hands-on experience in macroeconomic analysis,鈥� says Daryanani.

The same motivation drew Sidonia Sin Ying Wu, also a fourth-year Bachelor of Commerce student. 鈥淎s someone pursuing a career in finance, I believe it鈥檚 not enough to simply know how to analyze data 鈥� you also need to know how to present that information clearly and explain the reasoning behind your interpretation to others,鈥� Wu says. 鈥淭he project鈥檚 combination of technical work and commentary writing was what really attracted me to this opportunity.鈥�

Students began by learning to work with industry-standard tools such as the Bloomberg Terminal and Capital IQ, using real-world market data. With the S&P Capital IQ plug-in, they built live Excel dashboards that automatically updated as markets changed 鈥� a foundation they would rely on throughout the project.

From there, the focus shifted from working with data to turning analysis into insight that could be clearly communicated to others. Kassam asked students to apply the theories they had learned in class to the information in front of them, using those frameworks to understand what was happening in global markets, and why.

In practical terms, that meant answering questions investors ask every day: Why were stock markets moving the way they were? Why were bonds or commodities behaving differently? Which assets were acting as safe havens during periods of uncertainty, and how could those trends be explained using economic and financial theory?

鈥淭hat foundational understanding of financial markets, reinforced with real-world application, was the main core,鈥� Kassam says.

Students were then tasked with consolidating their assessment into a single report. Kassam imposed professional style constraints, requiring teams to work within fixed templates, page limits and formatting rules 鈥� boundaries designed to force prioritization and clarity.

鈥淭hat process was much harder than I initially expected,鈥� says Wu. 鈥淚t wasn鈥檛 just about gathering data 鈥� it was about deciding what actually mattered and making it easy for readers to interpret.鈥�

That process was exactly what Kassam had hoped students would experience. 鈥淭hat鈥檚 essentially the job that I鈥檝e had to do for many years,鈥� he says. 鈥淵ou鈥檙e given a lot of information. You have to take it away, figure it out, and then come back with a clear and concise report 鈥� often with just one slide and five bullet points.鈥�

Collaboration was also central to the project. While students worked in small groups covering different areas of the markets, they were collectively responsible for contributing to a single, unified report 鈥� one Kassam expected to read as though it had been produced by a single analyst.

To achieve that cohesion, he took a hands-on role throughout the process, holding regular meetings where students presented findings, discussed market developments and received feedback to ensure consistency in analysis, tone and presentation.

The work culminated in the group鈥檚 inaugural report, released publicly in February. A second edition followed in March, with additional reports planned as part of the eight-month program. Students in future cohorts, he adds, will continue the series.

For students, seeing the work move from interpretation to a finished, public-facing report was a significant payoff. 鈥淚t felt like all of our effort had turned into something tangible and professional that others could actually read and benefit from,鈥� says Wu.

Daryanani agrees. 鈥淪eeing the final product come together and knowing that it mirrors the analytical rigor and formatting you would expect from a real strategy team is incredibly rewarding,鈥� he says. 鈥淚t鈥檚 something you just can鈥檛 get from a lecture hall.鈥�

The project is also proving beneficial in other ways. Kassam says some students have used the reports in job applications as concrete examples of their skills.

鈥淚f you put this type of product in front of an interviewer, it shows the polish of a very clean, professional quality piece of work,鈥� Kassam says. 鈥淚t speaks volumes. It says, 鈥業 have experience. I work well in a team. I鈥檓 detail鈥憃riented 鈥� and here鈥檚 the proof.鈥欌��

Having hired hundreds of graduates over his career, Kassam says that kind of clarity helps remove uncertainty for employers evaluating early鈥慶areer candidates. 鈥淚t鈥檚 about removing the guesswork for a potential employer,鈥� he says.

The post York professor helps finance students build job-ready skills appeared first on YFile.

In the course, students are asked present industry鈥憆eady marketing campaigns directly to industry representatives. When Rachel Saarony's turn was up, she noticed her hands trembling as she walked into the offices of Penguin Random House Canada (PRHC).

The fourth-year professional writing student was about to present a full-scale marketing plan to the country鈥檚 largest book publisher, completing the final assignment for PRWR 3004/4004 鈥� an upper-year course designed to bring real-world publishing exposure into the classroom.

For Saarony, the moment felt significant. 鈥淚 felt a lot of pressure to leave a strong impression in front of industry professionals,鈥� she says. It was her first encounter with the publishing industry, and the stakes felt real.

That opportunity was exactly what Matthew Bucemi, director of 快播视频鈥檚 Book Publishing Specialization in the Writing Department, had in mind when he helped reshape the program in 2022. Among his efforts was the desire to create meaningful connections between academic learning and the industry realities students would face after graduation.

鈥淢y goal was for students to get a level of hands-on experience that a classroom can鈥檛 provide,鈥� Bucemi says.

As part of that push, Bucemi drew on industry connections at Penguin Random House Canada and approached Polly Beel, director of marketing and publicity, to explore collaborations. The result was PRWR 3004/4004, a course grounded in a shared idea that students learn best when they are asked to meet professional standards and should have the opportunity to present their work beyond the classroom. 鈥淲hat does it feel like to really present something to senior staff at a publishing house?鈥� says Bucemi.

First, however, it was Beel鈥檚 who would present. In January, she and members of PHRC's marketing team visited Bucemi鈥檚 class to introduce a project where students would develop original, comprehensive marketing plans for Spoiled Milk, a debut supernatural gothic horror novel scheduled for release.

While students were given broad creative freedom, Beel outlined the same expectations a marketing team like theirs would face, including deliverables, timelines and creative standards. 鈥淚t reframed the project from a classroom exercise into something that felt professionally real,鈥� says Saarony.

The class was divided into five teams, each responsible for a different piece: a preorder push, influencer outreach, paid digital advertising, organic social media content and an in-person reader event. Over the course of three months, students worked collaboratively to build a unified, multichannel strategy that blended digital marketing with immersive, experiential ideas.

The final campaign leaned heavily into the gothic atmosphere of Spoiled Milk. Elements were timed around culturally resonant moments, such as Friday the13th and Halloween, with the aim of extending the novel鈥檚 eerie tone beyond the page. One proposed initiative 鈥� dubbed a 鈥淪ummer-ween鈥� reader event 鈥� imagined bringing the book鈥檚 haunted boarding school setting into the real world.

Saarony served as one of two team leads on the influencer mailer project, which focused on creating a tactile, interactive experience for book-focused creators on TikTok and Instagram. She and her team designed a themed mailer inspired by the novel鈥檚 setting.

The package took the form of a vintage steamer trunk and included story-linked objects such as tarot cards, a custom bookmark and a painted compact mirror featuring a rotting apple. Interactive elements encouraged recipients to explore the contents over time, including hidden messages revealed with a UV Ouija planchette (also known as a spirit board pointer).

鈥淥ur goal was to give influencers something they could return to,鈥� Saarony says, 鈥渙bjects they could explore, decode and interact with.鈥�

Another student, Lauren Russell, co-led the digital ads team, which developed a cross-platform advertising strategy tailored to online book audiences. The team identified platforms such as Goodreads and Book Riot, and created a range of static and animated banner ads, alongside short-form video content for social media.

For Instagram, Russell took on an acting role, posing as a fictional student from the novel鈥檚 boarding school in a character-driven mock interview. The team also produced a TikTok-style video showcasing gothic horror recommendations, positioning Spoiled Milk within a broader reading community.

At the end of March, students visited Penguin Random House鈥檚 Toronto offices to deliver their pitch.

After months of preparation, Russell says the key was stepping into the room with confidence. 鈥淲e kept reminding ourselves that we knew our work was strong,鈥� she says. 鈥淥ur job was to show it clearly and enthusiastically.鈥�

For Saarony, the nerves subsided quickly. 鈥淥nce we started, I went into autopilot,鈥� she says. 鈥淚 trusted the preparation, and it went better than I could have hoped.鈥�

Following the pitch, PRHC staff provided detailed, industry-aligned feedback to each group. Students were encouraged to think critically about their creative choices, audience targeting and feasibility. One piece of feedback resonated strongly across the class. 鈥淲e were told that the presentation we had put together was corporate level,鈥� says Russell. 鈥淚 felt like all our hard work culminated in that moment.鈥�

With the project complete, students reflected on what they gained. For Saarony, the opportunity helped build confidence in her ability to contribute to large projects, and to lead them 鈥� which sparked a new interest. During a post-pitch conversation with PRHC鈥檚 managing editor, Saarony mentioned her curiosity about the legal side of publishing 鈥� an exchange that led to an offer for her to connect with the company鈥檚 legal team to learn more.

Russell similarly described the experience as a turning point, noting how it sharpened her leadership, communication and research skills while demystifying how much planning and coordination goes into launching a book.

For Bucemi, those outcomes reflect the program鈥檚 broader purpose. Giving students the chance to apply their skills in a real-world context helps them see how theory translates into practice, and how their interests might evolve once they engage directly with the industry. 鈥淯nderstanding what professional life looks like before you graduate makes a real difference,鈥� he says.

At the same time, he was pleased when Beel noted that the students demonstrated a level of ambition and creativity that would get them a job at any company in the industry.

鈥淭he biggest thing for me is helping students get practical opportunities that will support them as they enter the job market,鈥� he says. 鈥淢y hope is that putting something like this on their resume will be a real X-factor when they're looking for a publishing job."

The post Course brings book publishing students into industry boardrooms appeared first on YFile.

York鈥檚 entrepreneurship and innovation hub YSpace and the IP Innovation Clinic, Canada鈥檚 largest intellectual property (IP) clinic, are introducing the Inventor to Founder Fellowship, a 13-week program that supports students, researchers, faculty and recent graduates as they navigate commercialization and entrepreneurship.

Building on YSpace鈥檚 award-winning entrepreneurial programs and the IP Innovation Clinic鈥檚 15 years of experience supporting IP and commercialization needs, the fellowship is supported by (IPON) Innovation Fellowship program. The initiative reflects the University鈥檚 growing emphasis on collaboration across its entrepreneurship and commercialization network to drive social and economic impact.

"York has always been home to exceptional research and innovative work," says Pina D'Agostino, associate vice-president research and founder and director of the IP Innovation Clinic. "Through IPON鈥檚 support, the Inventor to Founder Fellowship gives our students, researchers and faculty real runway to take their inventions and innovations forward with funding, guidance and ecosystem connections that help translate discovery into real-world benefits."

Founded in 2010 by D鈥橝gostino, the IP Innovation Clinic is a first-of-its-kind IP law clinic based at . Through partnerships with private practice lawyers and firms, the clinic assists York community members with strategy and planning.

As part of the fellowship, the clinic will embed strategic IP considerations throughout the program, aligning with the University鈥檚 broader efforts to advance research-driven opportunities. Since 2023-24, the clinic has assisted more than 125 York community members, including faculty, researchers, students, alumni and venture teams.

Participants in the Inventor to Founder Fellowship will receive a $10,000 stipend and progress through a structured journey that includes invention and venture idea validation, minimum viable product development, go-to-market strategy and pitching to investors. The fellowship concludes with a public showcase where selected founders present to mentors, angel investors and ecosystem partners.

For many participants, the fellowship will serve as a bridge between academic research and the entrepreneurial ecosystem needed to bring their inventions and innovations forward.

"We built this program for people who have an innovative solution and are ready to move forward to determine its market viability and build a business," says David Kwok, director of entrepreneurship and innovation at YSpace. "The stipend helps remove the early financial barriers and creates startup capital, but what we're most excited about is giving York's student and research community a home to build on their innovations with mentorship and accountability that moves their research and businesses forward."

To be eligible, applicants must be undergraduate, master鈥檚 or PhD students, recent graduates within the past two years, researchers or faculty members based in Ontario and demonstrate a serious interest in advancing an invention or innovation for social or commercial impact. Participants are also required to complete IPON's virtual IP education modules as part of the program.

Applications are due May 4. Visit the program website for more information.

With files from Jiho Bak

The post New fellowship helps launch research into action appeared first on YFile.

This issue highlights how work-integrated learning is shaping student learning across 快播视频 by connecting classroom knowledge with real-world practice.

The stories showcase students applying their skills through community-engaged projects, technology development, work-study roles and co-op pathways, while also exploring unexpected career directions. Together, these examples illustrate how hands-on learning supports personal growth, professional readiness and meaningful contributions beyond the University, reinforcing the value of learning by doing.

As Melanie Belore, executive director, experiential learning, notes: "Strengthening our work-integrated learning and co-op options is a strategic priority for York. These experiences give students the confidence, clarity and connections they need to thrive in a rapidly changing world."聽

In this issue:

York students find career inspiration through unexpected co-op paths
Innovative work-integrated learning programs help 快播视频 students develop skills, make connections and find meaning in the future 鈥� and discover new ways to apply their education in the workplace.

Student-developed app supports learners, earns recognition from Apple
A fourth-year student is improving access to quality education and breaking down barriers for students with limited resources.

快播视频 students drive community change through experiential learning
York students are putting their knowledge to work in meaningful ways, helping local organizations respond to complex social challenges.

Work/study roles prepare 快播视频 students for co-op success
Paid, on-campus employment opportunities drive co-op and career readiness for York鈥檚 undergraduate students.

York's unique master鈥檚 program opens doors to biotechnology careers
快播视频鈥檚 Master of Biotechnology Management program develops job-ready talent through hands鈥憃n training, industry mentorship and paid internships, opening pathways to new careers.

York recognizes co-op and work-integrated learning students of the year
Meet two outstanding 快播视频 students who have been recognized with the Work-Integrated Student of the Year and Co-op Student of the Year awards for their achievements shaping communities and driving meaningful change.

The post York students build skills, experience beyond the classroom appeared first on YFile.

For 快播视频 student Sadia Tasnim, that moment came while completing her second co-op work term at Food Banks Mississauga as a data administrator. During a shift, Tasnim encountered a client asking for menstrual products. The food bank, however, didn鈥檛 have any available.

鈥淚 felt terrible that I could not help her in that moment,鈥� says Tasnim, an international student from Bangladesh who struggled with the idea of women who do not have access to essential products.

Tasnim knew her expertise in data science could help the organization respond to this need. Through her studies at the Faculty of Science, she has become adept at gathering, interpreting and presenting data 鈥� including using statistical methods, computational skills and data analysis techniques 鈥� and wants to apply that knowledge to create positive change.

鈥淎t York, I鈥檝e learned a variety of unconventional ways to extract and organize data,鈥� says Tasnim, a fourth-year student. 鈥淚t鈥檚 important to me to use this skill for a meaningful purpose.鈥�

During her Fall 2025 placement at Food Banks Mississauga, Tasnim worked on the agency relations team, helping to coordinate organizations that distribute food and essential items to roughly half a million visitors per year. When she was asked to analyze the organization鈥檚 historical data on female clients between the ages of 18 to 55 in response to the gap in feminine hygiene products available, she was thrilled.

She drafted a report of her findings, which was shared with Food Banks Canada 鈥� the parent organization that provides supplies to community sites. Tasnim says it was rewarding to see her data analysis shared with decision makers and help make a meaningful impact.

鈥淭hat is what pushed me to take on this project 鈥� making sure this need gets met,鈥� says Tasnim.

Addressing real-world challenges has long been a priority for Tasnim. As a teen, she co-founded her own environmental non-profit to plant trees in her home city of Dhaka, Bangladesh, to improve its air quality. She also volunteered for a social enterprise that delivers clean drinking water to underserved rural communities.

Thinking about her future, Tasnim is considering career roles in social finance 鈥� an investing approach that centres societal and environmental impact.

鈥淚 believe we have to use our talents for humanitarian causes,鈥� Tasnim says. 鈥淒ata can help drive smart decision-making in these important matters.鈥�

For Daisy Dang, a fourth-year environmental studies student, housing access is the issue that drives her commitment to work for change. She is completing a full-time paid co-op placement at the Toronto Region Real Estate Board (TRREB), a non-profit organization serving 70,000 realtors in the Greater Toronto Area.

In her role as a policy analyst in TRREB鈥檚 government relations unit, she contributed to the organization鈥檚 2026 Market Outlook and Year in Review event. As part of that work, she conducted extensive research on the efficacy of the current private and rental housing supply in the city. She also gathered data on trends and metrics related to housing affordability, residential zoning practices and homelessness.

鈥淭here鈥檚 a need for a greater variety of the right types of housing and more density,鈥� Dang says. 鈥淲e should be building more up than outwards and building more units with two and three bedrooms.鈥�

As a student at York鈥檚 in the Cities, Regions, Planning (CRP) program, Dang is well-positioned to understand and address Toronto鈥檚 diverse urban planning challenges. This interdisciplinary program teaches sustainable, inclusive practices to manage growth, adapt infrastructure, welcome newcomers and mitigate environmental impacts. She has critically examined urban planning through courses exploring sustainable design, regional governance, migration patterns and political ecology.

Dang is also applying her growing knowledge at TRREB in other ways. A core part of her job involves researching housing-related programs offered by the municipal, provincial and federal governments to include as resources on the organization鈥檚 website. Her research also helps shape TRREB鈥檚 advocacy responses in its interactions with government representatives.

Through her combined co-op and academic experiences, Dang has a deeper understanding of the complex dynamics driving urbanization in Toronto and is particularly interested in its impacts on residents who live at the margins of society.

After completing her degree in 2027, she hopes to support municipal government decision-making in addressing housing issues affecting the unhoused and low-income citizens.

鈥淚 think a city works when you put people first,鈥� Dang says.

With files from Sharon Aschaiek

The post 快播视频 students drive community change through real-world learning appeared first on YFile.

This might sound like the stunt of a thrill seeker, but it was just another day at work for Sahai in his role as a ride engineering intern at Canada鈥檚 Wonderland in Vaughan.

For the student, the unusual co-op work term offered an exciting way to apply and develop what he learned at 快播视频.

鈥淚n school, we learn about mechanical design, forces, safety factors and how systems behave on paper, but seeing those ideas come to life on a full-scale roller coaster like Leviathan made everything click,鈥� says Sahai, a fourth-year student at the .

During eight months as a paid co-op student working on the rides maintenance mechanical team, Sahai was responsible for upkeep of both the Leviathan and Vortex roller coasters as well as some smaller rides. His work involved checking the functionality of mechanical components such as bolts, panels, sensors and restraints, and making needed repairs. Sahai says a highlight was helping to redesign, fabricate and install safety components for the rides.

鈥淪eeing something I worked on being used on a major roller coaster was a huge moment for me,鈥� Sahai says. 鈥淚t made the whole experience feel real and showed me that even as a student, my work could have a meaningful impact.鈥�

The role helped him develop technical expertise and improve teamwork and administrative skills. Sahai says the experience translates well to in-class studies, where he is learning about designing, manufacturing and testing space equipment such as satellites, rovers and rockets.

More importantly, the co-op gave him confidence in his abilities.

鈥淲orking in the amusement ride industry showed me how much engineering goes into creating experiences that are both thrilling and completely safe,鈥� Sahai says. 鈥淚 hope to continue contributing ideas that make technology safer and more accessible for everyone.鈥�

Fatimah Mufti is also taking a creative approach to work-integrated learning experiences.

A student in the Bachelor of Arts in Law & Society program, Mufti plans to be a lawyer 鈥� a decision influenced by her long-time interest in true-crime documentaries. But, when it came time to choose co-op work terms, she saw wisdom in exploring options outside of the law.

鈥淚 determined that I鈥檓 going to do something that I completely don鈥檛 expect myself to be doing to get out of my comfort zone,鈥� says Mufti, a fourth-year student in the Faculty of Liberal Arts & Professional Studies (LA&PS).

Her first co-op in September of 2024 was an eight-month paid role as a research analyst at the Ministry of Infrastructure in the Ontario government, where she conducted risk assessments, technical research and data visualization for a variety of projects.

For her second work term that began last fall, Mufti pursued another position outside of the legal field and joined ventureLAB, a technology non-profit in Markham that helps hardware and software startups expand globally. The opportunity was supported by the Infuse Program, offered through LA&PS in collaboration with TECHNATION. The program provides funding for employers to hire co-op students from liberal arts disciples into tech-adjacent roles.

Working as a member of the external relations team, Mufti is involved in everything from presenting to business leaders on the organization鈥檚 services, to using Salesforce software to support customer engagement, to taking minutes at leadership meetings.

鈥淭his role helped me see myself as someone who can operate at the intersection of business and technology, which I never envisioned for myself,鈥� Mufti says. 鈥淚 am learning how to navigate fast-paced projects, analyze data and improve my public speaking skills. I鈥檓 also forming so many useful connections.鈥�

Mufti says it has been illuminating to observe the intensity of the work environment at ventureLAB, which operates six programs that help 100 ventures annually with raising capital, retaining talent, commercializing products and acquiring customers. She says colleagues value her contributions and encourage her to share her ideas.

鈥淢y professional identity has evolved from thinking of myself mainly as a student to seeing myself as a contributor who can support decision-making,鈥� Mufti says.

Mufti is preparing to apply to law school in Fall 2026 and hopes to study at . Her co-op experiences, she says, will serve her well on her career path.

鈥淚鈥檝e gained a lot of hands-on experience that has built my confidence and showed me the skills I need to succeed in a professional environment,鈥� she says.

With files from Sharon Aschaiek

The post York students find career inspiration through unexpected co-op paths appeared first on YFile.

Through four paid work/study jobs and 16 months of paid co-op, the international student from India developed vital skills and useful contacts for his future career.

Narechania recalls arriving at York feeling a mix of nervousness and excitement at the idea of entering university and the Canadian workforce. York's 鈥� paid, on-campus job opportunities for eligible undergraduates 鈥� offered him a way to build connections and skills and helped him prepare for work-integrated learning in future years of study.

Through the program, students gain work experience at one of York鈥檚 three campuses during full-time study, and can apply as early as first year. These opportunities offer a way to develop essential professional competencies with the support of a supervisor鈥檚 one-on-one coaching.

In his first year, Narechania worked at the Centre for Student Community & Leadership Development, which helps new students transition to university life. As a student engagement ambassador, he provided information about the University to students, guided student clubs on their operations and developed social media content to promote the centre鈥檚 offerings.

Each week, the centre鈥檚 team members met to discuss their plans and progress, and Narechania was given an opportunity to lead one such meeting.

鈥淭hat was important, because it helped me build my abilities at communicating and presenting, as well as my social skills,鈥� he says.

The positive experience led Narechania to subsequent work/study positions with York International, the Office of Sustainability and the Office of the University Registrar. In these roles, he applied his technical skills to help build data analytics dashboards, track service interactions and improve process workflows.

During his final work/study employment, his supervisor Tom Osborne, assistant director, academic scheduling at the Office of the University Registrar, encouraged him to think about the future. 鈥淭om was my biggest cheerleader,鈥� says Narechania. 鈥淗e introduced me to people who might help me find a full-time role after graduation.鈥�

Narechania leveraged his experiences and network to apply for his first co-op job, successfully earning a 12-month position as a business analyst with Hydro One.

鈥淭he skills I developed through my work/study roles supported me throughout the co-op application process,鈥� Narechania says. 鈥淚 was able to confidently share real examples during interviews.鈥�

That confidence translated to on-the-job impact, where he helped lead an end-to-end legacy system upgrade project that impacted over 9,000 field staff users. Working closely with his project manager, Narechania was involved in the project from its initial planning stage to the project鈥檚 development, UAT (user acceptance testing) and its launch. Work-integrated learning, he says, prepared him for these real-world challenges.

Today, Narechania reflects on how much he has changed since his arrival at York four years ago. 鈥淢y work experiences complemented each other. I feel skilled, more confident and more comfortable entering the job market.鈥�

With his sights set on a career as a business analyst or tech consultant, he鈥檚 keen to use the technical expertise he acquired through experiential learning opportunities at York.

鈥淭he work/study roles gave me knowledge and confidence to be ready for employment,鈥� Narechania says. 鈥淭hey were nurturing spaces to learn how to meet the expectations of employers.鈥�

With files from Sharon Aschaiek

The post Work/study roles prepare York students for co-op success appeared first on YFile.

快播视频鈥檚 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鈥檚 Markham Campus allowed Fazeli to maximize career options by adding business to her STEM background.

What she didn鈥檛 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鈥檚 confidence, skills and career exploration.

鈥淢BM is designed with sustained industry interaction throughout the student journey,鈥� says Jade Atallah, graduate program director, biotechnology. 鈥淭hrough 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.鈥�

Capstone and experiential learning projects in the program鈥檚 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鈥檚 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.

鈥淚 submitted my resume and cover letter through the portal. It was easy,鈥� she recalls. 鈥淎 coordinator got back to me quickly and connected me with the employer.鈥�

That employer was Dalton Pharma Services and the hiring manager was Saif Mia, a 快播视频 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. 鈥淚 wouldn鈥檛 be in this industry if I didn鈥檛 study chemistry,鈥� he says. 鈥淭he technical foundation I learned at York still applies now.鈥�

Today, he passes his support and expertise forward by mentoring 快播视频 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. 鈥淚t鈥檚 our goal to shape future science students that are entering this field during their work terms with us,鈥� says Mia. 鈥淥urs are typically short-term projects, which are well supported by York鈥檚 co-op program since it offers a flexible hiring timeline.鈥�

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鈥檚 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.

鈥淢entorship played a significant role in shaping my experience,鈥� she says. 鈥淲orking at a CDMO is very dynamic 鈥� there was always something I had a question about. Huyen and Saif always met me with guidance and support. I鈥檓 grateful for such a collaborative and supportive team.鈥�

Mia echoes gratitude and says the benefits go both ways. 鈥淣ot 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鈥檙e getting from their curriculum.鈥�

鈥淪tudents come into their roles very curious, which is important,鈥� adds Bui. 鈥淭hey鈥檒l 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.鈥�

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鈥� technical and compliance skills. It gave her another access point to industry and expert instruction in the field.

鈥淭here were many connections to my work experience, including the chance to go into the labs and see the cleanrooms,鈥� Fazeli recalls. 鈥淲hile I鈥檇 come to understand regulatory processes in my job, I got to experience them first-hand at the training facilities.鈥�

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

鈥淚t鈥檚 a win-win,鈥� says Mia, of experiences like Fazeli鈥檚. 鈥淲e 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.鈥�

The post Unique master鈥檚 program opens doors to biotechnology careers appeared first on YFile.

Sadia Tasnim (data science) and Brianna Nguyen (digital technologies) have been named 快播视频鈥檚 Co-op and Work-Integrated Learning students of the year.

The鈥疌o-op Student of the Year award鈥痳ecognizes 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鈥憌ide 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鈥� ongoing efforts to promote work-integrated learning within their campus, communities and industry.

Sadia Tasnim: Co-op Student of the Year

鈥淔or as long as I鈥痳emember, I鈥檝e noticed how numbers quietly dictate what the world pays attention to,鈥� says Tasnim, a鈥痜ourth-year data science student.

Long before entering York鈥檚 Data Science program in the Faculty of Science,鈥痵he marvelled at the figures she saw in news鈥痟eadlines. She reflected not just on the鈥痳esponse they generated, but鈥痮n the hidden work behind them 鈥� who collected them, how they shaped decisions鈥痑nd how they drove outcomes.鈥��

When she decided to pursue co-operative education鈥痑s part of her undergraduate degree, instead of working at a鈥痩arge tech company, financial institution or consulting firm,鈥疶asnim鈥檚 work term took her to an鈥痷nexpected place: a local鈥痜ood bank.鈥���

Working first in鈥痑gency relations and then as a data administrator,鈥痵he joined Food Banks Mississauga on a growing data team and found a space where her鈥痶alents at鈥痠nterpreting鈥痑nd presenting data鈥痑ligned with her desire鈥痜or community impact.鈥��

Among four student hires, she was one of two selected to鈥痗o-lead鈥痶he organization鈥檚 largest annual initiative: the Annual Visitor Survey.鈥疭he led鈥痑 team of 20 volunteers responsible for collecting data from food bank鈥痗lients, assessing service satisfaction and gathering demographic information to help the organization better understand its community鈥檚 needs.鈥��

One of her鈥痬ost significant contributions鈥痗ame as鈥痶he result of an鈥痷nexpected鈥痗hallenge, when she鈥痜aced鈥痶he sudden鈥痙eparture鈥痮f a direct supervisor. Tasnim welcomed the opportunity to lead her team to the project鈥檚 completion on time.鈥疭he helped compile and analyze the data to produce鈥痑n exceptionally detailed report that her鈥痙irector鈥痙escribed as 鈥渢he first of its kind鈥� for the organization.鈥��

Tasnim also showed initiative by attending external workshops hosted by non-profits鈥痶o understand鈥痟ow data鈥痗an鈥痓e 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鈥痬ost rewarding鈥痯art of her experience, she says, was knowing she had contributed to key food security insights that may guide future programs and resource allocation.

鈥淔rom the moment I interviewed Sadia, what stood out most was that her values and integrity drive the work she does,鈥� says Nicole Norris, director of programs and agency network, Food Banks Mississauga.鈥�淎s a food bank, our organization has evolving data needs and seeks talented鈥痠ndividuals to elevate our data approach.鈥疕er combination of technical鈥痚xpertise, leadership potential and commitment to the organization鈥檚 mission made her an asset to our team and left a lasting positive impact.鈥濃��

In addition to making a difference through her co-op role,鈥疶asmin is an active leader in鈥痗hampioning and contributing to WIL. She attended the 2025鈥疌EWIL Canada鈥疧ntario Regional Conversation, where鈥痵he鈥痟elped surface鈥痗hallenges in the landscape of WIL鈥痺ith peers and leaders. She also represented York鈥檚 co-op program as an ambassador during the Ontario Universities Fair, where she shared her experiences with prospective鈥痀ork鈥痑pplicants.鈥��

Tasnim also demonstrates leadership in her program as鈥痶he founder鈥痮f鈥痀ork鈥檚 Data Science Club.鈥� In this role, she has鈥痚stablished鈥痑 membership of more than 120 students and secured sponsorships from local organizations to provide financial support for鈥痶he club's growth.鈥�

In recognition of her achievements and her work inspiring鈥痽oung women to pursue careers in technology,鈥痵he鈥痟as been鈥痭ominated鈥痜or CS-CAN-INFO-CAN's W. Powley Woman of Inspiration Award.鈥�

Brianna Nguyen: Work-Integrated Learning Student of the Year

鈥疦guyen, a second-year digital technologies student at York鈥檚 Markham Campus鈥痑nd a Dev Degree intern at Shopify,鈥痟as distinguished herself through initiative, persistence and a commitment to community impact.鈥�

Her academic,鈥痯rofessional鈥痑nd creative pursuits demonstrate鈥痟er engagement and advocacy for WIL as a tool for empowerment, innovation and growth.鈥��

In the fully work-integrated鈥疍igital Technologies program鈥痑t 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.鈥��

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

As a Dev Degree intern, she has spent the past鈥痵everal鈥痬onths contributing to technical projects within Shopify鈥檚 Activation team. Her work helps support new merchants鈥痑s they onboard and begin to use the platform.鈥��

Early in her internship, she helped build back-end functionality for Shopify鈥檚 new Retail Yearly subscription, gaining foundational experience in shipping production code.鈥�疻ith more experience, skill and confidence, Nguyen moved to more鈥痗omplex challenges involving AI.鈥疭he proactively sought opportunities for 鈥減air programming鈥� with senior engineers, data scientists and product managers 鈥� 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鈥痗ontributed to development of Shopify鈥檚 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鈥痺orkflows.

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

She also鈥痳epresented York and engaged in meaningful connection-building at the conference where she was鈥痵ponsored by鈥疻omen in Science and Engineering (WISE) at 快播视频.

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

鈥淲ork-integrated learning has been an integral part of my university experience and a model that I have continued to promote,鈥� she says.

The post York recognizes co-op and work-integrated learning students of the year appeared first on YFile.