Graduate Stories

For new �鶹��Ƶ grad Medha Arora Wadhwa, public speaking is key to creating change

siddiq22 — Fri, 23 Jun 2023 14:29:36 +0000

For new �鶹��Ƶ grad Medha Arora Wadhwa, public speaking is key to creating change

siddiq22 Fri, 06/23/2023 - 10:29

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Medha Arora Wadhwa developed a passion for public speaking while earning her bachelor's degree in commerce (supplied photo)

Coby Zucker

Topic

Our Community

Convocation 2023

Student Leadership Award

Graduate Stories

Faculty of Arts & Science

Rotman Commerce

Summer Abroad

Woodsworth College

For new Faculty of Arts & Science graduate Medha Arora Wadhwa, university was a time to grow and give back.

Arora Wadhwa earned her honours bachelor of commerce, specializing in management with a focus on marketing, while also completing minors in drama and economics.

After graduation, Arora Wadhwa plans to pursue her passion for art history, studying in Spain through �鶹��Ƶ’s Summer Abroad program. When she returns, her aim is to find full-time work consulting in media and communications.

Over the past four years, Arora Wadhwa was involved with the Rotman Commerce Arts Group and Rotman Commerce Toastmasters. Most recently, she was vice-president external for the Toastmasters club, where she launched the RCT x RCPA: Roaring '20s Speakeasy, an arts incubator that created a safe space for the creative exploration of issues that are difficult to discuss or rarely spoken about.

Arora Wadhwa was also a student leader at Woodsworth College, where she was a residence advisor.

For her efforts, Arora Wadhwa earned a University of Toronto Student Leadership Award as well as the Director's Award for Equity, Diversity, and Inclusion from Rotman Commerce.

She spoke with Faculty of Arts & Science writer Coby Zucker about her passion for public speaking and how it was helpful during her time at �鶹��Ƶ.

Arora Wadhwa was vice-president external for Rotman Commerce Toastmasters (supplied image)

What did you get out of participating in Rotman Commerce Toastmasters?

First, there's the element of public speaking, which is so helpful to anyone in a professional and academic setting. I really developed my skills through the club. The other thing was being given a bit of freedom. I had a vision to create an arts incubator where people could speak about issues that are very rarely spoken about – like pride, feminism, diversity and body dysmorphia.

Through Toastmasters, you're given so much support for any idea that you have. To be able to see something like that come to life showed me that's something I want to do in the future, for a career.

You worked as a public-speaking tutor. What was that like?

I work with a lot of students who are English-language learners and to see their confidence grow, especially in a language they're not comfortable with, is just really beautiful.

What makes public speaking so important?

It's such a valuable skill to be able to communicate effectively, and to be able to get what you need to say across in a clear and effective way. And taking it a step further, being able to communicate with a big group of people in an effective way can help create a lot of social change.

It also doesn't have to be at the macro level – it's also on the micro level. It's speaking up for yourself in a meeting or communicating your ideas on a project. Those are the small wins that public speaking gets you. Having that confidence and comfort with speaking can really transform people's lives.

What is the value of public speaking for groups that are often underrepresented in public discourse?

Public speaking is especially tough for any minority. Women historically have been told not to speak up. It's a very recent societal change that we've had where we're encouraged to. For people with disabilities or any kind of minority, you're taught your entire life through society that your voice doesn't have that much significance.

So public speaking is especially important for any kind of minority to advocate for themselves. To be confident in speaking is to create change for yourself and a bigger group of people.

What advice would you have for someone who is considering studying at �鶹��Ƶ?

Don't lose your individuality. It's really easy to see the path or the direction all your peers are taking and then feel like you're doing something wrong, or feel like you're not successful enough by those standards.

If you can leverage your own individuality – whatever it is you love or that makes you unique – whether it's dance or acting or a certain sport you play or maybe having a disability, that's who you are.

I’d say own that, because that's what makes you unique – and that's what's going to take you further.

Meet five women who are among �鶹��Ƶ Engineering's 'grads to watch' in 2023

siddiq22 — Thu, 22 Jun 2023 21:06:04 +0000

Meet five women who are among �鶹��Ƶ Engineering's 'grads to watch' in 2023

siddiq22 Thu, 06/22/2023 - 17:06

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Left to right: Kim Watada, Anais Poirier, Saskia van Beers, Maeesha Biswas and Michelle Lin (photo of Biswas by Dewey Chang, Lin by Mymy Tran, other photos supplied)

Topic

electrical engineering

Faculty of Applied Science & Engineering

Materials Science

Mechanical & Industrial Engineering

As students from the University of Toronto's Faculty of Applied Science & Engineering celebrated their convocation this week, they looked ahead to a future where they will draw on their education to address pressing challenges around the world.

They now join a global network of �鶹��Ƶ Engineering alumni whose creativity, innovation and global impact embody the spirit of the faculty and the �鶹��Ƶ community.

Here are five inspiring women from the Faculty of Applied Science & Engineering's annual Grads to Watch list – each selected by their home departments and institutes.

Maeesha Biswas

Bachelor’s degree in industrial engineering plus professional experience year co-op

During her time as an undergraduate industrial engineering student, Maeesha Biswas’ academic interests were focused on health-care systems, human factors, technology and design geared at understanding people better.

She also devoted more than 2,000 hours to various activities and organizations, including planning the Undergraduate Engineering Research Day (UnERD) in 2020 as co-chair; and co-founding and co-hosting 1% Inspiration, a podcast that features stories and wisdom from the �鶹��Ƶ Engineering community, including faculty, alumni and current students.

“After UnERD 2020 – which was held online due to the COVID-19 lockdown – we observed some students miss out on career development and networking opportunities due to a lack of on-campus interactions,” she says. “We created the podcast in response and since it launched, it has received over 1,100 listens over 22 episodes.”

After graduation, Biswas is looking forward to working on a startup with some of her fellow graduates to build generative artificial intelligence tools for media creators.

“I began learning to be a software developer during my co-op at PocketHealth – a company which helps patients share their diagnostic imaging records and own their medical information,” she says.

“I want to continue to enrich human lives and experiences through software technology, and I believe my most important life’s work will be here.”

Michelle Lin

Bachelor’s degree in materials science and engineering, plus professional experience year co-op

As a commuter student, Michelle Lin made a great effort to balance her academics with extra-curriculars and part-time work. She participated in intramural ultimate frisbee starting in her ﬁrst year and has held mentorship and outreach roles within the faculty.

During her co-op work term, she had the opportunity to hold two positions at Li-Cycle, a North American leader in the recovery and recycling of lithium-ion batteries, which was co-founded by a �鶹��Ƶ Engineering alumnus.

“I was able to gain different perspectives on the business and all the work it takes to ensure that the different sectors are functioning cohesively towards the same goal,” she says. “It’s an evolving industry, and it was amazing to see the rapid growth the company and industry experienced in just 16 months.”

Lin will be starting a master’s in material science and engineering in the fall, which will allow her to gain more knowledge and expertise on materials characterization.

“I hope to be able to contribute positive change in the sustainability space and promote engineering and STEM to younger generations, especially girls and women,” she says. “I would love to be a source of inspiration for other women in engineering the same way my role models were for me.”

Anaïs Poirier

Bachelor's degree in electrical engineering, plus professional experience year co-op

In studying engineering, Anna Poirier found an opportunity to effect real change – and that is how she plans to use her degree.

For her PEY co-op, Poirier moved to Kentucky to work as a software engineering intern at Space Tango, a microgravity research company.

During this time, a colleague suggested she apply for the Zenith Canada Pathways Fellowship, Canada’s first space fellowship, which aims to build a more inclusive Canadian space sector.

“I was selected as a fellow in the inaugural class, leading to a summer internship at GHGSat,” Poirier says. “I got to experience the positive global impact that working in the space industry can have.”

Poirier will be moving to San Francisco after graduation to work as a software engineer at Zipline, where she will test flight hardware. The company, which manufactures drones that serve as eco-friendly delivery vehicles, delivered over a million COVID-19 vaccines to Ghana.

“I am excited to be working in a multi-disciplinary role that will use both the electrical and computer sides of my degree, and for a company whose mission I strongly believe in,” she says.

Saskia van Beers

Bachelor’s degree in engineering science, plus professional experience year co-op

While her engineering classes taught Saskia van Beers how to learn and think critically about the world around her, she was able to put those concepts into practice in her extracurricular activities.

"My worldview shifted greatly through all the initiatives I got to be a part of,” she says. “I definitely feel like I have undergone a lot of personal growth.”

From her role as co-president of Engineers Without Borders to co-chairing both the Engineering Science Club and the Sexual Violence Education and Prevention group, van Beers has worked tirelessly to help make all students feel welcome and seen.

Along with her classmate Savanna Blade, she ran a virtual consent culture town hall that brought together more than 80 of her fellow engineering science students to discuss all aspects of consent and the kinds of change they would like to see within their community.

After graduation, van Beers plans to pursue the collaborative specialization in engineering education program at the master's level at �鶹��Ƶ, with research focused on the intersectionality between equity advocacy work and the fundamentals of engineering education.

“I have been a longstanding believer that diversity within the engineering field allows for better engineering progress,” she says. “I would like to continue to make a positive impact on the changing culture of engineering.”

Kim Watada

Bachelor’s degree in chemical engineering plus professional year experience co-op

Kim Watada is graduating with nearly two years of experience in sustainability consulting, research and investing already under her belt.

“There are a lot of ways you can work in sustainability, and coming from an engineering background has given me the chance to explore many different paths,” she says.

“I’ve built a cleantech startup, worked in decarbonization strategy and studied renewable energy in Iceland. With each new perspective, I’ve been able to hone where my interests lie in sustainability and climate action.”

This spring, Watada and her team – the only one from Canada – won the Emerging Markets prize at the Climate Investment Challenge, a graduate-level climate finance design competition run by Imperial College London.

All this experience will come in handy after graduation, as Watada completes an internship with the United Nations’ Circular Economy and Resource Efficiency Unit in Vienna before taking up a position in management consulting for the Boston Consulting Group.

In the future, Watada hopes to leverage her knowledge to bridge the gap between environmental need, clean technology and tangible climate action.

“The greatest skill I have learned at �鶹��Ƶ is how to be curious,” she says. “Being intrinsically open to learning new things is the key to solving problems in whatever field you choose.”

Read about all 15 of �鶹��Ƶ Engineering’s ‘grads to watch’ 2023

From machine learning to mentorship, graduate Irene Fang showed leadership during her time at �鶹��Ƶ

siddiq22 — Thu, 22 Jun 2023 17:43:55 +0000

From machine learning to mentorship, graduate Irene Fang showed leadership during her time at �鶹��Ƶ

siddiq22 Thu, 06/22/2023 - 13:43

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Irene Fang graduated with an honours bachelor of science degree, working on research that could lead to new treatments and therapies for immunocompromised patients (supplied photo)

Topic

Artificial Intelligence

Faculty of Arts & Science

Immunology

machine learning

Medical Research

Subheadline

Even while undertaking complex research, the human biology and immunology student took the time to help her peers

While studying for her honours bachelor of science degree, new University of Toronto graduate Irene Fang capitalized on opportunities both inside and outside the classroom.

Majoring in human biology and immunology in the Faculty of Arts & Science, Fang researched innovative methods in ultrasound detection driven by artificial intelligence (AI) and machine learning. She’s also working on research into cells and proteins in humans that could lead to new treatments and therapies for immunocompromised patients.

Even amid that busy schedule, Fang was determined to help others succeed. As a senior academic peer advisor with Trinity College, she was admired for her dedication to learning and the �鶹��Ƶ community.

“I want to keep giving back because I am so appreciative of the upper-year mentors I connected with, starting in first year,” Fang says. “They continue to serve as an inspiration, motivating me to further develop personal and professional skills.”

Fang spoke with Faculty of Arts & Science writer David Goldberg about what she learned during her undergraduate studies, the importance of peer support and her post-graduation plans.

Why was �鶹��Ƶ the right place for you to earn your undergraduate degree?

�鶹��Ƶ provided a plethora of academic, research and experiential learning opportunities alongside a world-class faculty to help cultivate my curiosity and consolidate my knowledge. In conjunction with an unparalleled classroom experience, I gained a real-world perspective with international considerations through the Research Opportunities Program.

I would be remiss if I didn’t also mention how extracurricular activities enhanced and enriched my university experience. The many clubs at �鶹��Ƶ helped me focus on my passions and make meaningful connections with like-minded peers who became my support network, enabling me to reach my full potential.

How is your area of study going to improve the life of the average person?

It is absolutely fascinating that AI has already revolutionized the medical field. Specifically, AI possesses the potential to aid in the classification of ultrasound images, enhancing early detection and diagnosis of internal bleeding because of injuries or hemophilia. Overall, AI may lead to more efficient care for patients, thereby improving health outcomes.

In terms of my immunology research, since the memory B cells expressing the specific receptor are dysregulated in people suffering from some autoimmune disorders and infectious diseases, a better understanding of how memory B cells are regulated could provide valuable insight into the underlying mechanisms of such diseases so we can enable scientists to develop new therapies that alleviate patients’ symptoms.

What are you hoping to do after graduation?

I aspire to pursue a career in the medical field, conduct more research and nurture my profound enthusiasm for science while interacting with a diverse group of people. I hope to devote my career to improving human health outcomes while engaging in knowledge translation to make science more accessible to everyone.

Why was working as a peer advisor at �鶹��Ƶ important to you?

I remember feeling overwhelmed as a first-year student until I reached out to my academic peer advisors. Had I not chatted with them, I would not have known about – let alone applied for – my first research program. Looking back, it opened the door to many more new, incredible possibilities and opportunities.

This experience made me realize the significance and power of mentorship, inspiring me to become an academic peer advisor. Seeing my mentees thrive and achieve their goals has made this role so rewarding – so much so that I am determined to engage in mentorship throughout my career after graduation.

What advice do you have for current and incoming students to get the most out of their �鶹��Ƶ experience?

Ask all questions – because there are no silly questions. Get involved, whether it be volunteering, partaking in work-study programs, sports or joining a club. Meeting new people and talking to strangers can be daunting, but the undergraduate career is a journey of exploration, learning and growth.

Be open-minded and don’t be afraid to try something new. Immersing yourself in distinct fields enables you to discover your interests and passions, which can lead you to an unexpected but meaningful path.

Also, be kind to yourself because failures are a normal part of the learning process – what’s important is that you take it as an opportunity to learn, grow and bolster your resilience.

And finally, although academia and work can keep you busy, remember to allocate time for self-care. Exercise, sleep and pursue hobbies because mental health is integral for success in life.

From the oil sands to politics: New grad Eli Rose aims to use his voice to empower others

siddiq22 — Tue, 20 Jun 2023 20:29:21 +0000

From the oil sands to politics: New grad Eli Rose aims to use his voice to empower others

siddiq22 Tue, 06/20/2023 - 16:29

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Eli Rose says his undergraduate experience taught him how to articulate his ideas as an advocate (photo by Shayla Anderson)

Topic

Faculty of Arts & Science

Innis College

Political Science

Student Life

Subheadline

Getting involved in student leadership helped underscore �鶹��Ƶ political science graduate's interest in building community

Eli Rose has a reputation for asking challenging questions – and he intends to continue asking them, as an advocate for those who cannot.

A longtime mentor and community organizer, Rose – a member of Innis College – graduates this week from the University of Toronto with a degree in political science.

As he leaves the undergraduate life and prepares for graduate school, Rose spoke with Faculty of Arts & Science writer Cynthia Macdonald about how his many leadership activities have prepared him for his ultimate ambition: a career in politics.

How did you come to study at the University of Toronto?

I had a full life before coming to �鶹��Ƶ, having graduated from college with a marketing diploma. I worked in the oil fields of Alberta, then went back to school for another certificate. But it was always my dream to go to �鶹��Ƶ. When my mom’s sister, to whom I was close, passed in 2018, I decided to dedicate the next part of my journey to honouring her.

You’re going to do a master’s degree in political science in the fall. Why did you decide on that field?

I have my own political aspirations, actually! Being in government has always seemed very interesting to me. I grew up in Malvern, in the northeastern part of Toronto. It’s a part of the city with many issues such as street violence and a lack of essential services. I was advocating for solutions to problems like that even before I knew that I could be an advocate professionally. I was already thinking about different ways to make life a little more just for people there, supporting communities that needed a bit more help.

But it wasn’t until I came to university that everything came together. I started to see who I am and what I wanted to do – the kind of change and impact I’d be able to create.

You’re the winner of a student leadership award and you’ve improved the student experience at your college and beyond. What initiatives did you participate in?

I first got involved with the Association of Political Science Students. That led me to get involved with the undergraduate chapter of Black Future Lawyers, where I was vice-president of finance and helped the founder recruit the rest of the board.

But where things really took off for me was when I became a student mentor at Innis College at the tail end of my second year. I helped with training and offered support. I met a lot of good people and found I was able to empower others, especially first-year students. From there, I started building relationships and worked on the Innovation Hub to help redefine the student experience.

All these experiences gave me the confidence and the courage to go after things I wanted, or even just to voice my opinion. One of my ideas was to create an identity matching system for mentors: aligning students with mentors who matched their backgrounds and interests. I was also one of the first two Black orientation coordinators and was on the working group of the Black Student Experience at Innis, making a point of ensuring that the group would be sustainable after its founders had graduated.

You seem to have a real focus on empathy, identity and the empowerment of individuals, whether at school, work or elsewhere.

I think that comes from my own experience of feeling undervalued – showing up to the workplace in a way where I’m not bringing my true self. There’s a lot of overlap between my working world and my academic world – it’s just different language.

As a young teenager growing up in my neighbourhood, I saw how power dynamics could negatively affect my friends. Now that I’ve gone through university, I’ve been able to better articulate and visualize ideas in order to find solutions.

Why have you decided to pursue a future in politics?

My senior thesis really changed me. I chose to research political career structures – in particular, how identity conditions people’s lived experiences and careers. Working on that gave me the clarity to proceed with where I’m going next.

We’re in an era of political mistrust and multiple truths – and that’s a barrier for those who might consider a career in politics. But if you really want to effect change, the political arena is the best place to do that. We elect people to represent us, and those are the people making the decisions. Why wouldn’t I want to have a seat at the table, especially to act for those who haven’t been represented?

Opening myself up to criticism will be difficult – but that’s okay, because I’m coming at public service from a space of truth and care and support. And I want to use my experiences – as a mentor, as a team lead, as a facilitator of discussions around identity – to help empower others and give them a voice. And this is the way I know how to do it.

Meet four of �鶹��Ƶ’s latest global affairs and public policy grads

siddiq22 — Mon, 19 Jun 2023 20:14:30 +0000

Meet four of �鶹��Ƶ’s latest global affairs and public policy grads

siddiq22 Mon, 06/19/2023 - 16:14

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Clockwise from top left: Munk School of Global Affairs & Public Policy graduates Joaquin Espinosa Alarcón, Sara Duodu, Vedant Puthran and Hilda-Matilda Idegwu (supplied images)

Topic

Munk School of Global Affairs & Public Policy

Faculty of Arts & Science

Graduate Students

Public Policy

Graduates from the University of Toronto’s Munk School of Global Affairs & Public Policy celebrated their convocation last week – a milestone as they look toward future careers on the international stage.

The Munk School spoke with four new graduates about what they learned in their programs and how they plan to draw on their experiences at �鶹��Ƶ as they prepare for further education and new roles in the global policy space.

Joaquin Espinosa Alarcón

Up next: Research with the Citizen Lab

Joaquin Espinosa Alarcón’s journey to the Munk School’s Master of Global Affairs (MGA) program had many stops along the way.

Born in Quito, Ecuador, Espinosa Alarcón immigrated to the U.S. after finishing high school. He completed a bachelor’s degree in economics and political science at Bates College in Lewiston, ME, before moving to Washington, D.C. and working at the World Bank under the advisor on sexual orientation and gender identity as a point of contact for Latin American countries.

“I didn't plan on doing this. But because I have been an immigrant since I was 18, I know there are geographic limitations or legal constraints as to what you can do. That experience, and my job at the World Bank, helped me realize that I am interested in global affairs,” he says.

Espinosa Alarcón’s interest in 2SLGBTQIA+ rights and gender identity informed his time in the MGA program, where he was the director of Spectrum, a student-led initiative that helps with the professional and career development of LGBTQ+ students and their allies.

This summer, Espinosa Alarcón will collaborate with the Citizen Lab team to produce a report on transgender rights, which will be presented in Costa Rica.

— Molly Gosewich

Sara Duodu

Up next: A career focused on environmental sustainability

In starting her Master of Global Affairs program at the Munk School, Sara Duodu knew she wanted to make an impact – during her studies and beyond.

She credits a combination of her coursework, capstone project and leadership in student-led initiatives – including serving as co-editor of student publication Global Conversations, director of activities for the Munk School Black Students Association and coordinator for the school’s career exploration series – for her goal to pursue a post-graduation role focused on sustainability and innovation.

Working on her capstone project, which involved developing and presenting recommendations for a more inclusive strategy to Sustainable Development Technology Canada, underscored Duodu’s interest in making ESG (Environmental, Social and Governance) a key component of her future career.

“I think there's a lot of room for working in the sustainability space and actually trying to have an impact there," she says.

— Claire Porter Robbins

Hilda-Matilda Idegwu

Up next: Taking part in the federal Recruitment of Policy Leaders program

At 16, Hilda-Matilda Idegwu came to the Munk School’s Global Ideas Institute (GII) aspiring to change the world. After moving to Canada from the U.K. 11 years ago and growing up in a priority neighbourhood in Toronto, she became interested in community advocacy.

After receiving a bachelor’s degree in international development studies from York University, Idegwu started the Diaspora Learning Centre, which provides affordable tutoring and mentorship to Black children and youth.

Founding the organization gave her the confidence to apply to the Munk School, where she has kept busy as president of the Munk School Black Students Association, handling internal relations and operations for the Public Good Initiative, contributing to the Public Policy and Governance Review and participating in the Munk School’s Anti-Racism Working Group.

Now the Master of Public Policy graduate is one of only a handful of people selected from thousands of applicants for Canada’s Recruitment of Policy Leaders program, which trains participants for a career in the federal public service.

Idegwu advises fellow graduates to remember the potential impact of their work.

“It's important to remember that we do end up changing many lives,” she says. “We have to remember to serve people with all we have, and that what we have to offer is so valuable.”

— Adrienne Harry

Vedant Puthran

Up next: Working as an analyst with the RCMP

Initially intending to become a lawyer, Vedant Puthran attended �鶹��Ƶ's Faculty of Arts & Science for his undergraduate degree in criminology with a focus on criminal justice policy before joining the Munk School.

“For me, a career in policy seemed like the better fit for my goal of helping the public, rather than pursuing a career in law,” says Puthran, a Master of Public Policy graduate whose studies at the Munk School centred around immigration.

During his two years at the Munk School, Puthran won public policy case competitions, participated in a networking trip to Ottawa and landed an internship with the RCMP, where he hopes to keep working as an analyst after graduation.

“My top advice for students and graduates is to take advantage of available resources and seek out opportunities on your own,” he says.

— Molly Gosewich

Read the grads’ full stories at the Munk School

�鶹��Ƶ Scarborough grad creates spaces where equity, mental health and music thrive

Christopher.Sorensen — Fri, 09 Jun 2023 18:34:40 +0000

�鶹��Ƶ Scarborough grad creates spaces where equity, mental health and music thrive

Christopher.Sorensen Fri, 06/09/2023 - 14:34

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New �鶹��Ƶ Scarborough graduate Delicia Raveenthrarajan is a mental health advocate, public speaker and music educator (supplied image)

Topic

Subheadline

'Star on the rise': Delicia Raveenthrarajan has won awards for her advocacy and efforts to make music accessible to all

Delicia Raveenthrarajan always loved singing and making music – until that passion waned when she was in high school.

Raveenthrarajan, who is now graduating from �鶹��Ƶ Scarborough with a bachelor of science, was recovering from surgery after transferring to a performing arts program at 16. Post-op complications and other health issues caused her to miss music rehearsals, and she was told she was "too sick to be a performer" – so she stepped away from the arts.

“There are some spaces where well-being is second priority to the quality of music. Some people think that to be excellent you have to sacrifice personal values and well-being, but that's a really ableist notion,” Raveenthrarajan says.

Even her non-musical peers were forgoing well-being in pursuit of high grades, and just as the music world seemed focused on everything Western and classical, she found mental health supports skewed the same way.

So Raveenthrarajan became a staunch activist for student mental health and culturally responsive care – she joined clubs, advocated at the G7 Summit, became a public speaker and penned an article published in Teen Vogue, landing the Governor General’s Sovereign’s Medal for Volunteers in 2016 for her work.

She eventually returned to her original high school, and when her former teacher asked her to conduct the school choir, she took up the baton. While conducting at a spring concert, she unwittingly impressed members of the leadership team at Sistema Toronto, a free after-school music program for students living in underserved communities. They offered her a job as teaching-artist-in-choir, and for the past four years, she’s led classes where well-being is the purpose – not the price – of making music.

“It’s really important that all of the students I work with are seen as whole human beings first. Their well-being takes top priority," Raveenthrarajan says.

Raveenthrarajan was a panelist at the launch of Soundlife Scarborough, a new centre for music-making at �鶹��Ƶ Scarborough that she was instrumental in developing (photo by Alexa Battler)

In warmups, Raveenthrarajan asks students to stand only if they’re able. She invites them to speak with her any time. She teaches not only how to perform pieces from a range of genres, but the social, cultural and political context behind them – classes on Indigenous music, for example, are grounded in talks about Truth and Reconciliation, and for an upcoming performance of a song about social justice, her students wrote their own final verse. She was inducted into the Scarborough Walk of Fame in 2018 by winning its Rising Star Award for her impact as an activist and educator.

Upon graduating high school, Raveenthrarajan recognized a familiar teaching approach in �鶹��Ƶ Scarborough’s music and culture program – the curriculum delves beyond Western classical music into a spectrum of genres, and balances lessons on performance with those on culture, socio-political concepts and community engagement. She double-majored in mental health studies and music and culture – programs she says are both ultimately “about the human experience.”

During her undergrad, she took part in several music and arts clubs and initiatives, and played cello in the �鶹��Ƶ Scarborough string orchestra. She also worked for years as a research assistant with the music and culture program, and helped conduct a landscape review of music programs across North America that guided the development of Soundlife Scarborough (SLS), a new centre for creating music-making opportunities on and off campus.

“She was instrumental in the creation and development of Soundlife Scarborough,” says Lynn Tucker, SLS lead and associate professor, teaching stream, in �鶹��Ƶ Scarborough's department of arts, culture and media. “I don't think we would be where we are today without her energy, insight and the work ethic she brings to the project.”

In 2019, Raveenthrarajan attended a conference of the Ontario Music Educators Association, and while she was struck by the vibrancy of the community, she noticed a Eurocentric focus on music creation and knowledge. She wrote a letter to the organization’s board and became its equity, diversity and inclusion director in her second year at university.

“A lot of the time, social justice work is trauma-centered, and it's important to address those issues – but it's also important to centre well-being and spend time intentionally building the things that move toward joy, liberation, community,” she says.

“When your identity is argued, excluded or marginalized, existing, taking up space, creating and doing the things that bring you joy are also acts of revolution. I think well-being is at the centre of that.”

This year, Raveenthrarajan was shortlisted for a Rhodes Scholarship and a Fulbright Scholarship, two of the world’s most recognized and prestigious grant programs. She’ll begin pursuing her master’s in music education at �鶹��Ƶ’s Faculty of Music in a few months, and is considering dabbling in the French horn when she's not in class.

“She's quite inspiring,” Tucker says. “She's such a bright light. Her star is definitely on the rise.”

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Soundlife Scarborough

After 12 years of study, lifelong learner John Bond graduates from �鶹��Ƶ Mississauga at 76

siddiq22 — Thu, 08 Jun 2023 17:12:54 +0000

After 12 years of study, lifelong learner John Bond graduates from �鶹��Ƶ Mississauga at 76

siddiq22 Thu, 06/08/2023 - 13:12

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John Bond – the oldest �鶹��Ƶ Mississauga graduate this spring at 76 – acknowledges the applause at Convocation Hall during his graduation ceremony (photo by Johnny Guatto)

Topic

Subheadline

Embracing the idea that "there's always something to learn," the retired engineer and travel enthusiast returned to �鶹��Ƶ for a third degree

The thing about history is, it takes a while to happen.

In John Bond’s case, about 12 years, to be exact.

During the University of Toronto Mississauga convocation ceremony on June 7, Bond graduated with a double major in history and classical civilization after a dozen years of study. At 76, Bond is the oldest �鶹��Ƶ Mississauga grad this spring – and among the oldest gradates at the university this year.

It was his third �鶹��Ƶ graduation, having picked up a degree in engineering from the St. George campus in 1968, followed by a master’s degree in applied engineering.

A career as a civil engineer for a railway company followed, where he designed and inspected bridges for almost 40 years.

“Because of that, I was always interested in structures and the civil engineering of cities,” he said. “Then, when I went to Rome and saw the aqueducts, I wanted to know more.”

An avid traveller, Bond began reading about the places he would visit, which in turn led to more travel ideas for himself and his wife of 54 years, Lynda.

“I’d always had an interest in history, and we travelled to Europe and New York and there were so many interesting ancient sites and stories,” he said. “I wanted to get more acquainted with what I was seeing.”

John Bond walks across the stage at Convocation Hall (photo by Johnny Guatto)

As his personal research expanded, Lynda – who met John at �鶹��Ƶ in the late 1960s, when she was majoring in history at Victoria College – made a suggestion.

“The advice from my wife was to ‘read with a purpose,’” he said.

And so, six years before retiring from his civil engineering job, Bond began taking courses at �鶹��Ƶ Mississauga.

“I took one or two a semester, trying to do all the reading and assignments while still working,” he said.

“It wasn’t always easy to stay focused and interested, keeping up with the studying and combining what I have to do around the house,” he added jokingly. “Always have to help in the kitchen.”

His professors say he balanced it all well.

“John has been an excellent student – diligent with his research, curious to learn new things and always interested to hear what the other students think,” said Mairi Cowan, associate professor, teaching stream, in �鶹��Ƶ Mississauga's department of historical studies.

Cowan noted that while she’s happy Bond is graduating, she’s going to miss having him in class.

“The other students and I have learned a lot from being with John in our courses,” she said. “Not only about the content of history, but also about how to approach our studies with enthusiasm and openness."

Though most of his classmates were closer in age to his two grandkids, Bond said interacting with them on campus was energizing.

“It’s great being among the young people,” he said. “They really make things interesting.”

And they enjoyed having him around as well, said Christopher Petrakos, associate professor, teaching stream, in the department of historical studies.

“The students in class seemed to gravitate towards him because of his intellect and wisdom,” Petrakos said.

“John Bond is the kind of student that every professor wants to teach – he is genuinely interested in learning, possesses an informed worldview and questions established interpretations of the past.”

Although Bond had been a �鶹��Ƶ student before, quite a few things have changed since then, he notes.

“Everything is computers now for class,” he said with a laugh. “In the ’60s, it was all handwritten. Computers then came with boxes of punch cards.”

Once Bond retired, he was able to increase both his course load and his travelling – a combination which occasionally led to serendipitous opportunities.

“I missed a few classes in order to travel,” Bond recalls. “So I have fond memories of logging on to Quercus from hotel lobby computers in London and Rome to take the required quizzes. One Classical Civilization quiz that I answered in the Rome hotel was about sites and events in Rome.”

It also gave him chances to do his homework where it meant the most.

“I read Homer's Odyssey for a Classics course while sitting on our hotel patio overlooking the blue Mediterranean on the Amalfi Coast,” he said. “That’s the way to do it.”

Inspired by his studies and armed with a list of places to see, Bond and his wife are once again ready to explore the world. But he admits he may still have some studying left in him.

“Don’t think I need another major, but there are still some classes I’d like to take,” he said.

“You should never give up – always go for more education; get as much as you can. There are always new things to learn.”

Award-winning science student – who started university at 13 – graduates from �鶹��Ƶ Scarborough

siddiq22 — Tue, 06 Jun 2023 20:33:44 +0000

Award-winning science student – who started university at 13 – graduates from �鶹��Ƶ Scarborough

siddiq22 Tue, 06/06/2023 - 16:33

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Charlotte Wargniez, 17, is a new graduate and this year's recipient of the Rose Sheinin Award, given to the highest performing woman student in science across �鶹��Ƶ’s three campuses (photo by Chai Chen)

Alexa Battler

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Convocation 2023

Physical and Environmental Sciences

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Now a sustainability advocate, Charlotte Wargniez was inspired to switch her major to environmental geoscience after taking a first-year geology course

Charlotte Wargniez’s rapid academic climb – one that will see her graduate from the University of Toronto Scarborough this month at just 17 – began the day she broke her leg.

When she was 10, Wargniez was a competitive skier with a packed schedule – eight hours on the slopes and one hour studying – until a fall left her in bed with nothing to do but learn.

She had been homeschooled all her life through virtual education – a necessity for her family as they bounced around the world every summer, spending six months travelling across the United States, India, Malaysia and Mexico, then living in ski resorts for the rest of the year.

“I got really eager to learn in that time,” says Wargniez. "My parents gave me this legacy to be open-minded to new theories, experiences, ideas and perspectives.”

Her school’s online curriculum let her go at her own pace, and within three months she had finished eighth-grade math – four grades ahead of her age bracket. She took an entrance exam to enrol in a French virtual high school and from then on completed a grade per year.

Wargniez graduated high school at age 13 and was soon enrolled at �鶹��Ƶ Scarborough for neuroscience – she’d watched her brother grow up with Epidermolysis bullosa simplex, a genetic condition that made his skin extremely fragile, and picked her program accordingly.

“It made me want to go into medicine, because I saw people like my brother and I really wanted to help them,” she says.

After studying environmental geoscience, Wargniez became a staunch proponent of sustainability (submitted photo)

Her academic goals shifted after a first-year geology course taught by Nick Eyles, former professor of geology in �鶹��Ƶ Scarborough's department of physical and environmental sciences (DPES). She says a fascination with the Earth had been brewing after visiting almost every national park in America – and the course inspired her to embrace that interest. She switched her major to environmental geoscience and never looked back.

“I’d wanted to go to medical school to help people, but then I realized how much of what’s happening in the world is about climate change,” she says. “I realized I could also help people through environmental geoscience.”

Eyles became a mentor to Wargniez, teaching several of her courses and enjoying chats during office hours.

“She’s exceptional – not just academically, but in being a competitive skier and the breadth of experience she has,” Eyles says. “It was a real pleasure to work with her. I think she’s got a fantastic future – students like her are why you teach.”

Environmentalism was the cornerstone of Wargniez's extracurricular life too – largely through Regenesis UTSC, a student group dedicated to creating and raising awareness of environmental and sustainability initiatives. She led the team as co-president to revive �鶹��Ƶ Scarborough’s free store and create a bike-sharing centre on campus – projects that won Adams Sustainability Grants from �鶹��Ƶ.

She also became vice-president of academic affairs with the Environmental and Physical Science Students’ Association, a group that works with the department to host programming, outreach, tutoring and field trips.

Wargniez says starting university so young didn’t present many challenges during her undergraduate experience. While the pandemic hit during her first year, she still made lasting friendships while living on campus and partook in research projects.

She says she did sometimes feel the need to hide her age – particularly from students when she became a teaching assistant. She notes that many of the people she connected with at university may only learn how young she is by reading articles such as this one.

Wargniez is the first and only student to graduate with �鶹��Ƶ Scarborough’s new minor in applied climatology. She was also this year’s recipient of the Rose Sheinin Award, given to the highest-performing woman student in science across �鶹��Ƶ’s three campuses, and received a DPES excellence and leadership award.

In the fall, she’ll head to the University of Oxford to pursue a master’s of science in sustainability, enterprise and the environment, a unique program examining how businesses and organizations can reach net-zero carbon emissions.

“I think she’s just the sort of person we need in the realm of policymaking for environmental problems and issues – someone who has a thorough understanding of science, how the world works, is experienced, has met a lot of people and has that discipline,” Eyles says.

As she looks to the future, Wargniez has no specific career path in mind yet, just a resolve to create change – and plans to join Oxford’s ski team.

“I want to keep my mind open to anything that will come,” she says. “I know how I want to impact this world, and whatever I find that will work best for me, I’ll take it.”

Inspired by her father’s message, Jacque/line Lavallee earns doctorate at age 79: CTV

mattimar — Tue, 15 Nov 2022 16:17:03 +0000

Inspired by her father’s message, Jacque/line Lavallee earns doctorate at age 79: CTV

mattimar Tue, 11/15/2022 - 11:17

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Jacque/line Lavallee, pictured here when she served as an Eagle Feather Bearer during spring convocation, graduated this fall with a doctorate in education from OISE (photo by Lisa Sakulensky)

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It has been a lifelong dream of Jacque/line Lavallee to receive a doctorate in education from the Ontario Institute for Studies in Education (OISE) at the University of Toronto, reports CTV National News.

The 79-year-old great-grandmother, who is Indigenous, told the news outlet that her father was her inspiration for continuing her education.

“I only knew him for a short time when I was a kid, but he always stated, ‘When you get big, when you become a woman, you need to pursue the educational field,’” said Lavallee, who is an Elder-in-residence at OISE.

Lavallee’s doctoral research focused on the importance of Anishinaabe traditional knowledge in higher education. She centered it around her own story of education and her experiences as a residential school survivor.

“The rest of the world doesn't understand what traditional knowledge is,” she said. “It's oral. It's always spoken. It's not written down on some paper. If you want to learn something, you have to go look at look for it.”

A former boxer and fitness trainer, �鶹��Ƶ grad finds his calling in academic research

Christopher.Sorensen — Thu, 10 Nov 2022 20:55:55 +0000

A former boxer and fitness trainer, �鶹��Ƶ grad finds his calling in academic research

Christopher.Sorensen Thu, 11/10/2022 - 15:55

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Kyle Farwell, pictured here with his son Logan, graduated this week with a bachelor of kinesiology degree and is already pursuing his graduate studies (photo courtesy of Kyle Farwell)

Jelena Damjanovic

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Convocation 2022

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Faculty of Kinesiology & Physical Education

Kyle Farwell devoted most of his 20s to amateur boxing, hoping to one day qualify for the Olympics.

“It consumed my life,” he says. “It was all about getting in the boxing gym before work, after work, on the weekends.”

He qualified for the Commonwealth Games, but eventually decided not to pursue a boxing career further. Instead, he turned to personal training, which occupied the next 13 years of his life – and ultimately led him to study kinesiology at the University of Toronto.

“I was still working as a certified personal trainer full time when I started my undergraduate degree,” says Farwell, who graduated this week from the Faculty of Kinesiology & Physical Education (KPE).

He says wanted to learn more about the knowledge and research that underpinned his industry.

“I worked really hard to be good at my job and felt rewarded when my input was required to assess clients and train new staff, but I always wondered, ‘Why are we doing things this way?' For example, if somebody’s knee goes, how do we know that it’s this muscle that’s failing, that we need to strengthen? The fitness industry can sometimes speak in absolutes.”

On top of having an inquisitive mind, Farwell had personal reasons for going back to school. After undergoing back surgery several years ago, he decided working in a gym wasn’t helping his recovery. He also had a young family to think about: a wife and son.

“Coincidentally, the Ontario government was starting to supplement OSAP (Ontario Student Assistance Program) with more grants towards mature students,” Farwell says. “I didn't want to ask myself later in life – or have my son ask me – ‘What were you doing when they were giving away free education?’ I wanted to have a good answer for that.”

So, he applied to kinesiology at �鶹��Ƶ and never looked back – even applying to do research over the summer months.

“I had such a great time in my first year that I didn't want to just take two months off or work over the summer,” he says. “I knew I would miss being on campus, so I jumped at the opportunity to apply for undergraduate research.”

He worked with Associate Professor Katherine Tamminen from KPE’s Sport and Performance Psychology lab to explore athletes’ emotional responses to injury. Not only could Farwell personally relate to the research, he says he was soon “hooked on it” and credits Tamminen for helping to launch his academic research career. “I love running into Professor Tamminen and telling her that when I see her,” he says.

Another highlight: a cadaver anatomy dissection project with Assistant Professor David Frost that was co-supervised by Associate Professor Judi Laprade from �鶹��Ƶ’s Temerty Faculty of Medicine, KPE Assistant Professor Timothy Burkhart and Tyson Beach, now a lecturer in biomechanics at the University of Waterloo.

“That was an incredible experience,” says Farwell. “I was literally working with spines every day. There was so much to take in.”

(Image via University of Toronto)

Beyond his coursework and research, Farwell has fond memories the three years he spent living in Student Family Housing on Charles Street.

“It was such a cool time in our life,” he says. “My son Logan had daycare across the hall from one of my classes, so I’d bring him to daycare and then just walk across the hall to my class and everybody got to meet him and talk to him and give him high fives.”

The only challenge during his studies was time, “but there’s nothing unique to that,” he says. “It was hard to balance everything, but the [KPE] offers tremendous resources – you just have to use them.”

His advice to students coming behind him? “Do ordinary things really well. There’s nothing unique to me, but what I did well is I showed up to every class. I don't think I missed a class in undergrad. I sat in the front row. I asked questions when I had them. I didn't care what people thought of me, even though everybody was great. I did the readings. Anybody can do that.

“This is a good program and everybody worked hard to get here, so don't take your foot off the gas now that you’re here.”

Farwell certainly didn’t. He’s already working on a master’s degree in kinesiology with Frost as his supervisor.

“I’m loving it,” he says. “Because of the research I did in my undergrad, I already have some data to back up some of the things that I plan to investigate for my master thesis – specifically, how certain constraints affect different movement features in an individual.

“I love the research process, but my real interest is in applying that knowledge to the general population in a meaningful way.”

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�鶹��Ƶ Scarborough grad creates spaces where equity, mental health and music thrive

After 12 years of study, lifelong learner John Bond graduates from �鶹��Ƶ Mississauga at 76

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Inspired by her father’s message, Jacque/line Lavallee earns doctorate at age 79: CTV

Read more at CTV News

Read more about Jacque/line Lavallee

A former boxer and fitness trainer, �鶹��Ƶ grad finds his calling in academic research