Convocation 2019

'In this work to move forward in a good way': �鶹��Ƶ grad focused on improving Indigenous public health

Christopher.Sorensen — Fri, 22 Nov 2019 20:01:43 +0000

'In this work to move forward in a good way': �鶹��Ƶ grad focused on improving Indigenous public health

Christopher.Sorensen Fri, 11/22/2019 - 15:01

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Maureen Gustafson recently graduated from �鶹��Ƶ with a master's degree in public health (all photos courtesy of Maureen Gustafson)

Françoise Makanda

Topic

Our Community

Convocation 2019

Waakebiness-Bryce Institute for Indigenous Health

Dalla Lana School of Public Health

Indigenous

Maureen Gustafson walked towards the stage at her University of Toronto convocation wearing the moccasins her mother gave her the day before.

“I was really excited to wear them because, for a lot of people, moccasins are a symbol of Indigenous cultures,” says Gustafson, who recently graduated with a master’s degree in public health, health promotion and Indigenous health.

“It made me feel really proud of who I am and where I come from, and I think that’s important.”

Indigenous Peoples who pursue higher education experience barriers, Gustafson says. Her mom didn’t finish high school. She lived on her own at 15 years old.

“My mom was living on her own to cope with the impacts that colonization had on her family. At my age, post-secondary was not an option for her. She was just trying to get by,” Gustafson says.

“She did end up going back to school later in life, and has since obtained a number of degrees including her master’s of education. She’s been an amazing role model for me and knowing what she went through made my experience that much more meaningful.”

Gustafson, a member of Couchiching First Nation, has Ojibwe and settler ancestry. She was born and raised in Fort Frances, Ont. She took part in the Indigenous Collaborative Program based at the Dalla Lana School of Public Health, an experience she says reaffirmed her commitment to improving Indigenous health.

Gustafson’s journey has been one of acceptance of the adversity she faced during her studies, in society and from within.

“I realized in the last five or six years that I wasn’t always open about my Indigenous roots because of the racism that I encountered growing up,” she says.

She vividly remembers when classmates skipped the yearly powwow because their parents didn’t think it was important to go. She would hear the offhand comments, “‘Oh well, we will just keep you out of school that day because you don’t need to go to that,’” she recalls.

Along with her Indigenous roots, Gustafson has settler ancestry. She believes it has shielded her from the overt racism her peers might have faced. But she also heard things not meant for her ears.

“I didn’t realize that it was wrong, and that I was internalizing some of it. I think part of me was trying to protect myself. I didn’t talk about it or say ‘Well, actually, I am Indigenous.’”

Her confidence would strengthen as she grew older. She describes a trip to New Zealand in her last year of her undergraduate degree at McMaster University as a pivotal point in the journey. As part of a knowledge exchange, she, along with other Indigenous youth, stayed with a Māori family. The Māori are Indigenous to the land. On her trip, she received her acceptance letter from Dalla Lana.

“We were all reflecting and thinking about our shared experiences as Indigenous youth from opposite ends of the world. That impacted the way I reacted to the acceptance.”

Once admitted, Gustafson jumped into her studies and the concentration in Indigenous health. She met other Indigenous students, guest speakers and notably, the administrative team and concentration’s program leads at the Waakebiness-Bryce Institute for Indigenous Health, who made her feel at home.

She completed two practicums. One at the Well Living House at Unity Health Toronto, and a second that sent her all the way to Australia, where she worked at the Australian National University. She supported Mayi Kuwayu: The National Study of Aboriginal & Torres Strait Islander Wellbeing.

It’s there that she came to understand the broader meaning of the word “Indigenous.” Her practicum and studies have helped her reaffirm what she already knew: “As Indigenous people, we already know the issues we’re facing – we don’t need researchers or the media to tell us. We should focus on our strengths and build off the capacity that already exists within our communities.”

“There are ways we can incorporate Indigenous ways of knowing, doing and being in this work to move forward in a good way,” she adds.

While working with Canadian and Australian Indigenous researchers, she learned to frame the discourse around improvements rather than gaps, and to compare health outcomes against non-Indigenous populations sparingly.

“There’s a lot of talk about the deficits and the problems that we’re facing. It’s important to acknowledge them, but if that’s all we're talking about, what kind of message are we sending to our people and especially to our youth? There needs to be a balance.”

Although her connection to her roots has been strengthened, her peers and �鶹��Ƶ faculty could do more to acknowledge the impact of systemic racism, she says. Gustafson saw how Indigenous people were represented in academia. She saw the workload Indigenous professors did to maintain the institute’s presence and to support Indigenous students. She also noticed her peers’ attitude during a condensed lecture on Indigenous health history.

“You heard a few people saying ‘We can’t focus on the past,’” Gustafson says. “It’s a common thing to hear, but that was hard, and it definitely influenced how I moved through the program.”

It does not deter her from her commitment to Indigenous health. She has already landed a job at the Thunder Bay District Health Unit as a health promotion planner in Indigenous engagement.

“I can’t see myself working in any other field,” she says. “I’m open to what the future holds, but I think it will always be Indigenous health and public health. It’s my passion.”

�鶹��Ƶ grad recreates 31-year-old photo from her first graduation

Christopher.Sorensen — Mon, 18 Nov 2019 15:07:19 +0000

�鶹��Ƶ grad recreates 31-year-old photo from her first graduation

Christopher.Sorensen Mon, 11/18/2019 - 10:07

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Then and now: Unnati Patel and her family (left) during convocation at �鶹��Ƶ when she graduated in 1988; and (right) recreating her graduation photo in November after earning a degree in philosophy at �鶹��Ƶ Mississauga (photos courtesy of Unnati Patel)

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Faculty of Applied Science & Engineering

Undergraduate Students

Four years ago, Unnati Patel stepped away from a decades-long engineering career and returned to her alma mater to rekindle her dream of studying humanities. She and her family celebrated that labour of love by recreating the photos from her first graduation at the University of Toronto 31 years ago.

Earlier this month, Patel graduated with a degree in philosophy from the �鶹��Ƶ Mississauga. It is her second degree from �鶹��Ƶ following a successful career as an engineer, much of it in leadership roles with multinational corporations in aerospace, high-technology and manufacturing.

After 25 years in her chosen field, Patel decided to check off an item on her bucket list. Using her retirement savings, she went back to university.

“I closed my eyes and jumped in with both feet,” she says of putting her career on hold at the age of 50, proving it’s never too late to follow your dreams.

That leap of faith proved to be deeply rewarding for Patel, who “fell in love with philosophy.”

The first time Patel donned a cap and gown at �鶹��Ƶ was in 1988 when she received a bachelor's degree in applied science in electrical engineering. At the time, she was joined by her mother, father and then four-year-old nephew for some family photos. Her sister was the one behind the camera capturing the happy day.

Those original graduation photos still sit in the family rooms of her relatives.

Unnati Patel with her mother, Indu, in 1988 (left) and in November (right): Her mother dressed in the same sari she wore to her daughter’s first graduation (photo courtesy of Unnati Patel)

It was time for an updated photo. Patel asked her family if they would help recreate a fondly remembered time from the past. They readily agreed.

The road toward recapturing that special memory, however, turned into an emotional journey.

Patel’s father, Kanti, was admitted to hospital with a brain injury while she was still working toward her degree. He died on March 9.

Within an hour of “letting him go,” Patel was sitting by her father’s bedside with family when she received a message that she was accepted into the graduate program at �鶹��Ƶ.

“Everyone around the bed said, ‘Go for it,’” Patel recalls. But having planned to graduate in 2020 given all that had been happening in her personal life, she was two credits shy of finishing her undergraduate degree, which she would need to complete before starting graduate studies.

With support from family and �鶹��Ƶ staff and faculty, Patel studied throughout the summer so she could complete the necessary course work by August, allowing her to start graduate school.

When November convocation came, she asked her family if they still wanted to recreate the photo they had planned. They assured her they did.

Patel’s mother, Indu, dressed in the same sari she wore to her daughter’s first graduation in 1988. Anup, her now-adult nephew, found a pair of red suspenders on Amazon and managed to duplicate the outfit he wore when he was a young boy. Patel’s sister, Prerana, handed the camera to another person and stood in for their father, holding his picture.

Coming together and recapturing that moment was “bittersweet” for Patel.

It was the first time her mother wore colour since saying goodbye to her husband of 65 years. Patel says her mother was “beaming” and it was nice to see her laughing that day.

“It turned out really well,” Patel says of duplicating her old graduation photo. “Needless to say, we're all older, wrinklier, greyer, bigger … but [we] celebrated this milestone nonetheless.”

Patel is now working toward her master's degree in philosophy at �鶹��Ƶ.

Jumping for joy: 12 of our favourite photos from this year's fall convocation

davidlee1 — Fri, 08 Nov 2019 14:59:54 +0000

Jumping for joy: 12 of our favourite photos from this year's fall convocation

davidlee1 Fri, 11/08/2019 - 09:59

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�鶹��Ƶ graduates perform for the cameras following convocation ceremonies on the St. George campus (photo by Nick Iwanyshyn)

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The changing leaves served as a appropriate backdrop for fall convocation as graduates from the University of Toronto embark on the next chapter of their lives after accepting their degrees at Convocation Hall.

About 3,500 students attended the ceremonies this fall, along with friends and family.

Check out some of the highlights as captured through the lenses of �鶹��Ƶ News photographers.

(photo by Nick Iwanyshyn)

Convocation marks the end of an era in one’s studies, but the friendships made in university can last a lifetime. Here, a group of very recent graduates pose for a picture outside Convocation Hall.

(photo by Lisa Sakulensky)

Wearing his blue and white robe, �鶹��Ƶ President Meric Gertler makes his way to Convocation Hall.

(photo by Nick Iwanyshyn)

Many graduating students posed for a memorable photo inside a giant frame set up on Front Campus, with a picturesque view of University College as a backdrop.

(photo by Lisa Sakulensky)

Lee Maracle, a critically acclaimed Sto:lo author and instructor in Indigenous Studies and at �鶹��Ƶ’s First Nations House, addresses graduating students in Convocation Hall. Maracle was part of an all-female lineup of convocation speakers.

(photo by Nick Iwanyshyn)

Un-bear-ably cute. A graduate poses for a photo on Front Campus.

(photo by Nick Iwanyshyn)

No filter needed: A graduating student takes a quick selfie before entering Convocation Hall.

(photo by Lisa Sakulensky)

�鶹��Ƶ Chancellor Rose Patten shakes the hand of a graduating student during a ceremony in Convocation Hall.

(photo by Nick Iwanyshyn)

There's always time for hugs at convocation.

(photo by Lisa Sakulensky)

A graduating student waves to her fans during a ceremony inside Convocation Hall.

(photo by Lisa Sakulensky)

After years of studying, it's finally here! A graduate walks in front of Convocation Hall with flowers in hand.

(photo by Lisa Sakulensky)

A round of applause for all graduating students!

'Anything is possible through passion, perseverance and hard work,' says athlete and �鶹��Ƶ grad

Christopher.Sorensen — Fri, 08 Nov 2019 13:36:59 +0000

'Anything is possible through passion, perseverance and hard work,' says athlete and �鶹��Ƶ grad

Christopher.Sorensen Fri, 11/08/2019 - 08:36

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Erica Gavel, who graduated this week, became a wheelchair athlete in basketball after tearing the articular cartilage off of her femur and tibia. She doesn't use the wheelchair in her daily life (photo courtesy of Erica Gavel)

Jelena Damjanovic

Topic

Our Community

Convocation 2019

Faculty of Kinesiology & Physical Education

Graduate Students

Olympics

Undergraduate Students

For Erica Gavel, earning a master's degree in exercise science at the University of Toronto’s Faculty of Kinesiology & Physical Education (KPE) was a labour of love that could end up helping her when she takes part in the 2020 Paralympic Games in Tokyo.

Gavel's research focused on environmental physiology and the 2020 Tokyo Olympic Summer Games. For her project, which was a collaboration between �鶹��Ƶ, the Canadian Sport Institute Ontario and Ontario Tech University, she researched and developed a method that could potentially help athletes at the Games deal with hot weather conditions.

“While we were going through the literature, my committee and I came across the menthol mouth rinse,” says Gavel. “Essentially, menthol increases activity among the reward centres of the brain and has been shown to translate to an increase in motor output or performance.”

Menthol mouth rinsing has only been used by men, so Gavel and the team of researchers decided to try it with women.

“From an athlete standpoint, this was palatable as menthol can be purchased from the local supermarket, it’s low in cost and easy to transport,” says Gavel.

“From there, we replicated the 2020 Tokyo Olympic environmental conditions of 30 degrees C, 70 per cent relative humidity and 12 km/h wind speed and used the Olympic time trial distance for females, which is 30 km. Our research showed a 2.3 per cent increase of performance, which is huge from an Olympic placing standpoint— the difference between first and fourth place is 0.88 per cent and the difference between first and eighth place is 2.5 per cent.”

Earlier this year, Gavel was recognized with the Own the Podium Dr. Gordon Sleivert Young Investigator Award, given to students committed to performance sciences, research and innovation.

Her research will benefit her personally when she travels to Tokyo for the 2020 Paralympic Games as part of Team Canada’s women’s wheelchair basketball team. She used to play basketball with the University of Saskatchewan Huskies, but suffered a career-ending injury when she tore the articular cartilage off of her femur and tibia.

“Luckily, my university coach Lisa Thomaidis was also one of the coaches on the Olympic team. It’s a little ironic, but I actually called her about my knee while she was coaching at the 2012 London Olympic Games. When she came back, she and a sport scientist, Bruce Craven, encouraged me to get involved with wheelchair basketball. Initially, I thought they were crazy, but we stuck with the process and I made the team.”

Erica Gavel poses with her teammates after qualifying for the 2020 Tokyo Paralympic Games (photo courtesy of Erica Gavel)

Gavel credits Heather Logan-Sprenger, an assistant professor at the Ontario Tech University and a member of her thesis committee, for showing her the tricks of travelling the world and hitting deadlines.

“She was the best role model and mentor that I could ever ask for,” she says of Logan-Sprenger, who earned her PhD while competing on both the national hockey and cycling teams.

“Professor Scott Thomas, my supervisor at KPE, Professor [and Dean] Ira Jacobs, who was a member of my committee, and Michael Frogley, my basketball coach, have also been the most amazing when it comes to accommodating my training and academics. I am so grateful for all of them.”

Gavel is also thankful for the mentorship she received from KPE Assistant Professor Jenna Gillen, who helped her with the research process and was always available to answer questions.

“All of them have inspired me to pursue research and to believe that, just like in sport, anything is possible through passion, perseverance and hard work.”

Gavel will next pursue a PhD at the Ontario Tech University and the Canadian Sport Institute Ontario.

“It’s pretty funny, but the idea behind my PhD project came from a class assignment I did for Professor Jacob,” she says. “Essentially, we’re working with an engineer in the development of an ergogenic aid for Paralympic athletes.”

Sadiya Abdulrabba has always been fascinated with the human body and its mechanisms. That passion led her to an undergraduate degree in kinesiology at �鶹��Ƶ. She graduated this week and will now pursue a master’s degree in motor control with KPE Associate Professor Luc Tremblay.

“I’ve always been interested in how humans interact with the environment, as well as how we use sensory information in our environment to optimize movement,” says Abdulrabba.

During her undergraduate studies, she took part in two summer exchange programs – one in Hong Kong at the Chinese University of Hong Kong (CUHK) and the other at KOC University in Turkey. She describes those experiences as enlightening, both academically and personally.

Still, her fondest memories are centred around the friends she made in the kinesiology program.

“From outdoor projects to study jams at the library, it was my friends and the collegial atmosphere at this faculty that made my experience in this program so memorable,” she says.

She made her best friends in the ODP100, a mandatory camping trip a week before frosh week.

“The small size of the program allowed for greater intimacy among the students, so while we were in the cabins and doing activities, such as canoeing, mountain biking, etc., we had the opportunity to form greater collegiality,” says Abdulrabba.

“Most of the courses in the first two years of kinesiology are pre-planned, so we would often be in the same lecture hall and then head to Robarts Library to get some work done.

“We helped each other cope academically, as well as mentally.”

'Representing disability for what it is': �鶹��Ƶ grad Chandler Fitzpatrick on overcoming obstacles, building community

Christopher.Sorensen — Fri, 08 Nov 2019 13:34:27 +0000

'Representing disability for what it is': �鶹��Ƶ grad Chandler Fitzpatrick on overcoming obstacles, building community

Christopher.Sorensen Fri, 11/08/2019 - 08:34

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A member of Woodsworth College, Chandler Fitzpatrick was awarded the Brookfield Peter F. Bronfman Gold Scholarship for demonstrating leadership, community involvement and high academic achievement (photo by Diana Tyszko)

Topic

Faculty of Arts & Science

New College

Women and Gender Studies

Woodsworth College

Chandler Fitzpatrick came to the University of Toronto as an undergraduate student in the Faculty of Arts & Science through a college-to-university transfer program.

In addition to graduating with a major in equity studies and a specialist in women and gender studies, Fitzpatrick has been involved in a variety of extracurricular roles, including vice-president, finance in the Equity Studies Student Union (ESSU) and as a member of the Arts & Science Student Union's Budget Review Committee. A member of Woodsworth College, Fitzpatrick was awarded the Brookfield Peter F. Bronfman Gold Scholarship for demonstrating leadership, community involvement and high academic achievement.

Fitzpatrick has been open about their struggles with various disabilities, and speaks about navigating the university landscape, seeking support and the importance of finding a community of like-minded people.

What have been your most memorable experiences at �鶹��Ƶ?

I was supposed to graduate last spring, but I started taking a new medication because I live with disabilities, and it prevented me from completing my work within the university’s timelines. So, I had to go through the petition process.

That was memorable because I never thought I would find myself in that position. I was really lost and confused.

One much more positive memory was winning the Brookfield Bronfman Gold Scholarship. It completely changed my situation. The recognition for the hard work I've put in and receiving financial aid when I needed it were key.

Tell us a little bit about what you're planning for the future.

I started to pursue the American Sign Language and Deaf studies program at George Brown College this year, but I'm withdrawing because, like a lot of other students, I have misunderstood or undiagnosed disabilities which sometimes prevent me from navigating environments in ways that allow me to meet my goals. But I'm hopeful that I’ll be able to take the program again.

Otherwise, I'm very interested in grad school. Overall, I hope to use my experiences to work towards increasing access to post-secondary education for students of all backgrounds and walks of life.

What makes you so passionate about equity and disability studies?

I'm always in favour of representing disability for what it is rather than hiding it. That’s why I talk openly about it.

I move through the world observing people's behaviour and learning how to interact with them. And equity studies also does just that: We study what is happening with people in a certain space or context. Often, that’s about how power functions and what people in power decide for those who aren't in power.

Part of what I love about equity studies is the idea that everybody can have opportunities in a world that can be really difficult. It's so validating to study and participate in that.

These programs really gave me a language to interact with the world and fight injustice and oppression. It's cool to be involved in building change. Sometimes it’s really difficult, but it gives me hope.

Tell us a bit about your experiences living and studying in Toronto.

I'm from the Newmarket/Aurora area, and the biggest thing for me was the difference between being queer inside and outside of Toronto. My partner and I were the only openly queer couple in our Catholic high school and moving to Toronto liberated me completely. I could hold my partner's hand in public without feeling nervous. I found lots of other queer folks here.

What about your involvement with the Equity Studies Student Union?

My involvement in the ESSU gave me a lot of energy. There was so much openness and space to discuss and work through a lot of things we were finding on campus that were difficult.

I also incorporated my work with ESSU into a project for Professor Michelle Murphy's course, “Toxic Worlds, Decolonial Futures.” The idea is that we don't have to leave this campus to talk about equity or decolonization. There's so much to know and change about this institution.

What has it been like to seek support services on campus? What advice would you give to other students going through a similar experience?

I've had different challenges as a student: academic ones, disability-related challenges, financial struggles. Once I started to seek support – like workshops, engagement programming, financial assistance – it gave me opportunities without which I would’ve floundered unnecessarily.

I went through the Blueprint Program – now known as Starting Point – to get to know the campus and its resources. I had a transfer adviser through the diploma-to-degree program who helped me get settled and made sure things were on track. And I got a lot of help with decision-making from my college registrar.

If a student doesn’t do well, they’ll sometimes assume there's something wrong with them. And that is not the case at all.

Finally, it’s been really useful to access writing support. At New College there are writing sessions, retreats and the Caribbean, African and Equity Studies Writing Group. That became a place for me to go and do some work around some really wonderful people.

One of the best parts of getting involved in support systems is that if you keep going back, you end up seeing the same folks. They become your team.

Do you have any words of advice for current or prospective �鶹��Ƶ students?

I think a lot of students entering post-secondary studies feel pressured into pursuing certain things or completing their studies in a certain way. I would encourage students to think carefully about what they take on. Be aware from the outset that things can get stressful.

Also, it can at times feel lonely and isolating trying to get through your degree. There are things we can do about that. If students can honour who they are instead of punishing themselves, that can be so beneficial.

Campus involvement hugely benefited my personal wellbeing. I really urge students who have the capacity to involve themselves in student activism. Learn as much as possible about how the university functions – the history, dates and deadlines, restrictions, procedures, services – and then find a community of people that will fight with you for what you need. For example, the awards officer at Woodsworth helped me access thousands of dollars of financial support, on multiple occasions, which really improved my well-being and academic capacity.

Finally, communicate to the best of your ability with your college registrar and professors if you’re experiencing problems. It can feel like the end of the world, but if you say, “I'm struggling, is there a way I can get an extension?” – they might just say yes.

'I went out and started my own thing': �鶹��Ƶ grad on his decision to build a cryptocurrency-focused startup

Christopher.Sorensen — Thu, 07 Nov 2019 13:56:19 +0000

'I went out and started my own thing': �鶹��Ƶ grad on his decision to build a cryptocurrency-focused startup

Christopher.Sorensen Thu, 11/07/2019 - 08:56

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Christian Cordero completed three co-op terms and founded a web-based company that teaches users about cyptocurrency mining while completing a bachelor's degree in business administration at �鶹��Ƶ Scarborough (photo by Andy King)

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Christian Cordero, who graduates this week with a bachelor’s degree in business administration from the University of Toronto Scarborough, is someone who gets things done.

So, it should come as little surprise to anyone who knows him that, during his undergraduate career, he participated in three co-op terms and, during his third year, collaborated in an online business that is already making modest profits.

“I learned a lot of theory in class, but I wanted to apply it – so I went out and started my own thing,” Cordero says.

That “thing” is www.febbit.com, a website that teaches users about cryptocurrency mining via a videogame that illustrates the process. Players earn cryptocurrency rewards as they progress, an incentive to keep returning to the site. “It’s such a new industry and I latched onto it,” Cordero says.

Cordero’s path to becoming an entrepreneur began reading and researching about cryptocurrency technology and investing some of his own money. During his fourth year at �鶹��Ƶ Scarborough, he completed a co-op term with TD Bank’s blockchain group. The experience gave Cordero the confidence to look for opportunities in the world of cryptocurrency. Before long he was assisting clients in the industry.

A soccer pal connected Cordero to �鶹��Ƶ alumnus Paul Bursu, who also had an interest in cryptocurrency. Together, they and two partners began to build the Febbit concept with the support of �鶹��Ƶ Scarborough’s Hub accelerator, one of several entrepreneurship hubs on campus. The site now boasts an online community of more than 200,000 registered users. While the business doesn’t earn enough to support any of its founders, it has nevertheless provided them with valuable experience. It also gave Cordero the opportunity to mentor a student intern.

“It’s not something I would have imagined doing as an undergraduate,” Cordero says.

In addition to his stint with TD’s blockchain group, Cordero completed two other co-op terms during his time at �鶹��Ƶ Scarborough: one in sales for a moving company, which gave him valuable insights into how a business is run; and he spent a term in TD Bank’s digital channels group.

“When I was younger, I used to read John Grisham legal suspense novels and had a romantic idea about becoming a lawyer,” says Cordero, “but ... as I grew up, I looked at my skills and realized I had a knack for business. I learned to capitalize on my strengths and would advise other students to learn to do the same. I found that, whatever my weaknesses, I’d have a team behind me to compensate.”

He hopes to inspire other students to pursue their entrepreneurial dreams.

“If I could do this as a third-year university student and make a small profit, others can, too,” Cordero says. “It’s cool to try. Don’t worry about what others think and don’t be afraid to make the jump. Now is a good time to try these things – when you don’t have a lot of financial responsibilities.”

After convocation, Cordero plans to look for full-time job opportunities in the business world to supplement the income he gets from Febbit.

“You have to put yourself out there,” Cordero says. “You need to be comfortable with yourself, friendly, empathetic and kind – people recognize that. It’s all about being genuine.”

Social Work's Indigenous trauma and resiliency program focuses on the personal and professional

noreen.rasbach — Thu, 07 Nov 2019 05:00:00 +0000

Social Work's Indigenous trauma and resiliency program focuses on the personal and professional

noreen.rasbach Thu, 11/07/2019 - 00:00

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“One thing I learned is to reflect upon how we're taking care of ourselves as people moving through the program on this journey, and that I need to consider myself as part of the community I'm taking care of,” says Julie Blair (photo by Nick Iwanyshyn)

Peter Boisseau

Topic

City & Culture

Convocation 2019

Factor-Inwentash Faculty of Social Work

Graduate Students

Indigenous

When Julie Blair returned to school in 2013 as a mature student after nearly 20 years, she had no idea what a profound journey she had started.

As she prepares to formally receive her Master of Social Work degree from the Indigenous trauma and resiliency program (MSW-ITR) at convocation on Thursday, Blair has not only carved out a personal legacy but left an imprint on the university itself.

Blair’s personal legacy includes being part of the second cohort in a groundbreaking master’s program, earning a previous undergraduate degree in Indigenous studies with a 3.9 GPA, winning the President’s Award for Outstanding Indigenous Student of the Year, and being the first Indigenous student to receive the Brookfield Peter F. Bronfman Gold Scholarship from Woodsworth College. She also helped organize the first powwow at �鶹��Ƶ in 20 years in 2017, establishing a tradition that has continued since then.

�鶹��Ƶ graduate Dede Akolo, a writer and poet, on why it's 'important to find a community'

Christopher.Sorensen — Wed, 06 Nov 2019 13:43:50 +0000

�鶹��Ƶ graduate Dede Akolo, a writer and poet, on why it's 'important to find a community'

Christopher.Sorensen Wed, 11/06/2019 - 08:43

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Dede Akolo, who is graduating with a double major in equity studies and literature and critical theory, poses with their 2019 Gordon Cressy Student Leadership Award (photo courtesy of University of Toronto)

Topic

Faculty of Arts & Science

Originally from Vancouver, Dede Akolo graduated from the University of Toronto this week with a double major in equity studies and literature and critical theory. A member of University College, Akolo was also the recipient of a 2019 Gordon Cressy Student Leadership Award and editor-in-chief of the University College newspaper The Gargoyle.

Akolo is also an avid writer, with a particular interest in composing and performing poetry.

“University College has open mics every month and I used to perform readings there all the time,” Akolo says.

We spoke to Akolo about their experiences at �鶹��Ƶ, plans for the future and the importance of finding one’s community – in school and in life.

What has been your most memorable experience at �鶹��Ƶ?

I think it was my first year and everyone I met while living in residence. Moving across the country from Vancouver, Toronto was so different in so many ways. So, I think having a good foundation of relationships was important.

In my second year, I befriended some [senior] people as a younger student, and then when I became a fourth- and fifth-year student, I started mentoring younger people myself, through The Gargoyle and as a don in residence.

Tell us a little bit about your major in equity studies and what your plans are after graduation.

It was really cool to see a lot of mature students in equity studies – people who worked in the field, in non-profits and with certain communities. It’s very interdisciplinary in that way. There are so many people coming from different backgrounds.

I know I want to do something of service to people. I think I want to go to graduate school, but I don't know yet. I'm taking this year off and applying to schools for next fall.

My family is still in Vancouver and I do miss them. I have a lot of roots and a really huge support system there, but I also have a community here, so I think I’d like to stay in Toronto and figure out how to build my roots here. While I love Vancouver, it doesn't have the same opportunities that I'm looking for as Toronto does, such as in the arts or non-profit worlds.

Toronto is a very diverse city. What has your experience living and studying here been like?

Toronto’s different from Vancouver in a lot of ways. In Toronto, people walk faster, they’ve got places to be. The transit system works so differently. Toronto’s just bigger and faster and has more concrete!

Also, while I wouldn't call myself an activist necessarily, it definitely comes into the kind of work that I want to do – for social justice and for the betterment of people. And there’s a real hub for that in Toronto, as well as such a history of really amazing social movements because of the city’s diversity. And from within Toronto, you can make big connections to all across the world.

How did you develop your interest in writing? What role does writing play in your life, and what do you hope to keep doing with writing?

I got interested in writing at a very early age, so I've been writing for a really long time. My parents really believed in making us into citizens of the world, so they put us in a lot of arts programs and we did a lot of travel. So, when I was a kid, they really encouraged my writing.

Writing has been an expressive creative outlet for me. It’s a way to put my thoughts into imagery and make them more concrete. It plays a huge part in how I process emotions and it’s a way for me to express my views on the world.

Writing is actually a big part of why I want to stay in Toronto. The writing community here is really beautiful and blossoming. University College has open mics every month and I used to perform readings there all the time.

As editor-in-chief of The Gargoyle, there was actually a lot of office stuff to do as opposed to writing – like payments, budgeting, managing people, making sure that editors were doing things on time.

If you had any pieces of advice for younger students, what would it be for them to get the most out of their �鶹��Ƶ experience?

It’s important to find a community. Find the people who can help you with advocating for yourself. You have to know your rights as a student.

Mental health is important. I personally had good experiences with some of the services that I’ve sought, but that’s not the case for everyone. I want people to know that while there are systems that feel like they bog you down, there are also communities and people in place that want to change those systems and want to do so much good.

Mental health ties into things like financial security, housing security and accessibility, so organizing a community around yourself is so important for dealing with those things. You'll find a community if you look.

I also think it’s important to be purposeful with the people you want to see, the things they say and do, and the communities that you want to be a part of – in order to create the goodness that you want to put out into the world.

Organizing with students around issues that are meaningful to you can give you a sense of agency in an atmosphere like a big university that can sometimes be isolating.

It’s so much more fruitful to build a community that is purposeful.

How a master's degree in biomedical communications helped this �鶹��Ƶ grad give back (video)

geoff.vendeville — Tue, 05 Nov 2019 19:00:00 +0000

How a master's degree in biomedical communications helped this �鶹��Ƶ grad give back (video) geoff.vendeville Tue, 11/05/2019 - 14:00

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Our Community

Biomedical Communications

When he came to the University of Toronto to study biomedical communications, Alexander Young says he had a foot in two worlds.

He became part of the university community while also maintaining his connection to his Métis culture and heritage.

Young, who graduates on Nov. 6, says his lessons in biomedical communications at �鶹��Ƶ Mississauga gave him the practical skills he will need to jumpstart his career. Young’s portfolio includes magazine covers for the likes of Scientific American and 3D modelling, animation and user-experience projects.

But Young also realized that he could use the same skills he honed in university to give back to his community.

“I’ve had the opportunity to use the design skills and artistic skills that I have to communicate Indigenous language, Indigenenous initiatives both at �鶹��Ƶ and in the city,” he says.

“It’s been an interesting realization that I might’ve specialized in this sort of niche field,” he adds, “but the skills that I’m learning are still applicable to broader communications and can still be used to benefit a broader community as well.”

Watch the video

�鶹��Ƶ Faculty of Dentistry graduate to continue research as university professor

Christopher.Sorensen — Tue, 05 Nov 2019 14:34:33 +0000

�鶹��Ƶ Faculty of Dentistry graduate to continue research as university professor

Christopher.Sorensen Tue, 11/05/2019 - 09:34

Cutline

Trevor Thang, who graduated this week from the Faculty of Dentistry's oral and maxillofacial radiology program, recently began a job as an assistant professor at Western University (photo by Jeff Comber)

Topic

He’s graduating with the University of Toronto’s fall class of 2019, but Trevor Thang is very happy to be heading straight back to school – this time, as a tenure track professor.

In September, Thang began a new position as an assistant professor at the Schulich School of Medicine and Dentistry at Western University, where he’s the sole specialist in oral and maxillofacial radiology (OMFR).

OMFR is a highly specialized branch of dentistry. �鶹��Ƶ’s Faculty of Dentistry has one of the highest profile programs in North America and offers the only graduate specialty training degree in Canada. Admitting up to two students per year, the three-year program involves clinical training as well as an advanced research component.

It was a career path that suited Thang perfectly.

“I chose academia because of my inherent curiosity to learn new things,” says Thang, who graduated with his Doctor of Dental Surgery degree from �鶹��Ƶ in 2016. “Being at a university will allow me to do that, while also allowing me to develop new knowledge through research.”

Thang has already added to the field. His master’s research looked at developing guidelines for how long digital dental X-ray sensors can and should be used (there’s currently a lack of industry standards). Over time, the image quality of the sensors degrades, potentially leading to poor quality images. Thang’s research, soon to be published in a dental journal, will be used by regulatory bodies as they develop and publish guidelines on the emerging technology.

“I think the radiology program at �鶹��Ƶ is unmatched by any other program in North America,” says Thang. “It creates a culture where you can learn as much as you want, grow as much as you want. [Associate Dean, Graduate Education] Ernest Lam provides us the time to be curious and explore new things without putting a focus on simply getting the work done.”

Lam, who is also the graduate specialty program director at the Faculty of Dentistry, says a three-year graduate program at the faculty goes by quickly. “As a mentor, you hope your students have learned the necessary skills to become competent clinical specialists,” he says. “But more than this, we hope they develop a sense of responsibility for advocating and leading the specialty into the future. I think that Trevor was able to do all these things and more during his time with us.”

At Schulich, the only other dental school in Ontario, Thang will teach undergraduates the fundamentals of oral radiology. He’ll be the onsite radiologist and radiation safety officer – and he’s already putting his advanced degree to work as he develops policy decisions for Schulich.

He’ll continue on with private practice, as well. In his specialty, the more you see and diagnose, the better you become, he says.

“You’re only as good as the amount you see.”

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How a master's degree in biomedical communications helped this �鶹��Ƶ grad give back (video)

Watch the video

Read more about Convocation 2019

�鶹��Ƶ Faculty of Dentistry graduate to continue research as university professor