School of Continuing Studies

The University of Toronto is bringing together perspectives from across the tri-campus community to mark the International Day for the Elimination of Racial Discrimination (IDERD).

Established by the United Nations, IDERD is observed on March 21, the day that in 1960, police opened fire on a group of peaceful protesters in Sharpeville, South Africa, killing 69 people.

�鶹��Ƶ recognizes IDERD annually as part of its ongoing commitment to eliminating racial discrimination and racism across the university while promoting a more inclusive learning and working environment.

Presented by the Institutional Equity Office and the Anti-Racism & Cultural Diversity Office in collaboration with the Rotman School of Management’s Equity, Diversity & Inclusion Office, this year’s event – Faith, Hope and Dialogue: Strengthening Anti-Racism Tools and Strategies for the Path Ahead – will be held in Rotman’s Desautels Hall and broadcast via livestream.

Nythalah Baker, director of �鶹��Ƶ Mississauga’s Equity, Diversity & Inclusion Office, and Natasha Prashad, adviser in the Anti-Racism & Cultural Diversity Office, will emcee the proceedings, which are set to open with remarks from Jodie Glean-Mitchell, executive director, equity, diversity and inclusion in �鶹��Ƶ’s Division of People Strategy, Equity & Culture.

Glean-Mitchell is also scheduled to speak on a panel about the challenges and opportunities of navigating EDI work alongside Allison Burgess, director of �鶹��Ƶ’s Sexual & Gender Diversity Office, Bharat Saini, director, equity, diversity and inclusion in the Faculty of Arts & Science, and Angela Treglia, executive director, sexual violence strategy, prevention and support at the Sexual Violence Prevention & Support Centre. The discussion will be moderated by Alexie Tcheuyap, associate vice-president and vice-provost, international student experience.

Later, Cherilyn Scobie Edwards, senior director of �鶹��Ƶ Scarborough’s Equity, Diversity & Inclusion Office, will moderate a discussion featuring the perspectives and reflections of Black women in leadership. Panellists include Catherine Chandler-Crichlow, dean of the School of Continuing Studies, Sharon Grandison, director of human resources in the Faculty of Kinesiology & Physical Education, Janelle Joseph, assistant professor of critical studies of race and Indigeneity at KPE, and Lesa Williams-George, director of equity, inclusion and transformative practices at Victoria College.

There will also be a panel on enhancing community strategies to address anti-Asian racism on campus moderated by Loretta Ho, program and faculty development consultant in the Division of the Vice-President and Vice-Provost. The panellists include Vikram Chadalawada, director, IT strategy, innovations and digital transformation at Student Life, Joyce Hahn, chief administrative officer in the Division of the Vice-President & Provost, David Kim, warden at Hart House, and Afsana Miah, vice-president, academics and student affairs in the Scarborough Campus Students’ Union at �鶹��Ƶ Scarborough.

Art therapist and psychotherapist Phuong Nguyen will close out the proceedings with art-centred activities that centre hope, restoration and care.

Four �鶹��Ƶ leaders speak to CBC News about being Black in academia, inspiring future generations

Christopher.Sorensen — Tue, 27 Feb 2024 16:34:52 +0000

Four �鶹��Ƶ leaders speak to CBC News about being Black in academia, inspiring future generations

Christopher.Sorensen Tue, 02/27/2024 - 11:34

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From left to right: Charmaine Williams, Njoki Nathani Wane, Rhonda McEwen and Catherine Chandler-Crichlow (image via CBC)

Topic

Our Community

Black History Month

Factor-Inwentash Faculty of Social Work

Ontario Institute for Studies in Education

School of Continuing Studies

�鶹��Ƶ Mississauga

Victoria University

Charmaine Williams, Catherine Chandler-Crichlow, Rhonda McEwen and Njoki Nathani Wane – all leaders at the University of Toronto – recently sat down with CBC News’s Dwight Drummond to discuss their many accomplishments, as well as the challenges they faced, as Black women in academia.

Airing in time for Black History Month, the roundtable interview underscored the importance of inspiring future generations.

"I certainly think representation matters,” said Williams, professor and dean of �鶹��Ƶ’s Factor-Inwentash Faculty of Social Work. “I think that it's important not only for Black students, but for other students who don't see people like them in this space, to see us representing that possibility.”

McEwen, president and vice-chancellor of Victoria University in the University of Toronto, told Drummond she always believed she belonged in these spaces.

"I think in every one of our origin stories, somewhere along the line, some people built into us a belief that we could attain it and we could get it," said McEwen, who is also a professor at the Institute of Communications, Culture, Information and Technology at �鶹��Ƶ Mississauga.

Chandler-Crichlow, dean of �鶹��Ƶ’s School of Continuing Studies, said she was told early in her career to learn the system.

“You don't lose your culture, but you have to understand where you are,” she explained. “Because if you don't understand where you are, then you can't play the game. And we must be bold enough to see we are in the game.”

Wane, a professor and chair of department of social justice education at the Ontario Institute for Studies in Education, has told her children to not let racism put them down.

“What you need to focus on is that you are grounded in your cultural identity, you are grounded in your goals, you are grounded in your vision,” she said.

Watch the CBC News interview

�鶹��Ƶ partnership aims to strengthen Canada’s biomanufacturing talent

Christopher.Sorensen — Thu, 03 Aug 2023 15:00:55 +0000

�鶹��Ƶ partnership aims to strengthen Canada’s biomanufacturing talent

Christopher.Sorensen Thu, 08/03/2023 - 11:00

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Supriya Shivanna works on a bioreactor in �鶹��Ƶ Engineering’s BioZone, which, along with partners CCRM and �鶹��Ƶ’s School of Continuing Studies, will offer a new set of microcredentials focused on biotech industry skills (photo by Neil Ta)

Tyler Irving

Topic

Our Community

Faculty of Applied Science & Engineering

School of Continuing Studies

Subheadline

Three new microcredential courses will be administered through the School of Continuing Studies

The University of Toronto’s Faculty of Applied Science & Engineering has partnered with CCRM, BioZone and the School of Continuing Studies on a new set of microcredentials that will help workers across Canada’s biomanufacturing industry to upgrade or strengthen their skills.

Biomanufacturing refers to the industrial-scale production of many different products, including pharmaceuticals, vaccines, emerging products such as cell and gene therapies and even commodity chemicals and fuels. BioTalent Canada has estimated that by 2029, Canada may require as many as 65,000 additional workers in this sector.

“�鶹��Ƶ Engineering already has a lot of experience producing highly-qualified personnel in the biotechnology space, as well as strong links with a large network of partners in this area,” says Julie Audet, a professor at the Institute of Biomedical Engineering and vice-dean, graduate studies at �鶹��Ƶ Engineering.

“We wanted to leverage these relationships to provide hands-on, experiential learning opportunities that can help people level-up their skills, whether they are already in the industry or thinking of moving into it.”

Audet and her collaborators – including CCRM, a not-for-profit organization that supports the commercialization of cell and gene therapies, and BioZone, a centre for applied bioscience and bioengineering research at �鶹��Ƶ – received funding from the Ontario Microcredentials Challenge Fund to help develop three new courses covering a range of topics in biomanufacturing.

The courses, which are administered by �鶹��Ƶ’s School of Continuing Studies, are:

Good Manufacturing Practice in Biomanufacturing (Fall 2023)
Quality Assurance Management in Biomanufacturing (Fall 2023)
Bioprocess Foundations (Winter 2024)

Learners enrolled in these courses will be eligible to apply for funding from the Ontario Student Assistance Program to cover the course fees.

Each course includes six hours of instructor-supervised asynchronous, self-directed learning modules, followed by another six hours of in-person interaction with operators and industry professionals at an Ontario biomanufacturing facility. That facility will be CCRM’s Centre for Cell and Vector Production (CCVP) for the first two courses. CCVP is a Good Manufacturing Practices (GMP)-compliant facility built in partnership with the University Health Network to produce cells and viral vectors for in-human Phase 1 and 2 clinical trials.

“CCVP is a leading biomanufacturing centre with 10 clean rooms and nearly 100 employees who are dedicated to the production of cell and gene therapies for clients around the world,” says Sarah Lepage, manager of training programs at OmniaBio, a subsidiary of CCRM.

“Learners will have the opportunity to tour the 20,000 square foot facility, interact with GMP operators, and help complete a live simulation of a cell manufacturing process. Participants will learn about how cell therapies are produced and the importance of the clean room environment in biomanufacturing.”

In the third course, students will visit BioZone to interact with researchers who work at the interface of biology and engineering, and who share a common vision: to use the most advanced and innovative biotechnology to address urgent societal needs in energy, environment and health.

“Manufacturing vaccines, pharmaceuticals, and other bioproducts at scale requires quantitative understanding of biological processes at both the cellular and bioreactor level,” says Christopher Lawson, an assistant professor of chemical engineering and applied chemistry and a member of BioZone who helped develop the Bioprocess Foundations course.

“This course will provide students with a basic skill set in quantifying cell growth, product formation and bioreactor operations, while also providing an opportunity to perform real fermentation runs with an 80-litre industrial fermenter housed within our BioZone laboratories.”

“The COVID-19 pandemic underlined the importance of having both the facilities and personnel to manufacture vaccines, monoclonal antibodies and other bioproducts,” adds Audet.

“But it’s not just about being prepared for the next crisis – it’s about leading the way forward. Canada has the capacity to be a strong player in the biomanufacturing sector, but other parts of the world are catching up fast. This kind of training will help ensure that we stay on top when it comes to translating the next generation of medical interventions from the lab to the marketplace.”

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Biomanufacturing

Students from �鶹��Ƶ Mississauga's first spoken-word course take the mic for live performance

Christopher.Sorensen — Mon, 10 Apr 2023 18:22:12 +0000

Students from �鶹��Ƶ Mississauga's first spoken-word course take the mic for live performance

Christopher.Sorensen Mon, 04/10/2023 - 14:22

Topic

School of Continuing Studies

�鶹��Ƶ Mississauga

Students at the University of Toronto Mississauga had the chance to take a unique course this past semester, learning all about the art of spoken word.

The course, taught by poet and �鶹��Ƶ Mississauga lecturer Andrea Thompson, aims to cultivate students' skill in the "empowering art form," Thompson says.

Andrea Thompson

“The goal is to create a transformative experience that changes students’ lives.”

The students in the third-year course are set to show off what they learned at a showcase at the MiST Theatre on April 11.

Thompson had previously taught spoken word at �鶹��Ƶ’s School of Continuing Studies, but the �鶹��Ƶ Mississauga class – offered as a special topics in creative writing course – is the first credit course in spoken word offered at that campus.

“There aren’t a lot of spoken-word courses being taught [anywhere] as credit courses,” Thompson says. “I was really excited about this, and so were the students.”

Sumyia Hashmi, who will be performing at the showcase, says the course has enhanced her writing and poetry skills.

“I hope it’s a recurring course at the university,” says Hashmi, a fourth-year student studying English with a minor in creative writing.

Hashmi had been writing short stories and prose since Grade 9, but didn't become interested in poetry until coming to �鶹��Ƶ Mississauga. After taking a series of courses on poetry and literature, including Thompson's spoken-word class, Hashmi says she's "come out of her shell."

The course taught her not just how to write poetry and recite it, she notes, but also to collaborate with other students, develop critical thinking and articulate her ideas.

Instead of a typical lecture format, Thompson gives her students weekly assignments and writing prompts, encouraging them to work interactively and share their work in open discussions before they perform their poetry.

“A lot of us were nervous at first,” Hashmi says, adding that after hearing Thompson read from her own work and inviting discussion, the students became more comfortable with spoken word as an art form.

A spoken-word performance involves much more than reading words on a page, Thompson says. There is a dramatic element to reciting the poem that involves body language, word choice, pauses, gestures and more.

“You want to use everything in your physicality,” she says. “You use stance breaks, line breaks, word choice – all these tools."

Thompson, who recently released her own spoken-word album, The Good Word, says she's excited to see her students' takes on performing the work they developed in the course.

"Your voice is the number-one tool to take what’s in your head and heart – and on the page – and make that come alive.”

Faces of leadership: �鶹��Ƶ welcomes its newest deans

geoff.vendeville — Tue, 26 Jul 2022 16:27:41 +0000

Faces of leadership: �鶹��Ƶ welcomes its newest deans

geoff.vendeville Tue, 07/26/2022 - 12:27

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A recent event at the Faculty Club brought together �鶹��Ƶ's deans, including those who took on their senior leadership roles during the pandemic (photo by Johnny Guatto)

Geoffrey Vendeville

Topic

Our Community

UTogether

Faculty of Kinesiology & Physical Education

Faculty of Law

Faculty of Music

John H. Daniels Faculty of Architecture

Ontario Institute for Studies in Education

Rotman School of Management

School of Continuing Studies

Like many during the pandemic, Vice-Provost, Faculty & Academic Life Heather Boon spent a lot of time interacting with her colleagues through the rectangle of her computer screen.

It struck her that many of the more recent additions to the University of Toronto’s senior leadership had probably never even met one another. So, Boon organized an event at the Faculty Club in late June where new and long-standing deans – an increasingly diverse group of leaders – could get together in-person.

“It’s really exciting,” Boon says. “Deans at �鶹��Ƶ are responsible for defining and implementing the academic vision and priorities for their units, including academic programs for students and faculty hiring.

“Their leadership decisions have a tremendous impact on the university.”

She adds that deans also play a significant role in advancing a culture of inclusive excellence at the university, which contributes base funding for Black and Indigenous faculty through the provost’s Diversity in Academic Hiring Fund.

Here is a snapshot of the diverse range of backgrounds and scholarly experience that �鶹��Ƶ’s newest deans are bringing to the university’s senior ranks:

Jutta Brunnée

Faculty of Law

Brunnée, a well-known scholar of international and environmental law, has been at the helm of the faculty since January, 2021.

She taught a course at the Hague Academy of International Law and was elected to the renowned Institut de droit international based in Geneva. She taught at McGill University and the University of British Columbia before joining �鶹��Ƶ, in 2000.

“I am eager for the faculty to be as visible and engaged as possible across Canada and around the globe,” she said.

�鶹��Ƶ explores university housing development at Bloor and Spadina

rahul.kalvapalle — Wed, 16 Mar 2022 21:49:32 +0000

�鶹��Ƶ explores university housing development at Bloor and Spadina

rahul.kalvapalle Wed, 03/16/2022 - 17:49

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The proposed development of “Site 1,” visible at the southeast corner of Bloor Street and Spadina Avenue, would provide academic space and housing for �鶹��Ƶ students, faculty and staff, as well as their families (photo by Johnny Guatto)

Rahul Kalvapalle

Topic

City & Culture

University Family Housing

Four Corners

Scott Mabury

Cities

Faculty of Arts & Science

Ontario Institute for Studies in Education

School of Continuing Studies

St. George

The University of Toronto is in the early stages of exploring how the northwest corner of the St. George campus can be revitalized to provide much-needed and attainable university housing, including academic and amenity space – all while supplying carbon-friendly energy and advancing Indigenous place-making.

The proposed development of “Site 1” – bounded by Bloor Street West, Spadina Avenue, Huron Street and Washington Avenue – would provide hundreds of apartment-style units for students, faculty and staff, as well as their families. It would also provide academic space for the Ontario Institute for Studies in Education (OISE) and the School of Continuing Studies, and would continue to host the University of Toronto Schools, which is a current occupant of 371 Bloor West.

Envisioned as a major gateway into the northwest quadrant of the St. George campus, the proposed development also aims to better link the university with the surrounding neighbourhood and provide more open spaces for community-geared activities.

Scott Mabury, �鶹��Ƶ’s vice-president, operations and real estate partnerships, said the Site 1 project exemplifies �鶹��Ƶ’s Four Corners Strategy, which seeks to advance the university’s mission to build much-needed university housing and innovation space while also contributing to the university overall and enhancing the vitality of city life.

“This site, located at a prominent downtown intersection, represents a unique opportunity for �鶹��Ƶ to help address its growing need for housing, provide renewed academic space and enrich the surrounding neighbourhood,” Mabury said.

He added that the site would also house an energy centre and electrical distribution hub that would make important contributions to �鶹��Ƶ’s ambitious goal of achieving a climate-positive St. George campus by 2050.

“This site serves as an ideal location from which to supply the northwest quadrant of the St. George campus with energy derived from high-efficiency, zero-carbon technologies,” he said. “As such, it will play a vital role in helping us meet our greenhouse gas reduction targets.”

The project is currently in its nascent stages and has not yet gone to the university’s Governing Council for consideration. Consultation is underway through a working group – led by the local city councillor and involving neighbourhood associations, student groups and campus stakeholders –as the university seeks early input on how the property can advance the university’s mission while supporting local planning goals and reinforcing the neighbourhood’s character.

Due to the complexity of the project, the university plans to seek the expertise of the development industry to help support its project delivery and aims to select a development partner this summer. Selection of the design team will follow in late 2022 or early 2023 and there will be ongoing consultation throughout the design phase leading to the project’s development application and municipal approval process. It is expected that construction on the project could begin near the end of 2024 and be completed by 2028.

Shannon Simpson, �鶹��Ƶ’s director of Indigenous initiatives, said the project will establish an engagement process to help members of the Indigenous community share their thoughts on how design choices, landscaping and common spaces can be harnessed to foster Indigenous acknowledgement and placemaking at the site.

“There was a time when the Indigenous community wouldn’t be brought into conversation early enough – so we would have ideas, but it would be too late to implement a lot of them,” she said. “Now, people at �鶹��Ƶ are really embracing bringing us into the conversation early on.”

To that end, Simpson said First Nations House is being engaged to help amplify student voices while consultations are also being planned with Indigenous faculty, staff, Elders and Knowledge Keepers.

She noted the commitment to Indigenous engagement is important given that the Bloor and Spadina area is home to the Native Canadian Centre of Toronto, Toronto Aboriginal Support Services Council, Wigwamen Terrace housing and the Spadina Road branch of the Toronto Public Library – reputed for its strong collection of Indigenous literature.

“It’s a little piece of Indigenous community in Toronto, so it’s a special corner,” Simpson said, adding that the proposed redevelopment stands to benefit both Indigenous Peoples and the broader �鶹��Ƶ community.

“Whether if it’s a common room or study space that’s named after one of the Indigenous host territories, or a bench that has elements of Indigeneity, or native plants and medicines in and around the area – those kinds of things are important and meaningful for Indigenous students,” Simpson said. “The Indigenous community will obviously, 100 percent benefit from that, but I think everyone – every student, staff, faculty and community member – will benefit from being a part of these spaces.

“So, I don’t think it’s something that �鶹��Ƶ or the City of Toronto are just doing for the Indigenous population. It really is for everyone.”

At present, Site 1 envisions the construction of two taller residential towers that would be integrated with the heritage building at 371 Bloor Street West. With 600 to 700 apartments ranging from one to three bedrooms, the new buildings would help meet the growing demand for attainable university housing – accommodation that enables �鶹��Ƶ community members and their families, including those coming from abroad, to live close to campus without having to participate in the competitive Toronto housing market.

While housing arrangements are crucial for students, they are also important for faculty members making the transition to �鶹��Ƶ and Toronto.

“The fact that the university is able to provide some new faculty with a place to live as they take up their research and teaching at �鶹��Ƶ enables them to embed themselves immediately in the community they are joining,” said Melanie Woodin, dean of the Faculty of Arts & Science, which is �鶹��Ƶ’s largest faculty.

“Just as with students, faculty members living on campus will have the opportunity to absorb the vibrant energy of the �鶹��Ƶ community and reap the benefits of being steps away from their home departments, their peers and colleagues, and the students they can expect to engage with daily.”

At the same time, the creation of new academic space for OISE would ensure that it maintains its longstanding relationship with the University of Toronto Schools, while continuing the more than 115-year history of teacher education programs at 371 Bloor St. West. The space provided to the School of Continuing Studies, meanwhile, would support the university’s commitment to lifelong learning.

The surface parking lot that currently dominates the block would be moved underground, allowing for increased open space. The proposed development envisions a passageway to connect Matt Cohen Park to the Huron Washington Parkette – and then onward into campus via the campus open space network. It also envisions the house forms along Washington Avenue being integrated into the proposed development to maintain the streetscape. On all sides, the development would be designed to transition appropriately to the surrounding area, from the Huron-Sussex and Annex neighbourhoods to the south and west respectively to the more urban character of Bloor Street to the north.

The redevelopment would also create new accessible open spaces for pedestrians and enhance the public realm.

When it comes to supporting �鶹��Ƶ’s climate-positive campus plan, Site 1 would play a key role by housing energy facilities discreetly integrated into the fabric of the 371 Bloor Street West building. That includes an underground nodal plant or energy centre, which would provide low-temperature heating water, chilled water and carbon-friendly energy to the immediate facility as well as campus buildings in the Huron Sussex neighbourhood.

The nodal plant will utilize a proposed geo-exchange field located under the facility to store surplus heat generated by building systems in the summer to be used for heating in the winter. The field will improve the efficiency of the heating and cooling systems while decreasing carbon emissions significantly.

Finally, the facility would be home to a central electrical distribution substation – one of five on the St. George campus.

Going forward, Mabury said the Site 1 project planning team looks forward to working with the community and its development partners to re-imagine a key part of the St. George campus for the future.

“From providing more attainable housing and sustainable energy to forging better connections through the neighbourhood and providing welcoming spaces for Indigenous Peoples, this project seeks to advance the many shared goals of the university and the community around it,” Mabury said.

“We want this corner of campus to stand out as a jewel – not just for the university, but for the entire city.”

Experts from �鶹��Ƶ, city and other post-secondary institutions meet to discuss pandemic recovery

Christopher.Sorensen — Fri, 19 Nov 2021 15:03:16 +0000

Experts from �鶹��Ƶ, city and other post-secondary institutions meet to discuss pandemic recovery

Christopher.Sorensen Fri, 11/19/2021 - 10:03

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(Photo by Evgeny Klein/EyeEm via Getty Images)

Ravisha Mall

Topic

City & Culture

Temerty Faculty of Medicine

School of Cities

Cities

Dalla Lana School of Public Health

Dublin Awards. Faculty of Applied Science & Engineering

Faculty of Arts & Science

Geography and Planning

School of Continuing Studies

�鶹��Ƶ Mississauga

�鶹��Ƶ Scarborough

University Health Network

Students, faculty and staff from eight post-secondary institutions, including the University of Toronto, will meet with officials from the City of Toronto for a free, two-day virtual event focused on developing an equitable and inclusive pandemic recovery policy framework.

Karen Chapple

The CivicLabTO Academic Summit, to be held on Nov. 23-24, will focus on issues such as public health, housing, transit, transportation, climate change, green recovery and the future of public space. It will tap leading experts from the city and local post-secondary institutions to share best practices.

The event, hosted by York University, will also examine potential partnerships, innovations and solutions through the lens of equity and inclusion.

Writer Ravisha Mall recently spoke with Karen Chapple, director of �鶹��Ƶ’s School of Cities and a professor in the department of geography and planning, about the impetus for the broader partnership between the city and the eight post-secondary institutions and the potential for such events to contribute to the development of a “Toronto School” of urbanism.

Why is this type of discussion happening now?

Crises of all kinds produce openings for radical change. Yet, this particular moment is not just the simple convergence of multiple crises – pandemic, climate change, income inequality, resurgent nationalism and systemic racism – but a juncture that is reaffirming the need for collective action. As much as we hate the masks and distancing, dread the climate extremes and feel upset or oppressed by the ongoing political, economic and cultural polarization, we still share hope. And we can take comfort in the fact that our institutions continue to push on. We are in it together, we learn and that’s inspiring.

How have you seen cities and academic institutions collaborate effectively to create real change?

One obvious example is the University of Chicago’s civic engagement program, which makes sure that disadvantaged high school students have a pipeline into college, builds civic capacity in the community and ensures that local universities procure from local businesses. I love this example because a university that was the birthplace of urban sociology 100 years ago continues to this day with intense empirical urbanism that has transformed both how we think about cities and how we empower their communities. As I look at the many disciplinary perspectives coming together in CivicLabTO to address urban challenges, I get excited about the potential for a “Toronto School” that is just as transformative as the Chicago School.

I would also note that, during the pandemic, �鶹��Ƶ also found many ways to support municipalities, including hosting vaccination clinics across the tri-campus, rethinking aging apartment towers and supporting small businesses.

What is the School of Cities’ role in all of this?

We are the School of, for, and by Cities. We build and translate knowledge about cities, we connect communities and stakeholders around the world to support sustainable urbanism and we make sure that our urban residents have the capacity and power to create their own communities. To borrow from Toronto’s own David Miller, the former mayor, we see the cities as the solution to the crises we face. So, we teach the world why cities matter so much for our future.

Leveraging the work being done across the university’s divisions, the School of Cities curated a list of speakers for the event – many of whom contributed to public policy during the pandemic and are providing advice in the recovery.

Here is a list of members of the �鶹��Ƶ community, including students and faculty, who are scheduled to appear at the summit:

Matti Siemiatycki, department of geography and planning, Faculty of Arts & Science
Catherine Chandler-Crichlow, School of Continuing Studies
Mark Campbell, department of arts, culture and media, �鶹��Ƶ Scarborough
Beth Coleman, Institute of Communication, Culture, Information and Technology, �鶹��Ƶ Mississauga
Andrew Boozary, Dalla Lana School of Public Health and University Health Network
Andrew Bond, department of family and community medicine, Temerty Faculty of Medicine
Shoshanna Saxe, Faculty of Applied Science & Engineering
Menilek Beyene, PhD student at �鶹��Ƶ Scarborough
Zahra Ebrahim, department of geography and planning, Faculty of Arts & Science

With an open mind, �鶹��Ƶ alumnus – and baking show finalist – builds a 'composite career'

Christopher.Sorensen — Mon, 01 Feb 2021 18:28:49 +0000

With an open mind, �鶹��Ƶ alumnus – and baking show finalist – builds a 'composite career'

Christopher.Sorensen Mon, 02/01/2021 - 13:28

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Colin Asuncion, an alumnus of the Faculty of Arts & Science and St. Michael's College, was a finalist on the Great Canadian Baking Show (photo courtesy of Colin Asuncion)

Sarah MacFarlane

Topic

City & Culture

�鶹��Ƶ

Faculty of Arts & Science

School of Continuing Studies

St. Michael's College

Desserts were always part of Colin Asuncion’s childhood, but he didn’t seriously start experimenting in the kitchen until he became a fan of The Great British Bake Off five years ago. Fast forward to 2019 and he was one of just 10 Canadians selected to compete on Season 3 of The Great Canadian Baking Show — and he made the finals.

Asuncion has since launched his own baking business, appeared on Breakfast Television and hosted numerous online baking tutorials for organizations such as Make-A-Wish and the Canadian Council of Muslim Women. He is also marketing manager at the Retail Council of Canada and an accomplished singer and stage performer.

As an undergraduate student in the University of Toronto’s Faculty of Arts & Science, Asuncion double-majored in English and political science. He earned his honours bachelor of arts degree in 2011 as a member of St. Michael’s College, and a certificate in public relations and publicity from the School of Continuing Studies in 2012.

He recently hosted a live online bake-along for the faculty’s 2020 Minds Redefined Wellness in Practice Speaker Series, a series of events open to staff, faculty and students to promote positive mental health and wellbeing.

Asuncion recently spoke to Arts & Science writer Sarah MacFarlane about his time at �鶹��Ƶ and what it’s like baking for an audience.

Is there an experience from your time at �鶹��Ƶ that sticks out for you?

I was very involved in both the literary scene and the arts and theatre scene. I performed in many plays and musicals and also wrote for a few campus newspapers. The extracurriculars really enriched my time at �鶹��Ƶ and made it feel like home. I made amazing friends through campus theatre, and they are still some of my best friends. The sense of community and being able to do interesting, artistic things was a huge highlight for me.

What drew you to the Minds Redefined speaker series?

What I love about this initiative is that it’s promoting wellness and mindfulness. I think we all need more of that. We're all under a lot of stress and have new anxieties. Now is the time to be connecting with others – safely, of course – and looking inwards to figure out how to better our lives. I've done quite a few of these live bake sessions during the pandemic because people still want interesting activities to do with each other, even though we can't be physically in the same room. Baking virtually is this amazing way to stay connected, do something with your hands, learn something new and just have fun.

Have you personally found that baking has been helpful for mental wellness, especially during quarantine?

Absolutely. Baking has always been a form of stress relief and a creative outlet for me, but especially now. I find respite in doing something with my hands to nourish my mind and body.

What has the experience of leading virtual bake-alongs been like so far?

It’s been a huge learning curve. I never thought I would be engaged in digital demos or classes. At the beginning of the pandemic, I led a weekly baking class with Glad Day Bookshop’s online channel, Glad Day TV, to promote their fund for LGBTQ+ tip-based workers and artists who were out of work during the pandemic. I was dipping my toes into the world of live demos, and it eventually grew. Companies have been approaching me to do live bakes for their private events and fundraisers. The work has been incredibly rewarding and I’m constantly learning how to improve as an instructor.

How did it feel going from a fan of The Great British Bake Off to a finalist on The Great Canadian Baking Show?

It was a whirlwind. Ever since I turned 30 a couple years ago, I've been bolder about pursuing dreams and passion projects. There's something to be said about manifesting opportunities for yourself. I remember the early days when I was watching The Great British Bake Off, thinking, “It would be such a dream to be on a Canadian version of this show.” And then it actually happened. It's wild.

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As a baking business owner, marketing manager, singer and stage performer, how do you manage multiple careers?

Well, I never thought I would be so busy. I used to only have my work in retail marketing and stage performance to juggle. Then baking grew into another element of my career. As a result, time management is something I have to be very good at. But I always say it's better to be busy than bored.

Is there a piece of advice you would give to current �鶹��Ƶ students who are navigating their career paths?

It's so important to be flexible. I enrolled in life sciences my first year at �鶹��Ƶ and obviously did not go down that road. Pay attention to what you really enjoy doing and what you are truly good at. If you try to force yourself into a specific career path, know that it might not work out. If you stay open and understand that things are always moving and changing, you will be ready and willing to take on exciting, unplanned opportunities that can enrich your career. I never thought my life would be the way it is, but I take opportunities when they're attractive to me and, as a result, I have this composite career where I'm able to do so many different things I love.

'It definitely means a lot': �鶹��Ƶ grad John Montefiore completes a degree he started 25 years ago

Christopher.Sorensen — Thu, 04 Jun 2020 16:41:49 +0000

'It definitely means a lot': �鶹��Ƶ grad John Montefiore completes a degree he started 25 years ago

Christopher.Sorensen Thu, 06/04/2020 - 12:41

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After leaving �鶹��Ƶ in 1996, John Montefiore returned to school two years ago to finish his Bachelor of Arts degree – an achievement that left him unexpectedly moved (photo courtesy John Montefiore)

Topic

Faculty of Arts & Science

School of Continuing Studies

St. Michael's College

John Montefiore’s path to graduating from the University of Toronto with the Class of 2020 was a little unconventional. As a member of St. Michael’s College, he recently completed his honours Bachelor of Arts degree with a double minor in human geography and education in society – a degree he started in 1995.

Montefiore left university in 1996 amid academic struggles and convinced himself that a degree wasn’t necessary for his personal success. But it remained unfinished business until he made the decision to return in 2018 at age 42.

The second time around, he never missed a class and always sat in the front row. As a result, he was a two-time recipient of the Francesca Annamaria Meneguzzi Award of Excellence, in 2019 and 2020 — an award that celebrates the achievements of St. Michael's College students who re-enter university after a minimum of 10 years out of school.

Arts & Science writer Sean McNeely recently caught up with Montefiore to ask him how it feels to finally graduate after all these years, and what he plans to do next.

How does it feel to graduate?

I underestimated the way I was going to feel. After all these years, I thought it wouldn’t mean anything, but it definitely means a lot. I totally understand the value of education now. It’s not necessarily the value that other people see in it, but the value it gives me as an individual, for my confidence and my self-esteem.

Was there a defining moment that encouraged you to return to university?

My professional career in corporate training and development stalled and I was considering a career change, but I also decided to explore going back. When I walked into the registrar’s office, I hadn’t made up my mind. I was asked for my student number and I said, “I don’t remember!” They found me and said, “Fill out this form and do you want to start in September or January?” And I said, “Wait! What?” That was a surreal moment for me. I felt rejuvenated after that meeting and decided to go all in.

Did support services play a role in your successful return?

Absolutely. I hadn’t written an essay in decades, so I found the college writing centre to be invaluable. Before I handed in an assignment, they would give me feedback, which was really great. The first time I came to university out of high school, my mindset was, “Here are your textbooks. The class is at this time and good luck.” But it’s the complete opposite. The university has so much built in to help students succeed and I’m so grateful for that.

What are the pros and cons of being a mature student?

I was better at time management. I firmly believe time management is almost as important as the work itself. And I underestimated the skills I had developed over my life that would help me at school. What was tricky? There were times where other students thought I was the professor or the TA – and once a student thought I was security. That probably made me work a little harder in establishing relationships with my fellow classmates.

What’s your plan for the future?

I’m currently enrolled in the University of Toronto School of Continuing Studies, taking a process management course for a certification in project management. I’m also getting my designation for training and development. I’m taking this time to complement my degree with certificates and designations that build on the experiences and skills I’ve accumulated before I re-enter the workforce.

�鶹��Ƶ School of Continuing Studies launches fund to support students, those seeking to upskill

rahul.kalvapalle — Tue, 28 Apr 2020 19:50:06 +0000

�鶹��Ƶ School of Continuing Studies launches fund to support students, those seeking to upskill

rahul.kalvapalle Tue, 04/28/2020 - 15:50

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For eligible students, the Opportunity Fund will provide a one-time bursary of up to $750 towards the cost of a �鶹��Ƶ School of Continuing Studies course (photo courtesy of School of Continuing Studies)

Topic

School of Continuing Studies

The University of Toronto’s School of Continuing Studies has launched a new fund to help those experiencing financial difficulties due to COVID-19 pursue their education and upgrade their skills.

The Opportunity Fund will provide eligible students a one-time bursary of up to $750 towards the cost of a School of Continuing Studies course. New and existing students are encouraged to apply, including students from other provinces.

The school offers around 700 courses in 40 program areas, with nearly half the courses moved to online and remote delivery in the wake of physical distancing measures put in place to suppress the spread of COVID-19.

While the school already offers various monetary awards – including bursaries for women in finance and technology and Indigenous students – Dean Maureen MacDonald says there was a need for a specific fund that helps students who are struggling due to the financial hardships brought about by COVID-19.

“Many of the folks in our learner community are being adversely affected by the COVID-19 situation, whether they’re finding themselves unemployed or less employed than they were,” said MacDonald, adding that many students who had already paid for courses sought withdrawals in the wake of the pandemic. “It was becoming increasingly challenging for some of them to be able to afford the tuition that’s associated with some our courses.

“We thought that, by creating this fund, we might be able to support some of our existing learners but also perhaps attract some new learners to the School of Continuing Studies.”

Maureen MacDonald, dean of �鶹��Ƶ’s School of Continuing Studies, says many have been “adversely affected by the COVID-19 situation, whether they’re finding themselves unemployed or less employed than they were” (photo by Romi Levine)

Bursaries will be given out by randomly drawing from a pool of applicants who have demonstrated that they have been financially impacted by COVID-19 and could put the funding toward their learning goals. The first draw will take place May 4.

MacDonald says there has been significant interest in the program, with over 100 applications submitted in the first week alone from four provinces. Women comprised nearly two-thirds of applicants, according to MacDonald.

She adds that the school is pleased to support the learning objectives of people hailing from diverse educational backgrounds, career stages and socio-economic situations.

“We have a community that’s made up of people who are early in their careers, mid-career and wanting to make a change – or they’re new Canadians looking for a Canadian credential, or people looking to stay current with the changes in the industry,” says MacDonald.

“We felt the Opportunity Fund was a way to help some of those folks access funds for tuition that would enable them to keep pursuing their careers, whether they’ve been side-tracked from them and are looking to explore new things, or whether they’re just wanting to keep going while they’ve maybe got a little bit more extra time on their hands.

“This was a way to do that and support people in continuing their learning journeys.”

School of Continuing Studies

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�鶹��Ƶ School of Continuing Studies launches fund to support students, those seeking to upskill