��ݮ��Ƶ News - Co-op and Experiential Education

Talent

Merging theatre and environmentalism earns student top academic honour

Chantal Vallis — Wed, 04 Jun 2025 15:45:08 +0000

Environment and Arts student, Eloise Fan, reflects on how studying her twin passions led not only to a BES, but also to academic distinction

For Eloise Fan, studying at the University of ��ݮ��Ƶ was never about choosing a single path — it was about creating one that merged her passions for theatre and climate change.

As she graduates with a joint honours degree in Environment, Resources and Sustainability and Theatre and Performance (co-op), she is being awarded the Alumni Gold Medal for outstanding academic achievement in the Faculty of Environment as well as the Departmental Award for distinguished academic achievement.

Raised in Hong Kong and born in Australia, Fan came to ��ݮ��Ƶ as an international student, drawn by the rare opportunity to study both her passions at a high level, and to test those interests in the real world through co-op.

Over her four co-op terms, she worked with Crown-Indigenous Relations and Northern Affairs Canada on First Nations climate adaptation and environmental policy, taught outdoor education and collected ecological monitoring data at the rare Charitable Research Reserve, and supported backstage operations and stage management at Tarragon Theatre and the University’s own Theatre and Performance program.

“I don’t think I’ve ever had two jobs that looked the same,” she laughs. “But all of them taught me something about how people work together, how stories are told, and how we care for the places we live.”

That spirit of interdisciplinarity carried into her coursework. Her final-year thesis in the Faculty of Environment used forum theatre, a participatory form of performance, to explore climate anxiety and community-based resilience. On the flip side, she brought in climate change themes through essays in her theatre courses.

“ERS318: Photography for Sustainability was another course highlight,” she says. “I used photography to explore how sustainable material choices in set design could reduce environmental waste in the arts. It was a class that let me see environmental communication through a different lens. I think those moments of crossover helped define my degree.”

Her academic work was only one part of a vibrant campus life. From serving on the Environment Resources and Sustainability Student Association (ERSSA), to mentoring younger students at orientation and helping shape curriculum through the SERS Undergraduate Education Committee, she was an anchor of community for many peers.

“I found so much meaning in giving back — helping others feel welcome, helping them find their footing,” she says. “Student organizations create this special kind of intergenerational knowledge. It was really powerful to be part of that. As students, we hold so much collective strength, and we need to remember that.”

In 2023, she spent a double work term abroad on academic exchange at the University of Wollongong in Australia, taking courses in environmental crime and justice, Indigenous Peoples and the environment, ocean policy, and theatre and politics. “It was an incredible chance to apply everything I’d learned at ��ݮ��Ƶ in a new context. It helped me realize just how connected my disciplines really are.”

Blending theatre and environmentalism has become more than just an idea — it is her mission. Since finishing classes, Fan has begun work in the theatre industry. Her first show was The Assembly, a production that uses theatre and a board game format to teach sustainability and decision-making to middle school students. The show was recently nominated for multiple Dora Awards. Now she is working on Waitress at the Capitol Theatre in Port Hope and plans to stay in Canada for the foreseeable future to explore what’s next. Wherever she lands, collaboration will be at the center.

“If I’ve learned one thing, it’s this: working across disciplinary boundaries is one of the greatest strengths we can develop. We are living in a world where the extractive systems of capitalism and colonialism are intrinsically linked to climate catastrophe and genocide in Palestine, Sudan, Congo and so many more places. You can teach hard skills, but how we solve problems together, how we relate to each other, that’s what the world needs more of.”

“There’s no official job called ‘climate change theatre,’ but I think that’s part of the point,” she says. “Our generation is inventing new kinds of work, and I want to make art that contributes to change. Art is what makes us human, and art is also resistance. I’m figuring out how to keep merging these worlds.”

When it comes to looking back at how she got here, she is quick to credit others: Environment professor, Dr. Rob de Loë, and Director of Production & Theatre Operations, Janelle Rainville, who mentored and encouraged her, fellow students who inspired her and, above all, her parents.

“They’ve supported me from the other side of the world — every step of the way. I literally wouldn’t be here without them.”

As for what she’ll miss most about ��ݮ��Ƶ? It’s the little moments. “Hanging out at the ESS coffee shop or in the theatre green room… sometimes getting work done, sometimes not. Seeing the geese on campus.”

Fan along with 400 of her peers will have their achievements celebrated at the Faculty of Environment convocation on Tuesday, June 10. As a parting thought to her fellow classmates and future students, she offers: “Don’t be afraid to follow two passions, even if they don’t make sense at first. There’s strength in crossing boundaries. That’s where some of the most meaningful work begins.”

Arts

Awards, Honours and Rankings

More than a degree: ��ݮ��Ƶ empowers students to succeed in adulthood

Darren Mc Almont — Mon, 02 Jun 2025 13:08:49 +0000

��ݮ��Ƶ supports students beyond academics with tools for independence, personal growth and lifelong success

The University of ��ݮ��Ƶ is globally recognized as a leader in research, entrepreneurship and innovation. With the world’s largest co-op and work-integrated learning program, ��ݮ��Ƶ offers students unparalleled opportunities to gain real-world experience while earning a world-class degree.

But at ��ݮ��Ƶ, education goes far beyond academics.

Attending university is a time of transformation — an exciting chapter filled with new opportunities, responsibilities and expectations. Navigating this transition can feel overwhelming. That’s why ��ݮ��Ƶ emphasizes supporting students not just as learners, but as well-rounded people.

Whether it’s life skills, academic resources, health and well-being services or opportunities for exploration and self-discovery, there are a multitude of ways for students to gain the skills, confidence and know-how to take on university life. For students, the most critical element is knowing when to reach out for help.

“Self-advocacy is a key skill that sets students up to navigate and manage so many challenges,” says Pam Charbonneau, director of the Student Success Office at ��ݮ��Ƶ.

Adulting made easier

To help students manage the transition to university, ��ݮ��Ƶ has developed an Adulting Guide that features a range of practical and engaging resources designed to help students build essential life skills. It outlines varied online tools, workshops, and campus-wide support to help students manage everything from financial planning and wellness to self-advocacy and personal development — skills that often fall outside the traditional curriculum. By consolidating resources from across campus, the Adulting Guide makes it easier to access the support students need.

Building skills and interests at university and beyond

Beyond critical life skills, ��ݮ��Ƶ students also have the chance to test drive careers and explore their entrepreneurial interests. With a network or more than 8,000 employers, ��ݮ��Ƶ’s co-operative education program puts students on the fast track to meaningful employment before graduation, while Student clubs and events , recreation and athletics, and entrepreneurial programs offer ways to tap into communities of like-minded peers and explore new interests.

Stepping stones to success

With so many opportunities and experiences to navigate, it might sometimes feel overwhelming. Charbonneau explains that the key is to take the first step of asking for help.

“There are so many people here to help you through this,” she says. “You’re not alone, a lot of what you are experiencing is normal, and a lot of your peers are experiencing the same thing at the same time.”

By tapping into support services, students build a strong foundation for success as they strive to become problem-solvers, future leaders and compassionate citizens who are ready for whatever comes next.

Campus

RBC taps into ��ݮ��Ƶ talent to tackle building climate resilience

Chantal Vallis — Wed, 28 May 2025 13:47:48 +0000

For industry leaders like RBC, staying ahead in climate adaptation means exploring the art-of-the-possible with the next generation of thinkers at ��ݮ��Ƶ

As climate risks such as floods, extreme heat, and wildfires grow, commercial buildings are increasingly vulnerable — creating uncertainty for both property owners and financial institutions around which measures are necessary to ensure resilience. It’s a complex challenge that RBC is exploring with the next generation of climate adaptation thinkers at the University of ��ݮ��Ƶ.

Signing on as an industry partner in ��ݮ��Ƶ’s Interdisciplinary Capstone course, Dr. Graham Watt, senior director, head of enterprise climate data and analytics in RBC’s Chief Data Office, and Branko Zdravcovic, head of 3rd party content and services, posed a challenge to students: How might we facilitate sustainable actions by building owners that improve building efficiency and resilience, and contribute to the realization of sustainable cities? A team of undergraduates from the faculties of Environment, Engineering and Mathematics took it on.

“We knew we wanted to apply AI to help with climate change,” says Engineering student Arjun Krishna. “But Graham was able to help us understand the problems RBC was targeting and what to consider in developing solutions.”

With a clearer picture of the larger issue, the project team used Google Gemini as the backbone of their solution. Leveraging Canadian and American retrofit standards and public building inspection reports, the prototype they developed analyzes building conditions to suggest building adaptation strategies that balance resilience to natural disasters with financial viability based on the specific building characteristics.

Over the course of several months, the team met with RBC weekly to refine the project. This frequent feedback loop was valuable for the students to learn about business priorities and working with clients. For RBC, it ensured that the solution generated was headed in a viable direction.

“It makes a huge difference when we can interact often with the students and work through test designs together. This helps refine our proof of concepts and explore the art-of-the-possible,” says Watt.

RBC has a long history of partnering with students to bring fresh skills and ideas to challenging spaces. Having worked with many capstone teams over the years, RBC has been able to explore alternative data applications. “It is always a great pleasure to partner with students to identify new insights,” Zdravcovic says.

“We find it very valuable to work with student teams,” Watt agrees. “What’s unique about ��ݮ��Ƶ’s interdisciplinary capstone is that our team had math and engineering students working with the data and developing the models, complemented by an Environment and Business student providing domain context to the solution, which helped pressure test the return on investment. That was very appealing and something that can be missing when the team is all from one discipline.”

By combining technical expertise with environmental and business insight, students are helping industry leaders chart a more resilient future—proving that the next generation isn’t just ready for the climate crisis, they’re already helping to find solutions. In fact, this solution is one of several original ideas that emerged from this year’s course.

As ��ݮ��Ƶ continues to bridge academia and the workforce, we invite you to collaborate. Whether you share an industry challenge and become an i-Capstone partner, engage an intern or hire a co-op student, let’s solve our greatest challenges together.

Engineering

Math

Awards, Honours and Rankings

Talent

Sustainable Futures

The engineer’s iron ring is part of Canada’s national identity

Angelica Sanchez — Thu, 22 May 2025 12:00:00 +0000

Dean Mary Wells pays tribute to the iron ring's 100 year legacy

This opinion piece by Dean Mary Wells of ��ݮ��Ƶ Engineering and Dean Suzanne Kresta of the University of Prince Edward Island's Faculty of Sustainable Design Engineering recently appeared in the Globe and Mail.

Dr. Mary Wells
Dean, Faculty of Engineering

Nearly a century ago, Canadian engineers conducted the first iron ring ceremony, a way for the profession to symbolize its commitment to the public good following a moment of failure and broken trust.

The ceremony traces its origins to Canadian mining engineer and professor Herbert Haultain, who was deeply affected by the tragic collapse of the Quebec Bridge in 1907, a disaster that claimed 75 lives.

In the early 1920s, Haultain envisioned a future where engineers would uphold the highest standards of integrity, competence and responsibility. He believed this could be achieved through a formal commitment to ethical principles and professional conduct, leading to the first iron ring ceremony in 1925.

That ceremony is now referred to as the “Calling of an Engineer,” where graduating Canadian engineers receive their own iron ring, a simple band of stainless steel worn on the pinky finger of their dominant hand.

Just as Haultain imagined more than 100 years ago, the ring is not merely an adornment but an ever-present reminder of an engineer’s professional obligations to society. The physical presence of our rings symbolizes the ever-present moral and ethical responsibilities of the engineering profession, taken on as our students emerge into their professional lives.

This ceremony is a tradition that binds our engineering community to the values of integrity, responsibility and trust. These values have never been as important as they are today. This commitment has not only shaped the identity of Canadian engineers — it has also driven their contributions to Canada’s economic development and prosperity.

Consider the engineering feats that have defined Canada: the Confederation Bridge linking Prince Edward Island across the Northumberland Strait to New Brunswick; the oil-sands technologies balancing resource extraction with environmental stewardship in Alberta and Saskatchewan; and the cutting-edge work in artificial intelligence emerging from hubs like Montreal, Toronto and Kitchener-��ݮ��Ƶ, Ontario.

As we celebrate the last 100 years of Canadian engineering, we must also look forward. The challenges of the 21st century — climate change, digital transformation and global inequality among them — require engineers to act not just as innovators but as stewards of public trust. The iron ring is one example that underscores the ethical obligations engineers in Canada must undertake to safeguard the public and ensure their work benefits society.

A century ago, engineers primarily focused on ensuring the physical safety of the public. Today, as engineering and technology innovations shape nearly every aspect of daily life, their impact extends far beyond physical safety. Engineers must now also consider psychological well-being, environmental sustainability and the broader societal implications of technology.

Today, Canadian engineers are trained to prioritize safety, sustainability and inclusivity. This training extends beyond technical skills to encompass ethical decision-making and societal impact. Whether designing bridges that withstand extreme weather or algorithms that are fair and transparent, engineers must ensure their creations are trusted by design and, to a larger extent, by the public at large.

Canadian engineers are uniquely positioned to lead in designing and deploying technologies for the public that are equitable, reliable and ethical. Initiatives like the University of ��ݮ��Ƶ’s TRuST scholarly network exemplify the commitment to fostering public confidence in technology through collaboration with industry, academia and government, as does UPEI’s forward-thinking Faculty of Sustainable Design Engineering, which centres transdisciplinary education and co-design in its collaborations with community partners and technical staff.

The iron ring ceremony’s centennial offers an opportunity to reflect on how far we have come and to reaffirm our commitment to ethical engineering. It also provides us with an opportunity to emphasize how the values symbolized by the iron ring – integrity, responsibility and trust — continue to guide Canadian engineers in having a positive effect on their fellow Canadians and the rest of the world.

As we celebrate this milestone, let us honour the legacy of Canadian engineering and inspire the next generation to uphold the principles that have made our profession a cornerstone of Canada’s success. Let us lean on the values that this simple band of metal represents, and share them with all Canadians as we look to tackle the next century of innovation challenges.

The future demands engineers who are not only skilled but also deeply committed to the well-being of society. The iron ring, with its century-old legacy, will continue to remind us of this noble calling.

The Iron Ring at 100 - Trust, Transformation and the Future of Canadian Engineering

Join Dean Mary Wells, ��ݮ��Ƶ Engineering and TVO to celebrate 100 years of the Iron Ring with a conversation on the future of engineering in Canada. A dynamic panel will explore how ethics, public trust and responsible innovation can guide the next century of engineering to better service society. “The Iron Ring at 100” is part of the TRuST Scholarly Network lecture series.

Engineering

Talent

Co-op’s coming of age

Bernice Ma — Tue, 13 May 2025 04:00:00 +0000

Since the beginning, ��ݮ��Ƶ’s co-operative education program has been launching successful careers

Many students dream of landing a job that aligns with their passions, inspires real-world impact or even motivates them to launch their own business. For thousands of ��ݮ��Ƶ students, that dream has become a reality thanks to co-operative education (co-op), which combines paid work experience with earning a degree.  

It might, therefore, seem surprising that the idea of co-op was met with skepticism when it was first proposed by the University’s first president, Dr. Joseph Gerald Hagey, who believed in its potential.  

As James Scott, former assistant to Hagey, wrote in the book Of Mud and Dreams: University of ��ݮ��Ƶ 1957 to 1967, the idea came to Hagey “somewhat to his surprise.” Still, he recognized that it could offer valuable opportunities for students and positively shape the future of education at ��ݮ��Ƶ.  

In 1957, the University expanded faculty, classrooms and infrastructure to support the co-op program, securing partnerships with manufacturing companies for work placements. The program’s alternating academic and work terms would allow students to gain real-world experience in industry and commerce through university-arranged placements.  

The first cohort of 74 engineering students alternated between academic studies and work terms every three months, making ��ݮ��Ƶ the first Canadian university to offer co-op.  

To promote the new program, approximately 10,000 brochures were distributed to prospective students. One of those brochures reached Ron Ojanpera (BASc ’69), a high school student from Sudbury, Ontario. 

From co-op to a successful career 

Ojanpera was introduced to ��ݮ��Ƶ's engineering co-op program by a high school teacher who believed he would be interested. “I looked into the program and when it came time to apply, I submitted one application to ��ݮ��Ƶ, and that was it.” 

In 1964, Ojanpera was among the first to benefit from the program, which has since become globally recognized with more than 8,000 employers worldwide.

Ron Ojanpera (BASc ’69)

Co-op allowed him to balance school with paid work while discovering career roles that best align with his goals and skill set.

During his third year, Ojanpera made a pivotal career shift, moving from mining to engineering services, which would later form the foundation of his career. He gained valuable hands-on experience in plant operations, where he developed a deep appreciation for complex industries and customer relations. 

“The world is more complex now but the principle is the same,” he said. “Co-op prepares students to deal with those complexities, by teaching them how to work with people and apply technology to solve problems.” 

��ݮ��Ƶ has remained central to Ojanpera and his family, including his wife, daughters and niece who have all graduated from the University. Ojanpera takes pride in how his co-op experience led to a successful 50-year career in sales, business development and engineering, specifically in steam generation and air emissions control systems related to utility and heavy industrial applications. 

“The world is more complex now, but the principle is the same. Co-op prepares students to deal with those complexities.”

— Ron Ojanpera (BASc ’69) 

A new generation of co-op students finds their passion 

Elsa Patterson
Current Geomatics co-op student

Over the years, the co-op program has expanded to include all six faculties, making it accessible to students in every discipline.

Elsa Patterson, a current Geomatics co-op student, reflects on how she overcame the pressure of choosing the “right” co-op positions. Instead, she embraced the opportunity to explore various fields, build her resume and discover her passion for using data-driven approaches to foster sustainable and resilient communities. 

Through her co-op work terms in research labs, the Ontario Ministry of Agriculture, Food and Rural Affairs and Indigenous Services Canada, Patterson gained hands-on experience as a geographic information systems (GIS) specialist. 

“I’ve learned through co-op in a different way — realizing how much I care about my work and how invested I am in my role has truly been a game-changer,” she said. 

Co-op also helped her develop a strong work ethic, professionalism, confidence and the ability to troubleshoot — skills she feels are valuable as she advances in her career. Patterson’s final eight-month work term will focus on improving water quality in the Great Lakes and implementing preventative measures to protect the environment. 

Watch video on YouTube

Continuing ��ݮ��Ƶ’s co-op legacy 

Every co-op experience at ��ݮ��Ƶ is unique, shaped by the individual’s program, values, desired impact and goals — just as it was for alumni like Ojanpera and current students like Patterson. What remains constant is the profound impact of ��ݮ��Ƶ’s co-op program over the past 65 years.  

Today, ��ݮ��Ƶ remains a global leader in co-operative education and work-integrated learning, offering innovative programs that meet the needs of both students and industry. With a unique opportunity to apply classroom knowledge in real-world contexts, co-op students are not just prepared for the future ─ they are tackling the world’s greatest challenges with innovation, passion and purpose.

Campus

Engineering

Magazine

Champions of change

Bernice Ma — Tue, 13 May 2025 04:00:00 +0000

Meet six world-class researchers, alumni and students who are applying boundary-breaking approaches to redefine sports, recreation and tourism

Dr. Michelle Rutty

As Canadians contend with climate-induced environmental changes like wildfires, flooding and melting glaciers, Dr. Michelle Rutty (MES ’10, PhD ’14) has been exploring the relationship between environmental changes and the global tourism sector.

Her research is among the first to use the power of virtual reality (VR) technologies to provide immersive, realistic experiences that enable communities to better understand their current and future climatic risks.

As director of the deTOUR Lab, Rutty supports the use of VR environments where users experience a destination before or after climate-related disasters impact it. “We’ve developed VR environments for ski resorts and golf courses that are experiencing record warm conditions and drought and are currently working on a VR simulation of glacial retreat in Jasper National Park,” Rutty said.

Recognizing that visual content is more persuasive than textual narratives for shifting emotional values, Rutty leverages VR as a public engagement tool to promote dialogue around climate-induced environmental change. “Visual media can both simplify the complexity of climate science while eliciting emotional responses,” she explained.

Rutty is committed to methodological innovation that accelerates environmental action in the tourism sector. Her scholarship has been recognized for research excellence with awards from around the world.

Greg Mittler

When a group of ��ݮ��Ƶ’s Master of Business, Entrepreneurship and Technology (MBET) students pitched the idea of introducing video games and esports at ��ݮ��Ƶ back in 2018, few imagined it would grow to be the largest network of its kind in Canada.

Under the leadership of Greg Mittler (BA ’14), the first full-time esports coordinator at a Canadian university, the program has grown to approximately 60 esports athletes who compete in several collegiate-level titles across North America.

Intent on making space for inclusivity in the sports world, Mittler shared that the initiative is also one of the first to have a marginalized genders team.

“We’re expanding into the community at large, focusing on more comprehensive goals with the ��ݮ��Ƶ Region Esports Commission and the University’s Interdisciplinary Network for Esports. Our ambition is to grow to be a significant influence in the country,” he said.

Last year, in collaboration with Conestoga College, Mittler and his team hosted WaterLAN — an esports tournament — where 16 schools came to the region to compete. The two-day event generated more than $75,000 in economic impact.

In 2024, Mittler’s team more than doubled those numbers, with help from approximately 50 student staff and volunteers that organized programming for thousands of students.

Christina Sullivan

During the COVID-19 lockdown in 2020, Christina Sullivan (BASc ’23) was introduced to the world of Formula 1 (F1) by her sister Veronica through the Netflix series Drive to Survive, and was instantly captivated by the sport. When her co-op term was cancelled due to the pandemic, Sullivan channelled her new passion into an academic project on F1 cars.

Shortly after, when her social media algorithm pushed an ad for an industrial placement at Williams Racing in the U.K., she applied and was thrilled to secure a one-year contract.

Today, as a full-time wind tunnel systems engineer with the company, Sullivan’s work ranges from designing and fabricating printed circuit boards and electrical harnesses to developing data acquisition systems and ensuring wind tunnel data accuracy.

“My main responsibility is the development and maintenance of our F1 wind tunnel model. All the aerodynamic developments that are seen on the car during races are first seen on this model in the wind tunnel,” she added.

Sullivan’s proudest achievement is leading the electrical design of the new wind tunnel model that Williams will test for the 2026 F1 season. She says that working with many multidisciplinary teams on bespoke systems and innovative control networks was an extremely rewarding experience.

Dr. Daniel Scott

The future of tourism and sports events like the Olympics are highly influenced by global change. That’s why Dr. Daniel Scott’s (MA ’93) research focuses on the transition of the tourism sector to a low-carbon economy and its adaptation to the complex impacts of a changing climate.

In a recent study commissioned by the International Olympic Committee to increase understanding of potential host cities in a warmer world, Scott’s research revealed that only 52 of 93 potential Olympic Winter Games host locations will remain climate-reliable by the 2050s and just 46 by the 2080s.

The outlook is more troubling for the Paralympic Winter Games, with only 22 climate-reliable sites by the 2050s and 16 by the 2080s. “Climate change is altering the geography of winter sports and is a growing threat to the cultural legacy of the Olympic Winter Games,” Scott said.

Still, believing that tourism can be a global force for good, he is committed to advancing global tourism that is compatible with planetary boundaries. As a leading scholar in the field, Scott’s research has been cited in more than 550 policy documents in more than 30 countries and by multiple international government organizations.

Haley Baxter

With her mom as her soccer coach and her dad a strong advocate for women’s sports, Haley Baxter’s (PhD in progress) research on women in volunteer sport coaching was greatly influenced by her parents.

Recognizing that there is little research in this field, her work aims to fill the gap. “My research looks at how to create and support pathways for young girls to become volunteer coaches,” Baxter explained.

Through meaningful engagement with club leaders, coaches and youth, her research highlights the lack of specific targets, strategies and gender-based initiatives for recruiting women and girls to coach.

Noting that club leaders recognize the need for intentional recruitment, she found they also feel unsupported by sports governing bodies, most of which prioritize high-performance coaching instead.

Baxter’s findings underscore the need for targeted recruitment strategies and better support systems to engage women and girls in volunteer coaching roles. She hopes her research helps the sport system recognize the importance of supporting gender-based initiatives at the community level of sport.

Dr. Kristine Dalton

Dr. Kristine Dalton (OD ’07, MSc ’10) is a distinguished leader in sports vision and concussion rehabilitation, with a remarkable track record in Paralympic winter sports.

In 2014, she founded the Sports Vision Clinic at the University of ��ݮ��Ƶ to help athletes improve their performance. After seeing many athletes with vision problems after a concussion, Dalton teamed up with Dr. Tammy Labreche to launch a specialized service focused on treating patients with various brain injuries.

“Our team works collaboratively with physicians, optometrists, physiotherapists, athletic therapists and other health-care providers in the community to support the multidisciplinary care patients with brain injury need in their recoveries,” she said.

In 2015, Dalton pioneered a research project that focused on understanding how athletes use their vision to ski. Her research revolutionized classification rules for Para Alpine and Para Nordic skiing, ensuring fair competition for athletes with vision impairments.

In collaboration with the International Paralympic Committee, World Para Snow Sports and the International Ski and Snowboard Federation, the groundbreaking work has expanded global eligibility for these sports.

Magazine

Research

Protecting wildlife, one road at a time

Chantal Vallis — Fri, 09 May 2025 12:00:00 +0000

Environment student, Katja Kubasta, reflects on her experience safeguarding species at risk during her KEEN Global Citizen Internship at The Long Point Biosphere Region Foundation

Bordering Lake Erie and extending across Norfolk County, Long Point Region hosts many internationally recognized protected natural areas and is a refuge for many species at risk.

The region’s conservation efforts have deep roots, with initiatives dating back to 1866. Today, those efforts are continued through organizations like the non-profit Long Point Biosphere Region Foundation. It’s where Katja Kubasta, a Faculty of Environment student, found a meaningful donor funded work opportunity through the KEEN Global Citizen Internship.

Kubasta grew up with a passion for the environment and a love for the outdoors. “I went camping a lot as a kid,” she says. “My parents always kept sustainability top of mind at our house. That’s been a really big influence and why I decided to join my program. Also, in high school, there was the ecology and evolution unit, and I just wanted to learn more.”

That early passion led her to the School of Environment, Resources and Sustainability (SERS), where she’s now wrapping up her final term. The interdisciplinary program blends ecological science with the problem-solving skills needed to tackle the social, economic, and policy challenges that often accompany environmental issues – a mix that suited Kubasta’s curiosity. "I've always leaned more toward the ecology side of things, but I like how it lets me look at the bigger picture.”

Through ��ݮ��Ƶ's co-op program, Kubasta has explored that broader perspective across a wide range of roles, such as working on environmental assessments for Ontario's Ministry of the Environment, Conservation and Parks, to conducting hands-on oyster research in the Netherlands.

At Long Point, she brought that same passion to a new sector – non-profit environmental conservation. Her primary role was surveying reptile road mortality in and around the biosphere, identifying areas where mitigation strategies could help protect vulnerable species. The timing of her internship also meant she got to support field research during the region’s nesting season; a unique opportunity to observe and catalogue wildlife behavior in real time.

“Reptiles are really important for wetlands and the ecosystem services they provide,” she says. “While we observed many mortalities on the roads, we also had quite a few live reptiles and amphibians that we observed and saved from being hit! These animals put the effect of mortalities into perspective and help us understand the end goals of our project, as we continue to push for stronger mitigation strategies for wildlife on roads.”

Kubasta conducted a total of 586 standardized surveys using an application called FieldMaps, part of the ESRI ArcGIS program. During these surveys, she recorded 216 wildlife observations of which 89% were dead on the road and only 11% were alive.

During her 4-month placement, Kubasta developed a deeper appreciation for the people and passion that sustain environmental non-profits. She was struck by how much behind-the-scenes work is carried out by dedicated volunteers and staff who genuinely care about their communities and local ecosystems. It also broadened her perspective on career paths.

“I’m definitely considering non-profits a bit more seriously now. A big thing in our program is looking beyond just the traditional environmental science or government jobs. There are so many ways to be impactful.”

Now in her 4B term, Kubasta plans to take a year off before graduate school to pursue new adventures. She’s applying for jobs with conservation organizations and is travelling to Ecuador and the Galápagos Islands. Meanwhile, the important surveying work she oversaw this past year will continue under the direction of two new Global Citizen interns funded by corporate donor and partner, KEEN. They began this work in April.

“These students are the future leaders of our society in respect to mitigating environmental issues and promoting sound ethics, and the more they learn about it on the ground is just fantastic” says Brian Craig (BES ’73), member on the board of directors at The Long Point Biosphere Region Foundation.

Not only is Craig enthusiastic about the potential for future student involvement, but he also notes the collaboration with the University of ��ݮ��Ƶ extends beyond student placements. With regular meetings with Environment professors like Dr. Derek Armitage and Dr. Chantel Markle, they are able to align Environment 2035 research priorities and connect faculty expertise with community needs.

“It’s how the road mortality surveying project first came about. The internship allowed us to carry out this important work that we wouldn’t have had the money to do otherwise,” he says. “It shows how meaningful connections between universities and community organizations can drive real progress for species at risk.”

Global Citizen Internship program donors enable committed, talented, and passionate Environment undergraduate and graduate students to apply their knowledge in a work setting at Canadian registered charities and non-profit organizations with local and global reach.

Learn more about the Long Point Biosphere Region Foundation and its collaboration with the Faculty of Environment.

Sustainable Futures

Connecting ��ݮ��Ƶ’s best students with Canada’s best companies

Sam Charles — Thu, 08 May 2025 01:09:34 +0000

True North Fund partners with ��ݮ��Ƶ to develop a Canadian talent pipeline to help strengthen the country’s top 100 tech firms

Chris Albinson, co-founder and managing partner of Canadian venture capital fund True North Fund and co-founder of C100, says Canada is at a critical juncture in its continuing evolution as a global innovator. He says the country and its tech leaders need to work harder to retain the best and the brightest.

“We really need to build the narrative of 'Canada or bust!' The time for 'Cali or bust' that we hear from students has come to a close,” says ��ݮ��Ƶ-based Albinson. “For the first time we have a critical mass of global leaders based in Canada. We need to connect them to our best students. Considering the geopolitical environment we’re in, now is the time.”

Prompted by conversations at last spring’s convocation with University President and Vice-Chancellor Vivek Goel and Faculty of Engineering Dean Mary Wells, Albinson says they started exploring more ways to connect ��ݮ��Ƶ’s best students with Canada’s top private companies. That work has culminated in a partnership between True North and the University.

“As much as we’re proud to see our students thriving around the world, we also have a responsibility to show them they can build ambitious, meaningful careers right here in Canada,” Wells says. “Partnerships like this one with True North connect our students to top-tier co-op opportunities and help them see the possibilities that exist at home. I want them to see themselves not just working in Canada but also helping to build it for the future.”

Team True North is modelled after Canada’s “Own the Podium” Olympic strategy which focuses on providing resources to athletes with the highest potential for success. By merging True North’s roster of tech companies with ��ݮ��Ƶ’s co-op network, it creates a pipeline for growth and innovation in Canada.

Using an objective global standard data, True North identifies the top performing tech companies in Canada. The True North branding will provide students with the knowledge and confidence that they will have a meaningful and fulfilling co-op or full time experience at a global leader, right here in Canada.

At the bottom of each job description for these companies, it will read: “This company is part of Team True North, a comprehensive group of Canadian tech firms with performance and growth rates that match the top 1 per cent of companies worldwide.”

Some students might be surprised to learn that companies such as Arctic Wolf, Clearpath Robotics, 1Password, eSentire, Miovision Technologies and Faire are not only based in Canada but local to the ��ݮ��Ƶ region.

From the beginning, the world’s top high-tech companies have come to the University of ��ݮ��Ƶ to recruit its students. They are frequently drawn to ��ݮ��Ƶ by its track-record of developing leaders and innovators across sectors. For students, especially those seeking co-op experience, they are keen to join these large companies for the prestige and bragging rights.

The University has more than 8,000 employer partners across more than 70 countries including major tech companies such as Microsoft and Google. Despite data that shows every dollar invested by a business in a ��ݮ��Ƶ co-op student creates a greater economic gain, small and medium-sized companies may worry there might not be a critical mass of co-op applicants to draw talent from.

“We’ve heard that all high performing Canadian firms know about ��ݮ��Ƶ, but aren’t sure there are opportunities for them to recruit the University’s top students when competing against the world’s biggest companies,” Albinson says. “The same is true on the other side of the equation, that many students simply don’t realize the global leading opportunities right here in Canada, and we want to change that.”

Of Canada’s top 100 highest performing private companies, two-third are already working with ��ݮ��Ƶ co-op students. Albinson wants to close the gap with the remaining third of companies who he believes are missing an opportunity. “If we want these companies to compete globally, we need to connect them to ��ݮ��Ƶ’s talent pipeline, and vice versa, we need ��ݮ��Ƶ’s students to know and seek out these global Canadian companies.”

Companies like Faire, an online wholesale marketplace for retailers and brands, are already benefiting from its relationship with the University. With offices in San Francisco, Salt Lake City and ��ݮ��Ƶ, it employs more than 200 staff, many with University of ��ݮ��Ƶ connections.

“Our region is fortunate to be the epicentre of innovation in Canada,” Albinson says. “Our new partnership with the University of ��ݮ��Ƶ will help connect Canada’s best students with Canada’s best companies.”

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Funding the future of optometry

Beth Bohnert — Thu, 01 May 2025 12:28:36 +0000

Through gifts to the ��ݮ��Ƶ Eye Institute, donors are helping to prepare the next generation of eye and vision care providers

“My wife hasn’t seen my eyes in five years,” the patient told University of ��ݮ��Ƶ student Nina Yan on her first day working in an optometry practice. After suffering a concussion, the man was forced to wear dark sunglasses constantly to alleviate the pain of extreme light sensitivity.

After a thorough assessment confirmed the need for prism correction, Yan recalls, “My supervisor and I put some prism and a blue tint in his glasses. Immediately, you could see the release in his shoulders. He started crying with relief. He was able to go about his day almost like before his concussion.

“That experience put into perspective just how important optometry can be.”

As Canada's population gets older and more people develop vision problems, the need for skilled eye care professionals is growing. ��ݮ��Ƶ donors are helping train students like Yan and her classmate Cassidy Roberts through their contributions to the ��ݮ��Ƶ Eye Institute (WEI) at the School of Optometry and Vision Science.

New tools mean new learning opportunities

The WEI, set to open in late 2026, aims to become Canada's leading centre of excellence in optometry, enhancing patient care and serving as a national resource for optometric education and research. It has been made possible, in part, thanks to more than 900 donors who have contributed to equipment and programs. This support helps ��ݮ��Ƶ optometrists advance eye and vision care and provides students with hands-on learning opportunities.

Yan and Roberts are in their final year of the Doctor of Optometry program, in which students rotate through the primary and specialty clinics in the School and private practices across the country. During these rotations, students examine and diagnose patients while supervised by an optometrist.

The two students are currently working at the interim location of the ��ݮ��Ƶ clinic, where the School continues its optometric education and patient care programs during the WEI’s construction.

The School’s clinics — there’s an additional location at the Kitchener Health Sciences campus — are renowned for their advanced care and receive hundreds of referrals each year from across Canada and abroad. One reason for this is the specialty services the clinics offer, made possible by cutting-edge technology funded by donors.

This equipment includes an expanded imaging suite, with tools that enable optometrists to look more deeply into the eye and better diagnose and treat eye diseases and conditions. A corneal topography machine maps layers of the retina and can provide measurements for special contact lenses to treat conditions like corneal scarring.

“Without the topography machine, we wouldn’t be able to fit patients with these lenses. These machines enable us to provide extra care and services that might not be possible elsewhere,” Yan says.

In the imaging suite, optometry student Cassidy Roberts operates a high-precision instrument that measures the length and curvature of the eye. Much of the suite's equipment has been provided through donor support of the ��ݮ��Ƶ Eye Institute.

A safe environment to practice skills

Long before Yan and Roberts stepped into the clinic, donors were helping them prepare to care for patients. The School is home to the donor-funded FYidoctors Simulation Lab. This virtual reality lab allows students to see conditions they will encounter in the clinic.

“The simulation lab provides a safe, structured environment where we can practice our skills and learn about different pathologies,” Roberts says. “Having the software go through exactly what we're seeing and explaining it makes for an easier transition to real-life patients.”

Now that they're preparing to graduate, Yan and Roberts still find the lab useful.

“I used it right before my board exam, just to make sure that my techniques were up to par,” Yan says.

The new technology helps students prepare not only for their future as optometrists, but for the future of their profession as well.

“We have an advanced procedures course where we get to use specialty tools, like the YAG laser. Optometrists are not allowed to do these procedures in Ontario yet. It’s good practice if the scope of practice expands in the next few years,” Yan explains.

Leading-edge technology helps the ��ݮ��Ƶ Eye Institute's clinics provide the highest standard of care — and gives students like Nina Yan unique learning opportunities that might not be available in private practice.

Funding the future

While Roberts and Yan will have left ��ݮ��Ƶ by the time the WEI opens, they are excited by what the expanded clinic and its equipment will mean for future optometry students and patients.

“Right now, we have modern equipment and modern ideas but a very old space. At a time when we have all these new innovations, the WEI will help students stay on top of them and foster our learning,” Roberts says.

“We’d like to send WEI donors a huge, heartfelt thank you,” she adds. “We wouldn't be able to learn the way that we're learning, and we wouldn't be where we are as clinicians right now without their help.

“They're funding not only the School but the future of optometry in Canada.”

On May 15, the University of ��ݮ��Ƶ will launch our first Giving Day. This event encourages you to support the ��ݮ��Ƶ initiatives you care most about — like optometric education and patient care at the ��ݮ��Ƶ Eye Institute— and connect with other donors to increase the impact of your gift. Join us on Giving Day and help ��ݮ��Ƶ build a better tomorrow.

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