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Series: 51³Ô¹Ïapp Appoints New Tenure-Track Faculty Members

Series: 51³Ô¹Ïapp Appoints New Tenure-Track Faculty Members

Professors being added to multiple faculties to enhance the student experience

September 16, 2024 - From the study of climate change to the exploration of historical texts, the diverse academic strengths of ³¢²¹³Ü°ù±ð²Ô³Ù¾±²¹²Ô¡¯²õ faculty is reflected in the roster of eight newly appointed tenure-track faculty.

With the goal of tenure in sight, this distinguished group of scholars contribute to advancing research, inspiring students, and shaping the future within their respective fields. While their areas of expertise vary broadly, they are connected by their dedication to their work and their commitment to positively influencing the learning environment for Laurentian students.

"We are pleased to welcome these exceptional scholars to tenure-track positions," said Dr. Malcolm Campbell, Provost and Vice-President, Academic. "This diverse group will create a positive impact across multiple academic programs. We look forward to seeing their research achievements and, perhaps even more significant, the meaningful connections they will forge with students and the lasting impact they will have on their academic journeys."

The tenure-track faculty members include those both returning and new to the Laurentian community. Emily Caruso Parnell has taught at Laurentian for seven years and welcomes the opportunity to grow in her new role, ¡°Having spent 23 years working in education and years of teaching sessionally, I am absolutely delighted to be joining the full-time faculty at Laurentian. I look forward to working with our bright and capable students as they prepare to embark upon their teaching careers.¡±

With the fall term underway, the faculty are already settling into their roles and delivering courses. The newly appointed tenure-track faculty members are listed by Faculty below.

 

Faculty of Science, Engineering and Architecture

Elizabeth (Liz) Favot, she/her/elle , School of Natural Sciences

¡ñ Research Interests: Aquatic ecology, Paleolimnology, Long-term environmental change, Climate change, Lake response to multiple environmental stressors

¡ñ Anticipated Courses: ENVI 1507 Introduction to Environmental Studies; ENSC 3246 Aquatic Ecology

Mateus Pepinelli, he/him/il, School of Natural Sciences

¡ñ Research Interests: Aquatic insect biology and ecology, Biology of Vectors, Plant-pollinator networks, Airborne eDNA for biodiversity monitoring, Ecology and health of honey bees

¡ñ Anticipated Courses: BIOL 3046EL General Entomology; BIOL 4817EL Medical Entomology

 

Faculty of Education and Health

David Hung, he/him/il, School of Education

¡ñ Research Interests: Mathematics Education, Adolescent Learning, Teacher Education, Cooperative Learning, Discourse, Qualitative Case Study Research

¡ñ Anticipated Courses: EDUC 3026EL Mathematics Content Review for Teachers; EDUC 4242EL Mathematics (Junior/Intermediate)

Emily Caruso Parnell, she/her/elle, School of Education

¡ñ Research Interests: Teacher professional development, School leadership and systems change, Equity work in schools, French as a second language education, Arts education, Distance education, Early childhood education, Antisemitism education

¡ñ Anticipated Courses: EDUC 1016 Introduction to Teaching and Learning; EDUC 4244 Dance (Junior/Intermediate); EDUC 4286 Language II (Junior/Intermediate)

Additionally, Sonia Meerai has been appointed tenure-track with the School of Social Work and Handy Leroy has been appointed tenure-track with l¡¯?cole de service social.

 

Faculty of Arts

Banafsheh Karamifar, she/her/elle, School of Liberal Arts

¡ñ Research Interests: Digital humanities, Linguistic and Cultural Diversity, Plurilingualism and Pluriculturalism, French as a Second Language, French in minority contexts, Artificial Intelligence, Emergent technologies, Critical discourse analysis, Interpretative semantics, participatory research methods, Higher education

¡ñ Anticipated Courses: LING 3017 Morphologie g¨¦n¨¦rale; LING 3007 Phonologie g¨¦n¨¦rale; FREN 3806 Production de messages ¨¦crits; FREN 3807 Production de messages oraux; FREN 2507 Le FLS en contexte II

Sylvia Hunt, she/her/elle, School of Liberal Arts

¡ñ Research Interests: 18th-century juvenilia, Romantic poets

¡ñ Anticipated Courses: ENGL 2056 Texts in Historical Context; ENGL 3056 Modern and Contemporary Texts

 

See part 2 of this series.

See part 3 of this series.

Basketball Player Amber-Lyn is Shooting for Success on the Court and in the Classroom

Basketball Player Amber-Lyn is Shooting for Success on the Court and in the Classroom

Amber-Lyn May balances life as an athlete and aspiring forensic pathologist while inspiring change among Indigenous youth.

September 12, 2024 ¨C is a member of the Tahltan First Nation, a dedicated player on the Laurentian , and a diligent student aspiring to attend medical school. She is currently in her fourth year of Forensic Science at 51³Ô¹Ïapp. In addition to her rigorous training schedule, Amber-Lyn manages her lab work, academic studies, and preparation for the Medical College Admission Test (MCAT) with passion and drive. She is motivated by her desire to be a role model for Indigenous youth.

Amber-Lyn was born in Northern B.C. and grew up in Calgary, Alberta in a big family with ten siblings. She made the move to Sudbury for ³¢²¹³Ü°ù±ð²Ô³Ù¾±²¹²Ô¡¯²õ forensics program and basketball team. It was Head Coach Jason Hurley¡¯s coaching style that drew the guard to the team and she has appreciated her time as a Voyageur above all else during her time at Laurentian.

When asked what has had the most impact on her throughout her Laurentian experience, Amber-Lyn was confident in her answer. ¡°Definitely being a part of the LU basketball team. I grew up in a rough area and my family faced challenges, so traveling across the country to play university basketball has been an incredible opportunity that has really shaped me. I have felt so supported at Laurentian. Jason Hurley, my coach, is caring but disciplined and driven like I am. He pushes me to set and reach my goals.¡±

Like many student-athletes, Amber-Lyn¡¯s schedule is full, especially in the sciences with lab work on top of training and academics. She is a fan of the lab, viewing it as enriching rather than challenging and a keystone of why she chose Laurentian for its forensic science program.

¡°The labs here are great because they¡¯re so hands-on ¨C we touch and experience what we¡¯re learning about, rather than just talking about it. The forensics program at Laurentian is known to be one of the best in Canada. I appreciate that my professors have first-hand experience in the field and I have learned so much from them.¡± She describes examining bullets and blood spatter, emphasizing how helpful and interesting it is to be able to learn in such a practical way.

As a student Amber-Lyn is driven to inspire other Indigenous youth. ¡°Competing at this level of basketball and meeting high academic standards, I want to represent my community and encourage other Indigenous youth to achieve their goals,¡± she says.

Looking ahead to her career Amber-Lyn is motivated to add Indigenous representation to Forensic Pathology in Canada. ¡°As an Indigenous woman, I want to have a positive impact on my community. As a forensic pathologist with a connection to our culture, I want to make a difference for missing and murdered Indigenous women and girls. I want to be able to offer closure to the families.¡±

Ready to start her final year at Laurentian, and her sights set on medical school, Amber-Lyn is preparing to take her MCAT. On the court, she¡¯s already busy training in preparation for the upcoming basketball season.

The 51³Ô¹Ïapp Women¡¯s Basketball team plays their home opener against the University of Toronto on October 25th.

Nurturing Young Minds Through Art

Nurturing Young Minds Through Art

Dr. Diana Coholic's Arts-Based Mindfulness Program Empowers Kids

September 11, 2024 - Diana Coholic, a full professor at 51³Ô¹Ïapp's School of Social Work, has spent her career developing and implementing her innovative arts-based mindfulness program that is transforming the educational landscape for elementary-age students. With a career spanning over two decades, Dr. Coholic's research has improved the mental well-being of thousands of students in the region.

Dr. Coholic¡¯s research focuses on the benefits of integrating mindfulness techniques with artistic expression to foster resilience and well-being among children. Her program, the , offers a 12-week curriculum that combines various art forms¡ªsuch as drawing, painting, clay work, and writing¡ªwith mindfulness practices like breathing meditations. This approach not only engages students in a creative and enjoyable manner but also supports their emotional and mental health. It¡¯s an approach that has since been adopted by several of Ontario¡¯s school boards.

¡°Tell me about yourself¡± is a common request that most adults are accustomed to providing a standard answer to but as Dr. Coholic explains, that is not the case for kids. ¡°That request might be very simple for a confident, resilient child, but for others, even basic questions like this can elicit feelings of overwhelm for many reasons,¡± she says. ¡°Now imagine the child is asked to paint themself as if they were a tree, given all kinds of creative materials to use, and no limitation on what they can create. While the straightforward question can be off-putting, the creative prompt affords time, space, and creativity.¡±

Since its inception, HAP has evolved to meet growing interest. Initially developed and studied in a lab setting on Laurentian campus, Dr. Coholic has since adapted it into a comprehensive curriculum that has been implemented in multiple Northern Ontario schools. Additionally, Dr. Coholic has developed a digital networking channel for practitioners, community workshops and presentations, and digital resource toolkits for educators, social workers, and parents.

The program has made a profound impact, and Dr. Coholic says that teachers report improvements in students' self-esteem, mood, emotional regulation, and focus. ¡°The program helps foster better classroom dynamics, with students learning to support each other and work together more effectively. We have found that the integration of HAP in the classroom creates a supportive environment where students can express themselves and build connections within their peer groups.¡±

Dr. Coholic's research has been supported by funding from the Social Sciences and Humanities Research Council (SSHRC) and SickKids Foundation. She says that the most invaluable support comes from university students on her research team and community collaboratiors. ¡°I couldn¡¯t do this without the help of students. I always say that research should be a win/win/win proposition for everyone. Laurentian students get hands-on experience, partner organizations get free evidence-based programming, and I get to conduct meaningful research.¡±

Looking to the future, Dr. Coholic is optimistic about the potential for HAP to reach even more students and communities. HAP has garnered global interest with Dr. Coholic receiving requests for use from practitioners in Iran, Philippines, Australia, and Portugal. Dr. Coholic envisions a world where every child has access to creative and engaging mindfulness practices that can help them navigate the complexities of modern life.

Sudbury¡¯s Katie Taylor Looks Forward to First-Year at Laurentian

Sudbury¡¯s Katie Taylor Looks Forward to First-Year at Laurentian

Incoming Concurrent Education student strives to make a difference for the next generation of learners

September 4, 2024 ¨C The first day of class. For first-year students at Laurentian, it is a momentous day as they file into the first lectures of their postsecondary careers. Although this time can be intimidating, incoming student Katie Taylor is excited, prepped, and ready to begin her journey at Laurentian this fall.

Born and raised in Sudbury, Katie has felt connected to Laurentian from a young age. ¡°I grew up at Laurentian,¡± she shares. ¡°For years I have been attending community sports events like track meets and volleyball games on campus. With my sisters also having attended Laurentian, I spent a lot of time on campus visiting them. When it came time to choose a university, Laurentian felt like the natural choice, allowing me to stay close to family, go to a school that feels like home, and take the program that¡¯s the best fit for me.¡±

Katie is taking the Concurrent Education program, majoring in English Literature, Media and Writing. After hearing positive feedback from others who completed ³¢²¹³Ü°ù±ð²Ô³Ù¾±²¹²Ô¡¯²õ Concurrent Education program, she was drawn in by their experiences. ¡°Everyone I know who took ConEd said that the professors are amazing, the small classes are ideal, and they learned a lot of valuable skills for teaching in particular.¡±

Katie expresses a deep connection to her programs. She says that writing has always been a creative outlet for her and she looks forward to sharing her love of reading and writing with her future students. ¡°In high school I took courses outside of the mandatory ones to strengthen my writing abilities. I knew I wanted to pursue English in my career and that if I were to pursue teaching, English would be my focus.¡±

She was further inspired to pursue teaching by those who supported her when experiencing anxiety as a student. ¡°I want to be the teacher who makes a difference. As an anxious kid growing up, school was a scary thing for me. I want to be the teacher who creates a safe environment and is a safe person for those kids. I had teachers who impacted me deeply and I hope to pass on their kindness and make a meaningful difference in the life of a student in the next generation.¡±

A graduate of St. Benedict Catholic Secondary School, Katie says many of her friends will also be going to Laurentian. ¡°I know quite a few students who attended my high school who have also chosen Laurentian, going into other programs like nursing and biochemistry. I even have a couple of friends who are entering ConEd with me. I¡¯m grateful to be able to share this new experience with my long-time friends.¡±

Katie describes her experience with registration as very positive. ¡°Everyone at Laurentian has been very kind and helpful,¡± she shares. ¡°The advisors are quick and thorough in answering questions and have really helped to reduce my stress surrounding the processes of signing up and getting prepared. When I needed guidance on choosing courses, I met with incredibly helpful staff and felt so well-supported as they walked me through the process.¡±

Overall, Katie says she¡¯s really looking forward to the experience of being a student at Laurentian. She adds, ¡°I¡¯m very excited for the year to begin. Especially with the help I¡¯ve received from Laurentian staff, I¡¯m not afraid or stressed to start university. I know the transition can be challenging, but I¡¯m feeling ready!¡±

With excitement and confidence, Katie Taylor is soon to start at Laurentian, surrounded by familiar faces and supported by a welcoming community. She will be joined by a diverse cohort of students at Laurentian as the academic semester begins with the first day of classes on September 4, 2024.

New Robotics Team Brings Home Impressive Haul of Awards From Brazil

New Robotics Team Brings Home Impressive Haul of Awards From Brazil

Computer Science students Austin Barrett and Nicolas Pottier ¡ª the ¡°Snobots¡±

September 3, 2024 - The newly formed ¡°Snobots¡± and the Laurentian Intelligent Mobile Robotics Lab (LIMRL), are already making history. The Snobots, 4th-year Computer Science students Austin Barrett and Nicolas Pottier, showcased their impressive skills at the in Brazil where they earned four gold medals, a silver medal, and placed first overall in the prestigious HuroCup Adult-Sized Humanoid Competition.

LIMRL is a dynamic new addition to 51³Ô¹Ïapp's Faculty of Science, Engineering, and Architecture that blends teaching and research, focusing on a range of mobile robots from wheeled platforms to advanced legged humanoid robots. With about 20 students involved so far, the dedicated lab space provides a platform for hands-on learning in programming, control systems, and robot design.

Dr. Meng Cheng Lau, assistant professor in the Bharti School of Engineering and Computation, developed LIMRL, making it possible for Austin and Nicolas to form the Snobots. He says that although he supervised the students and supported them where needed, it was the students¡¯ dedication and collaboration that proved to be the keys to their success at the international event.

¡°Austin and Nicolas worked incredibly hard to make this happen. Their commitment and teamwork were absolutely crucial to their success.¡±

Austin and Nicolas say they were inspired by Dr. Lau¡¯s stories from past robotics competitions. ¡°He shared his experiences with us, and we were immediately drawn to the idea,¡± Austin recalls. ¡°Our shared interest grew into forming our team and spending the summer preparing intensely for FIRA.¡±

Their human-like robot, Polaris, stands as a testament to their hard work and creativity. At about three feet tall, made of both metal and 3D printed parts, with 20 degrees of freedom for a broad range of motion, Polaris is designed for both durability and agility. The team used two programming languages, Python and C++, to program Polaris. Equipped with a webcam-like head and a computer in its chest, Polaris can handle various tasks autonomously by assessing situations and making decisions.

Though the Snobot¡¯s recent success demonstrates their exceptional capabilities, the true focus remains on their journey and the lab's potential. ¡°Our goal is to continue expanding the team and welcoming more students from all disciplines to LIMRL,¡± Nicolas shares. ¡°We want to collaborate and develop even more advanced robots.¡±

¡°The Laurentian Intelligent Mobile Robotics Lab is not just a space for technical learning but a launchpad for future careers in areas like autonomous systems in the mining sector,¡± explains Dr. Lau. With uncapped research and learning potential, Dr. Lau hopes the lab becomes a cornerstone of the student experience for all those interested in robotics.

Fall Orientation Sets Students Up for Success

Fall Orientation Sets Students Up for Success

New and returning students welcomed with a dynamic and engaging Fall Orientation schedule designed to kickstart their year.

August 28, 2024 - 51³Ô¹Ïapp is welcoming students with a packed schedule for Fall Orientation, from August 28th to September 13th. With a goal to help new and returning students settle in and start the academic year feeling fully prepared, Orientation is a collaborative effort between ³¢²¹³Ü°ù±ð²Ô³Ù¾±²¹²Ô¡¯²õ Office of Student Success and student associations.

¡°Whether a first-year or returning student, on campus, online, or international, this is an opportunity to dive into student life, meet new people, and get to know Laurentian,¡± says Sarah Humphries, Manager, Office of Student Success. ¡°With a focus on building connections and community, students are encouraged to make connections, and bring forward any questions before classes start.¡±

Move-in for students living in residence starts on Thursday, August 29th and continues throughout the weekend with a Welcome BBQ on Saturday, August 31st at 1:00 pm.

Engaging activities like the annual Beach Day, Colour Run, and Karaoke Night are set to get students networking and having fun. While campus tours, the clubs and services fair, and information sessions are designed to inform students and build familiarity with what Laurentian has to offer.

Katie Taylor graduated from St. Benedict Catholic Secondary School this past spring and is starting her first year in the Concurrent Education program. She says the excitement to get started is building. ¡°I¡¯m looking forward to being a part of the LU community! I¡¯m very interested in attending the clubs and services fair because I want to see what¡¯s available for non-competitive volleyball. I¡¯m also planning to attend the beach day and hoping to play some beach volleyball with friends.¡±

All Laurentian community members are welcome to attend the lighting of the Sacred Fire with Indigenous Student Affairs (ISA) outside the Indigenous Sharing and Learning Centre at 9:00 am on Friday, August 30th. Students are invited to a Meet and Greet: Wiiyaas and S¡¯mores with the ISA Team on September 3rd and can participate in ISA activities like Anishinaabemowin Bingo, a Fish and Chips lunch, Indigenous Student Affairs Craft, throughout Orientation.

Sports Administration (SPAD) student, Emma Godin, shares her enthusiasm for returning to campus for her third year. "I am a huge advocate for these kinds of events. I want all students to feel welcome and have the most fun.¡± Emma is most looking forward to the Blue Jays game, ¡°I went last year and had an absolute blast! It¡¯s a great place to get to know new people in a different setting than you¡¯d usually meet them."

With everything from a pep rally to a faculty meet and greet and so much more, this Orientation is set to be a memorable start to the fall academic season. A welcome booth will be set up in the Parker Building¡¯s Atrium every day during Orientation from 9:00 am to 4:30 pm. The complete Orientation schedule is available here.

Can an education in the arts lead to a future in tech?

Can an education in the arts lead to a future in tech?

Inspired by his graduate student experience, Dr. Sidney Shapiro has innovated qualitative research methods by leveraging data analytics.

August 26, 2024 - ³¢²¹³Ü°ù±ð²Ô³Ù¾±²¹²Ô¡¯²õ Interdisciplinary PhD program gives students the option to specialize in several areas. Sidney Shapiro is a 51³Ô¹Ïapp alumnus who completed the Interdisciplinary PhD program with a PhD in Philosophy, focusing on social network analytics, and now specializes in business analytics. Dr. Shapiro¡¯s story exemplifies how studying in the arts is inherently interdisciplinary and can lead to unexpected outcomes.

Shapiro received his bachelor of arts and master of arts degrees at Laurentian. "I came to Sudbury for Laurentian and ended up staying for twelve years," Shapiro fondly recalls. "The classes were engaging, and the students and teachers were dynamic. I remember thinking, 'this is what university should be like'."

Shapiro embraced every opportunity as a student at 51³Ô¹Ïapp. He participated in several clubs, often stepping into leadership roles. He valued his relationships with professors, cultivating lifelong mentorships. His academic journey was driven by both his interests and the strong connections he formed.

¡°There are so many unique opportunities at Laurentian, like model parliament, that other schools don¡¯t have,¡± he says. ¡°At one point during my undergrad, I was on the executive of nine different student groups. There¡¯s a really great, dynamic community at Laurentian that is so engaging. It makes connecting with others socially and academically easy.¡±

After earning his PhD, he spent six years at Cambrian College, where he developed, taught in, and coordinated the Business Analytics graduate program. He then worked as a data science manager at Sofvie, developing software for occupational health and safety in the mining industry. Now Shapiro is an assistant professor at the Dhillon School of Business and an adjunct assistant professor of computer science at the University of Lethbridge, specializing in business analytics. His ongoing interest in data analytics, AI, and social media analytics represents an evolution from his arts-based academic beginnings. Shapiro notes that these fields are more interconnected than they might initially appear.

"As a student, I was hired to support several research projects,¡± Shapiro recalls. ¡°Through these experiences, I discovered that within the arts, both qualitative and quantitative research utilizing computer science and program evaluation tools can be leveraged to analyze data effectively."

These experiential learning opportunities helped him determine his interests. ¡°I became an expert at the intersection of social and computer science, utilizing cutting-edge research tools for data collection, organizing, and analysis as a means of better understanding the impact of a given social problem,¡± he says.

Shapiro parlayed that opportunity into a career path. He says that new data collection methods, like social media analytics, must be leveraged to support research in the social sciences. Shapiro makes an important point about the impact of such data, ¡°When it comes down to funding in the public sector and not-for-profits, it¡¯s really about storytelling,¡± he says. ¡°Those stories are contextualized by qualitative data and grounded in quantitative data.¡±

His initial path in the arts did not have an explicit trajectory toward data analytics, but it ultimately led to a fulfilling career in the field. Shapiro's education and openness to opportunities demonstrate that arts degrees can open doors to diverse and limitless career possibilities.

Micro-Credentials: The Ideal Pathway for Professional and Personal Growth

Micro-Credentials: The Ideal Pathway for Professional and Personal Growth

³¢²¹³Ü°ù±ð²Ô³Ù¾±²¹²Ô¡¯²õ Centre for Teaching and Continuing Learning offers flexible learning options perfect for skill enhancement and career advancement without a long-term commitment.

August 22, 2024 - The buzz of back-to-school is in the air as students prepare to head back to class. The start of the academic year holds much optimism and energy, overflowing with potential. For those who are looking to get that feeling of promise without the long term commitment of enrolling in school, micro-credentials and non-credit programming offer the perfect balance.

Micro-credentials offer learners the opportunity to build on their skills and abilities in a specific area. 51³Ô¹Ïapp offers 17 micro-credential courses, in English and French. From health care to homegrown greens, the possibilities are as diverse as the people interested in them.

Christina Sckopke is the manager of Micro-Credentials and Non-Credit Programming with the Centre for Teaching and Continuing Learning (CTLC) at 51³Ô¹Ïapp. She has a Bachelor¡¯s of Science in Nursing and a Master¡¯s of Science in Nursing from Laurentian.

After 15 years in nursing, Christina sought out professional development to improve her chances of securing a managerial role. Having taken them herself, she has since worked to develop ³¢²¹³Ü°ù±ð²Ô³Ù¾±²¹²Ô¡¯²õ list of professional development options and is an advocate for the potential that micro-credentials offer to professionals.

¡°I really believe in the power of micro-credentials because I know, from personal experience, their ability to grow a person¡¯s capacity and set them apart,¡± Christina said. ¡°Professional development like this is an investment in yourself and shows an eagerness to succeed.¡±

In her role with the CTLC, Christina identifies gaps that could benefit from supplemental education and works with partners to develop courses to close those gaps.

¡°The courses are for adults of all ages. We have some that start at 16-plus. It depends on the course. We limit the courses to 30 hours and ask that learners plan to commit two to five hours a week to study time. These are competency-based and accessible because we recognize that learners often have a busy schedule.¡±

Grant Writing and End of Life Doula are ³¢²¹³Ü°ù±ð²Ô³Ù¾±²¹²Ô¡¯²õ most popular courses for those seeking professional development and they, like many of the courses, are covered by OSAP, reducing the barrier of funding for learners.

Thanks to funding recently received through the , the CTCL has plans to develop three new micro-credentials to address skills gaps in priority sectors.

- Applied Behavior Reduction Techniques

- Urban Aging and Inclusive Design

- Music in Northern Care

Registration is offered several times throughout the year. Interested participants can register for the next cycle of courses here.

Spotlight on Research

Spotlight on Research

August 20, 2024 - ³¢²¹³Ü°ù±ð²Ô³Ù¾±²¹²Ô¡¯²õ faculty and students continue to develop creative and innovative research that pushes the boundaries and advances understanding in their fields. Students at Laurentian learn from faculty who are passionate about their areas of expertise and actively engage in new research. Here are three researchers who have secured funding for their effective and ongoing projects.

Roxanne B¨¦langer

Associate Professor, School of Speech-Language Pathology, Faculty of Education and Health

Director of the School of Speech-Language Pathology, Dr. Roxanne B¨¦langer researches the impact of risk factors on child development, language development disorders, early screening of children with speech delays and the active offer of healthcare in minority francophone communities. She has presented on these topics both nationally and internationally.

In 2024, Dr. B¨¦langer received a research grant from the Centre national de formation en sant¨¦ at 51³Ô¹Ïapp for her project titled ¡°Les caract¨¦ristiques de l¡¯enseignement robuste du vocabulaire qui facilitent l'apprentissage de nouveaux mots chez les enfants francophones d'?ge pr¨¦scolaire¡± (Characteristics of robust vocabulary teaching that facilitate new word learning by preschool francophone children). With her coinvestigator, Dr. Chantal Mayer-Crittenden, she aims to measure the efficacy of various reading strategies on new word learning.

During this two-year research project, they will assess the use of different types of strategies with a goal to determine which conditions lead to optimal word learning. Their conclusions will allow the generation of knowledge on vocabulary development in general, and more specifically for francophones in minority settings. The project will fill an empirical gap by informing professionals working with preschool children on reading strategies that produce the best results. Further, best practices will be created for educators to structure and shape oral language development in children.

Guangdong Yang

Full Professor, School of Natural Sciences, Faculty of Sciences, Engineering, and Architecture

Dr. Yang¡¯s research has extensively studied the regulation and functions of hydrogen sulfide in cellular metabolism and cardiovascular diseases. He has dedicated himself to establishing a research program that has garnered both national and international recognition. Collaborative research initiatives have been a hallmark of his work, fostering fruitful partnerships both locally and globally, leading to many important joint publications and the exchange of knowledge across disciplines.

Research projects in Dr. Yang¡¯s laboratory have been continuously supported by the discovery grant from NSERC and the grant-in-aid from the Heart and Stroke Foundation of Canada. In 2022, Dr. Yang¡¯s NSERC discovery grant was renewed for another 5 years. This research project has made considerable contributions in identifying and explaining the biological importance of a new signal molecule, hydrogen sulfide in the body.

Khaled Taktek

Full Professor, School of Education, Faculty of Education and Health

Dr. Taktek¡¯s research interests include educational psychology, cognitive psychology, and training future teachers. Dr. Taktek was previously selected as Fulbright Scholar (2014-2015) at the United States Military Academy West Point, in New York for his research project, ¡°Mental Imagery Training for Peak Performance: An Efficient Strategy for Motor Skills and Performance Enhancement as Well as Cognitive Functioning Development".

Dr. Taktek has been selected as a 2024 Fulbright Scholar at The Citadel, The Military College of South Carolina, USA. Through this opportunity, he is teaching at The Citadel and carrying out a large-scale research project titled, ¡°Transactional Analysis as an Efficient and Interactive Strategy for Communications and Peacekeeping: Practices, Trends and Challenges for International Geopolitical Conflict Resolution and Reconciliation within the Field of Peace and War Studies¡±.

New Heat Stress Toolkit Helps Prevent Worker Injury and Illness

New Heat Stress Toolkit Helps Prevent Worker Injury and Illness

Sandra Dorman's research combats rising risk of heat stress by leveraging wearable technology and prevention strategies

August 15, 2024 - Climate change is increasing the risk of heat stress and expanding its impact to new sectors, but wearable technology is emerging as an asset in understanding heat¡¯s effect on the body and developing effective prevention strategies. Dr. Sandra Dorman, Director of the (CROSH) and Professor at the School of Kinesiology & Health Sciences, has launched a designed to support employers and workers in addressing and preventing occupational heat stress.

Dr. Dorman¡¯s research focuses on health promotion and disease prevention in the occupational setting. She has spent the last year researching heat stress and its significant impact on worker productivity and overall health, using that research to develop a comprehensive information resource.

CROSH partnered with Occupational Health Clinics for Ontario Workers Inc (OHCOW) to create the toolkit and provide widespread access to it via the OHCOW website. The digital resource includes guides, infographics, videos, calculators, and is available in English, French, and Spanish.

"Although heat can cause serious acute injuries like heat exhaustion and heat stroke, heat stress is also considered an occupational illness because regular exposure can lead to serious health conditions in the long term,¡± Dr. Dorman explained. ¡°An estimated 220 Canadians die annually from occupational heat stress and an estimated 15% of workers who frequently work under heat stress develop a heat illness, predominantly kidney disease. Having a Heat Illness Prevention Plan is crucial, not only to prevent immediate injuries from heat strain but also to mitigate future health risks.¡±

Dr. Dorman pointed out that diseases like kidney disease, brain damage, and cardiovascular issues can be prevented through effective management of heat exposure, underscoring the role of monitoring. Wearable technology, such as body sensors akin to smartwatches, has become an effective monitoring tool, reliably measuring physiological markers like heart rate, and approximating core temperature, among other variables. The is a decision-making guide within the toolkit designed to help employers choose wearable technology products to strengthen their Heat Illness Prevention Plan and guide work-rest schedules for their team.

¡°We¡¯ve been exploring these technologies for use in high-risk jobs, such as mine workers and wildland firefighters, as a component of a company¡¯s Heat Illness Prevention Plan,¡± Dr. Dorman said. ¡°While their implementation may be valuable, they also introduce novel challenges for workers and workplaces and are certainly not a one-size-fits-all. However, with climate change, I expect a rapid uptake of these tools, as we are already seeing an explosion of interest from a variety of workplaces, including places not traditionally considered to be at risk for heat stress, specifically, healthcare workers wearing PPE for extended periods, and teachers facing overheated classrooms."

CROSH recently renewed funding agreements, allowing Dr. Dorman to continue studying heat stress for the next three years. She says she looks forward to further researching the effectiveness of wearable technology in real-world situations, through field tests and lab studies using the at 51³Ô¹Ïapp.

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