Acknowledging Anti-Black Racism in Engineering and Architecture

By Sheikh Abid Rahman

Learning How to be an Ally

My name is Sheikh Abid Rahman, and I am currently in my second year of Aerospace Engineering. I identify as male of South-Asian descent, and I consider myself a beginner in terms of learning about Anti-Black racism. I did not learn about Anti-Black racism throughout my schooling (k-12), and it isn’t something I am exposed to in my undergraduate program. For the most part, I have learned about Anti-Black racism through documentaries, articles on Google, podcasts, and social media.

What is Anti-Black Racism?

Anti-Black Racism is characterized as policies and practices that represent and perpetuate values, beliefs, behaviours, bigotry, stereotyping and/or discrimination that are aimed towards people of African descent and that are embedded in their unique experience and history of slavery and colonialism in Canada (Ryerson University, Anti-Black Racism Campus Climate Review Report, 2020). 

How does Anti-Black Racism show up on our campus?

On university campuses, like in wider society, Anti-Black racism materializes as systemic forms of exclusion. Ryerson is no exception, as revealed by the “Anti-Black Racism Campus Climate Review Report” (July 2020) released by the Office of the Vice-President, Equity and Community Inclusion. The report outlines the barriers Black students, staff, and faculty face due to systemic Anti-Black Racism at Ryerson and provides recommendations on how to dismantle them. The entire Ryerson community is called upon to take action and genuinely establish diversity and inclusion as fundamental principles across the university. Ultimately, the report shows that more work needs to be done at Ryerson so that Black students, faculty, and staff feel equal, secure, and welcome on campus. 

All Ryerson community members can start by reading the “Anti-Black Racism Campus Climate Review Report” towards making change. But, don’t stop there.

Addressing Anti-Black Racism in Engineering and Architecture

In addition to the report, it’s also important to understand the ways Anti-Black Racism shows up in our own disciplines. Focusing on architecture and engineering, I asked Black-identified individuals and non-Black allies to share their perspectives on how Anti-Black Racism impacts learning and practice. 

Student Perspective: Wintta Ghebreiyesus, PhD Candidate, Aerospace Engineering.

Wintta, who is a proud member of the National Society of Black Engineers (NSBE) Ryerson Chapter, expressed that one of the most prominent consequences of Anti-Black Racism in our faculty is the lack of representation of Black staff and faculty across all programs in engineering and architecture. She also points out that this scarcity of resources and representation becomes an enormous barrier for Black students and places them at a major disadvantage in the institution. 

Faculty Perspective: Dr. Russell Richman, Associate Professor, Graduate Studies

From Dr. Russell’s perspective, Anti-Black Racism materializes in the form of a lack of Black professors in the engineering and architecture schools. He further states, “We have to do better at making engineering and architecture a realistic career when Black children are early in their education journeys.”

Staff Perspective: Lynsey Kissane, Executive Director, Strategy and Communication, Faculty of Engineering and Architectural Science

“As a white female identified employee of Ryerson since 2012, who has benefited personally and professionally from multiple promotions and the influence afforded to me through my position, I am complicit in Ryerson’s actions and in-actions on Anti-Black Racism. Having worked in white dominated non-profits, an engineering consulting firm and higher education institutions throughout my career, I have worked to fight various forms of racism and know first hand that institutional change and culture change is challenging and slow. Too slow! So slow that the systemic nature of racism within institutions is incredibly clear to me. The unwillingness of predominantly white and university educated leaders (and donors) to:

  • admit past wrongdoing or in-action
  • be culpable for the systemic nature of racism within their institutions, and 
  • share power in order to create a more equitable and inclusive reality, is very clear to me. The James Baldwin quote “how much time do you want for your progress” often comes to mind. It infuriates me when organizations fail to demonstrate the urgency espoused in press releases and published reports.

So, how to dismantle racism in architecture and engineering education and practice? To answer this, I’d like to share this article and interview with you. It was written by Neil Price, who I view as a leading authority on the future of education. I’ve learned so much from him. He has shared some ideas of where we might start to dismantle anti-black racism in higher education, specifically within the current pandemic context we’re all living in. I agree with his proposal to:

  • Prioritize Black care: Everyone in the Ryerson community should be mindful to check in with our fellow Black students, staff and faculty to ensure their well-being is of primary importance. Resources to support mental health for Black community members is essential. More to the point we “might imagine ways of embedding a similar ethics of care in all that we do. We might consider and examine how our everyday work of teaching and learning may be complicated by such a commitment.”
  • The necessity of protest: In small and large ways, whether calling out microaggressions or refusing to be part of inequitable institutional decisions or processes is essential.
  • Black solidarity: Ensuring that Black students, staff and faculty are supported to come together and build community, to organize and to access and marshall the resources identified by them as necessary so that they may flourish as individuals and as a community.” – Lynsey Kissane

Industry perspective (Engineering): Lola Idowu, Industrial Engineering ‘18, Senior Business Analyst, Scotiabank

Lola Idowu mentioned that Anti-Black Racism is present in our hallways and boardrooms because selective groups of people were allowed such education and positions when the establishments first started with little or no Black representation. According to Lola, the process of resolving Anti-Black racism starts with understanding and tackling the unconscious bias that lives in the heart of the corporate world and the education system. Furthermore, Lola noted that once these biases are eradicated, we will be able to strive towards a better future in our work against Anti-Black Racism. 

How to be an Ally

Individuals and communities of privilege have the responsibility to fight against and abolish Anti-Black Racism, discrimination, and injustice. The Ryerson community must take action, including all of the recommendations stated in the report, across all disciplines, departments, and programs. The report is just a start and we have a long way to go in order to ensure Black students, staff, and faculty have a full sense of belonging at Ryerson. 

Here is a list of what you can do:

  1. Listen to Black Communities
  • Attend events/programs related to racial issues
  • Engage in conversations
  • Pay attention to the trauma that the Black communities have been through and are going through.
  • Ask yourself how you are contributing to or challenging Anti-Black Racism
  1. Educate yourself
  • Acknowledge Anti-Black Racism
  • Learn more about racism through books, articles, podcasts, documentaries, etc.
  • Learn about Black Canadian history
  • Talk about race with your friends and family
  • Gain understanding of concepts such as cultural appropriation
  • Inculcate the idea that it is not just a word. Comprehend the history of the word along with the trauma and violence it holds.
  1. Speak out against racism
  • If you see something, say something
  • Hold your peers, colleagues, superiors accountable
  • Look out for microaggression from others and even yourself 

Conclusion

In conclusion, just like with any other problem, we first have to acknowledge Anti-Black Racism exists, identify our own complicity in it, and understand its consequences. Rather than not talking about it because it’s uncomfortable, we must address and talk about Anti-Black Racism, raise awareness, and take action.

To learn more about Anti-Black Racism, you can attend the upcoming panel discussion the Peer Network Program is hosting:

Panel – Anti Black Racism in Engineering and Architecture

Thursday, March 11 from 6 p.m. – 7 p.m.

Facilitators: Nika Momeni, Wahab Ata and Wintta Ghebreiyesus

Panelists: 

  • Abrham Bisrat, Industrial Engineering. Abrham is the President of the National Society of Black Engineers (NSBE) Ryerson University Chapter.
  • Annabella Mike-Ebeye, Electrical Engineering ‘18 is a Systems Integrator with IKOS Consulting and is currently working with Alstom/Bombardier.
  • Lola Idowu, Industrial Engineering ‘18 is a Senior Business Analyst at Scotiabank.
  • Dr. Russell Richman, Associate Professor, Graduate Studies will be providing his perspective as an ally. 

Want to be an effective project manager? (7 min read)

By Julian Faita

What is a project manager?

A project manager is responsible for the procurement, planning, and execution of a project that has a defined scope, start date, and finish date. Generally, any problems that arise during the completion of the project are brought to the project manager before being escalated to a senior-level peer or professional. Here are some tips and tricks from experienced individuals on how to be an effective project manager.

What makes an effective project manager?

An effective project manager has exceptional skills in collaboration, verbal communication, written communication, and problem solving. Working with people, as well as having the technical knowledge for the project that you’re working on, makes a truly effective project manager. Managing people can be as complicated as the project itself. Being a savvy people person, possessing emotional intelligence, being able to hold people accountable, and working effectively with multidisciplinary stakeholders are all traits that make a strong project manager.

Interview with Jeffrey Lee, CAPM

Jeffrey Lee, CAPM

1. Introduce yourself.

My name is Jeffrey Lee. I am a 5th-year Aerospace Engineering student, an avid student leader, and have been involved with several Ryerson student groups and external organizations. I am also a Peer Facilitator with the Peer Network Program (PNP) and a volunteer with the Project Management Institute of Toronto. Prior to the pandemic, I also enjoyed hanging out with my friends on campus, playing intramurals with my volleyball team, and skating at Lake Devo (if you haven’t, you should really try it!)

2. Explain your project management experience.

My Project Management experience stems from my student leadership involvement and my co-op experience. Beginning in first-year, I participated in multiple student groups and positions, including Ryerson Engineering Student Society (RESS), First Year Engineering Office (FYEO), and Engineering Student Societies’ Council of Ontario (ESSCO). All of these roles required a large amount of project management in various different forms. As a result of my experiences, I learned the importance of focusing on the vision and goals of a project in order to create a dedicated team and a meaningful solution.

During my time as President of ESSCO, we had an ambitious project to create a strategic plan for the next 3 years. I led my team through a process of brainstorming and idea generation, gathering feedback from all members equally, and analyzing discussions among member schools with contrasting opinions and diverse backgrounds. Having everyone contribute throughout the process led to a dedicated team with a shared sense of ownership to the goal. It also led to the development of a better strategic plan. Since we collectively developed our vision and goals, the team was fully aligned with each other. Not only did I learn a lot from my experience with ESSCO and my other extra-curriculars, but the project management skills I gained helped me achieve my goal of landing a co-op with Novocol.

Not surprisingly, my experience in the industry was more complex than my student leadership experience. As a Project Manager Engineer for Novocol Pharmaceuticals Canada, I led projects for clients and turned their ideas into market-ready pharmaceutical products. I dealt with projects ranging from 50 thousand to 3.5 million dollars, and led cross functional teams of 10 – 20 members. The projects I led at Novocol had strict timelines, complex and challenging technical problems, and a more diverse (multidisciplinary) team. It was quite challenging for me at the beginning and I made many mistakes at the onset of my term. However, I made sure to learn from each of my mistakes, and by the end of term I completed two projects from beginning to end for my client.

3. What makes you a good project manager?

Empathy

I put this first for a reason. I think it is the most important takeaway for any developing project manager. Leading with empathy improves team dynamics and idea generation, and leads to fewer mistakes in execution. This means creating a space for team members to understand each other’s strengths, weaknesses, and barriers. Building empathy into the team allows your team members to bond better and creates a more inclusive work environment where everyone is comfortable sharing their true opinions. This is essential for idea generation because everyone on your team brings a unique perspective to the project. This also leads to fewer mistakes during the execution of your project because team members are quicker to inform you of issues or concerns.

Communication skills

Over 90% of your role will require communication across many forms, such as written communication (emails, texts, posts), verbal communication (phone calls, meetings, etc), facilitation, and feedback, etc.. It is important to master this skill to achieve success as a project manager. 

Conflict management and humility

As high-stakes projects get tougher, pressure increases for the team and the project manager. As such, conflicts can arise that you as the leader of the team will have to resolve. It is important to know the best way to approach, manage, and negotiate conflict. It is also important to understand that we are all human and will make many mistakes. You will also make mistakes as a Project Manager. It is crucial to have the humility to admit when you are wrong. This will allow for an early intervention of an issue where people senior to you or other team members can help fix the mistake before it becomes too severe. In addition, telling your team you made a mistake and taking ownership of your action actually improves your trust with the team and overall honesty among team members.

4. What are your tips for becoming a better project manager?

To become a better Project Manager reflect on the recommendations I have made and identify what skills you can advance in yourself. If you decide that project management is the route you want to take in your career or you are simply interested in this skill set, I would recommend getting hands-on experience. There is no better place to do this than in post-secondary where it is much more acceptable to make mistakes. I would recommend trying to employ some project management practices in student groups, lab groups, design teams, job placements, and even personal projects. The more practice you put into it the more you are going to get out of it!

I would also attend the Masterclass series on Project Management  hosted by the Peer Network Program (PNP). I will be facilitating both sessions and demonstrate Project Management methods for both a extra-curricular setting and also what I learned to be effective in my coop.

5. How does one go about getting their PM certification and what are the benefits?

There are several different ways to learn methods of project management such as learning Scrum or gaining you official Project Management Professional (PMP) Certification. It is important to understand the best one for you by doing your research about all the different certifications and the job prospects of each one. In terms of my experience, I decided to get my CAPM (Certified Associate in Project Management) with the Project Management Institute. To achieve this certification I had to complete 23 hours of class (which I completed through a course on Udemy), study for my test (which took about 1 month), and complete a 3 hour 150 question virtually proctored exam. This certification lasts 3 years with an option to renew if you complete additional professional development classes. The benefit of acquiring a certification includes gaining skills that are transferable to diverse roles in industry, as well as opening doors to opportunities that specifically require the credentials. 

Getting your project management certification

Getting your project management certification can be an important way to becoming an effective project manager. To find out more, follow this link here to the Project Management Institute and review the benefits and what it takes to be an effective project manager mentioned above!

Project Management Masterclass Series

Join the Peer Network Program (PNP) for a two part workshop on all things Project Management.

Part 1

Date: Wednesday, February 24, 2021

Time: 5 p.m.- 6 p.m.

Experts and Facilitators: Jamal El Ali, Lecturer at the G. Raymond Chang School of Continuing Education and our Peer Facilitators Jay and Jeffrey.

Part 2

Date: Wednesday, March 10, 2021

Time: 4 p.m. – 5 p.m.

Experts and Facilitators: Peer Facilitators Jeffrey and Nika. Jeffrey will be sharing his experience as a Project Manager Engineer for Novocol Pharmaceuticals in Canada.

Investing 101 (5 minute read)

By Iyvan Chandran

What is Financial Literacy?

Possessing competence in financial literacy generally means understanding and being able to apply saving, budgeting, and investing strategies. It also includes understanding the importance of saving and planning for your retirement and having a general understanding of taxes.

Keep in mind that being in good financial health does not necessarily mean being rich.

Building Healthy Financial Habits

The basics of good financial health can stem from:

  1. Not living beyond your means. Make a budget and stick to it! Your budget should account for your expenses (e.g. rent, student debt, food, etc.) and saving for your short and long-term goals. People often live above their means because they haven’t calculated the amount of money they need in the future to reach their goals. 
  2. Create an emergency fund. Part of building healthy financial habits is to have a cushion for the unexpected. This means building enough savings to get you through 3 – 6 months worth of expenses in the case of an emergency. Do you have 3 to 6 months worth of rent and food expenses set aside in case you lose your primary source of income? If not, then now is a great time to start thinking about this.
  3. Save 10%-15% from each paycheque. This is the minimum amount I recommend to save from each pay cheque to be used towards future goals such as buying a house, or for a dream vacation. This may not be possible in all circumstances, but ideally this is the range you are looking to set aside. 

Investing Basics

I was fortunate enough to have the chance to interview Michelle Hung who is an author, Chartered Financial Analyst (CFA), entrepreneur and former investment banker. She gave us a few tips on how to kickstart your investment journey. Michelle will be conducting a masterclass to explore these topics in more depth. Details can be found at the bottom of this post.

What should students know about investing?

Educate yourself when it comes to investing. Education builds confidence. Following trends and news online can be reckless and dangerous at times. The news can create a FOMO (fear of missing out) effect which can cause stress and can lead to gambling. The more educated you are the more confident you will feel in your decisions to take calculated risks. 

How can someone educate themselves?

Be careful who you get your financial information from. Some great ways to start learning include robo advisors (digital platforms that provide automated financial services using algorithms), following certified influencers, or reading books. You can also attend classes for personal finance from experts or schedule a fee only appointment with financial planners. 

A list of books that are great to start with are:

  • “The Sassy Investor” by Michelle Hung J
  • “Beat the Bank” by Larry Bates (Canadian author)
  • “I Will Teach You To Be Rich,” by Ramit Sethi
  • “The Automatic Millionaire,” by David Bach
  • “Retire Before Mom and Dad,” by Rob Berger
  • “When She Makes More,” by Farnoosh Torabi
  • “You Are a Badass at Making Money,” by Jen Sincero
  • “Spend Well, Live Rich,” by Michelle Singletary
  • “Your Money or Your Life,” by Vicki Robin
  • “Get a Financial Life,” by Beth Kobliner
  • “The Financial Diet,” by Chelsea Fagan and Lauren Ver Hage
  • “Clever Girl Finance” by Bola Sokunbi
  • “How I Invest My Money” by Joshua Brown and Brian Portnoy

How much money do you need to start investing?

You do not need to have a huge sum to invest. Even $20 is enough to get your feet wet and get started. Take that first plunge. 

What will be covered in the Masterclass? 

There are many different options available today. It all depends on the amount of risk you are willing to take and also the amount you are investing. During the Masterclass I will cover the topics below:

  • Basics of investing
  • The best strategy to invest and how to start
  • The purpose of investing and aligning to one’s own values and goals
  • Ethical implications of investing

My Own Journey Through Financial Literacy

As for my own journey through financial literacy, I was always interested in trading in stocks due to various success stories, but never knew how to get started. When I told my parents I was interested in hopes of receiving some advice and resources, I was shot down because they believed it was gambling. Unfortunately this was due to a lack of financial education which translates to anxiety and fear. According to GlobalNewsWire 85% of respondents in a study wish they personally had the opportunity to learn more about finance and the economy while in school (Joyce, 2018). I took initiative to educate myself and my parents about stock trading which gave me their blessing to trade. 

Initially I started using WealthSimple Trade, but I switched to Questrade as it provides more trading options. A few weeks after getting started, I bumped into an old friend who founded a start-up to address gaps in financial literacy by gamifying financial education and making investing a social experience. I was instantly moved and told him about the struggles my parents had with financial literacy. After evaluating my technical skill set I was recruited to become the CTO and Director of DaisyLABS and am currently preparing the launch of our mobile application and pre-seed raise for Spring 2021. Feel free to check out my start-up Alpha Libertee and follow us on instagram @alphalibertee.

For more information with specific examples on how to get started on your investment journey check out our masterclass below:

Is Wealth Really Simple? (Financial Planning: Investing) 

Date: Wednesday February 17th, 2021

Time: 5:30 PM – 7:00 PM

SME: Michelle Hung (Author, CFA, Entrepreneur and Former Investment Banker)

Instagram:@thesassyinvestor 

Experiential Learning: The Benefits Will Last a Lifetime!

By Samantha Cesario

When asked about their university experience, many graduates say that one of the main highlights for them was their involvement in extracurricular activities. Whether it be bonding with your design team or holding events with your fellow society, involvement throughout university not only makes for a fun-filled journey, but allows us to succeed in our future careers. 

Meet Emily Saleh

Emily Saleh is a Ryerson Structural Engineering graduate with a specialization in building science. Emily currently works in the forensics industry where she has investigated files related to water infiltration, concrete deterioration, fire damage, membrane failures, poor construction and structural damage.

Having graduated in 2009 Emily was able to share how much Ryerson has grown in terms of experiential learning opportunities and how these are communicated with us. Emily was an active member of Ryerson’s Concrete Toboggan Team and was a regular attendee of the FEAS Career Fairs. 

Emily’s involvement on her student design team made for an unforgettable experience and one that she will carry on with her throughout her career. She was able to meet new friends, get hands on experience, and expand her network.

Meet Ali Asad

Ali Asad graduated from Ryerson University in 2020 with a Bachelors of Mechanical Engineering (Mechatronics Option) degree. He did his internship in the Nuclear Power industry and is now working as a Project Engineer for OPG and Bruce Power projects.

Throughout his degree Ali was fortunate enough to become the Vice President of Finance and Vice President of Corporate Relations on the Ryerson Engineering Student Society (RESS), work for the first Year Engineering Office and partake in the Co-operative Internship Program

Making New Friends 

Emily’s Journey

Emily’s experience on the Ryerson Engineering Concrete Toboggan Team (RECTT) was a lot of fun. It forced her to meet and work with a lot of people she hadn’t gotten to know previously, get to know students in different years and engage with professors in a different way. After being a part of RECTT she felt a sense of community with her teammates and wishes she had joined it in earlier years.

Ali’s Journey

Ali’s involvement on the Ryerson Engineering Student’s Society (RESS) not only allowed him to meet people on the team but also provided him with an opportunity to expand his professional network by collaborating with student groups, societies and external organizations. Through RESS, he was also able to connect with Ryerson Alumni who had been on the board previously and received mentorship about academic and career opportunities. Ali was able to connect with other student leaders nationally as well as industry professionals and collaborate with them on initiatives that helped him professionally. 

How Experiential Learning Can Help You Prepare for Your Future

Emily’s Thoughts

Experiential learning is an amazing way to understand a concept and how you can use it to accomplish a goal. You spend a lot of time learning the theory and the concepts in school, however how you apply them when working is not the same. She found that experiential learning through student societies, design teams, and/or a co-operative internship program help teach students the interpersonal skills that aren’t the main focus during classroom learning. Co-ops are an especially great way to take a test run of a career path as it’s short term. So if you don’t enjoy it, you can consider pursuing a different path.” 

Ali’s Thoughts

Experiential learning is a great way to be prepared for the future after university. The Design Fabrication Zone (DFZ) is a great resource to develop technical skills through hands-on learning whereas student groups provide you with a platform to brush up your soft skills and build leadership acumen. Similarly, co-op is really important as it provides you with professional experience and prepares you for the job market after graduation by providing you with industry specific skills.

Benefits of Experiential Learning outside of University

We can see how experiential learning enhances one’s university career and creates unforgettable memories. Yet what is often forgotten is how these experiences benefit one’s professional career. Ali participated in the Engineering Faculty’s Cooperative Internship program which left him with an expanded network and real-life problem-solving skills. His co-op experience allowed him to meet interns from engineering schools across Canada and develop professional relationships with industry leaders who were helpful in connecting him to job opportunities after graduation. As Ali claims, his internship offer was a direct result of his extra-curricular involvement. His experience even landed him a fulltime job out of University. “Ryerson is full of resources and extra-curricular involvement, make sure you use it, professional companies are looking.”

List of benefits that experiential learning involvement can lead to:

  • Interpersonal Skills
  • Increased Professional Network
  • Professional Communication (written and verbal)
  • Hands-on technical experience

Experiential learning plays an important part in one’s university experience. Ryerson provides students with many resources to get involved and take a break from constant studying. Aside from all the professional and interpersonal benefits, it is always fun to get involved in new projects! As you prepare for the upcoming exams, make sure to attend the “Staying Active During Exam Period” Masterclass on Tuesday, December 1st.

How Advocating For Yourself Leads To Academic Success?

By Iyvan Chandran

Self-advocacy is not only useful for supporting changes that students want to see in their institutions, but can also be applied beyond the academic scope. It may be the most important foundational skill to be successful in university. In my opinion, students can only thrive in university if they are able to find their place on campus. 

So what is self-advocacy?

Self-advocacy is the ability to speak up for what is needed. It enables you to understand your strengths and weaknesses, identify what is needed to succeed and communicate that to others.

Benefits of self-advocacy

  • Finding creative solutions to challenges that others may not be aware of 
  • Building self-confidence in your ability to learn
  • Creating a sense of ownership over your learning style
  • Developing persistence through independence and self-empowerment 

Self advocacy can range from requesting certain courses to be taught in your program for career readiness to seeking resources to help with learning disabilities.  Visit the campus support system to keep yourself updated on what academic accommodations are available.

When FEAS students realized that there was lack of  support for classes outside of office hours and labs, many advocated for a creative solution. This was done through student groups and societies and now we have course tutorials. To learn more about this, I reached out to the advocacy legend of RyEng; Electrical Engineering alumni Karol Bahnan. During our conversation he told me about his experience of advocacy through holding tutorials for courses.

Karol Bahnan (Ryerson Student Leader)

“Hosting academic and professional tutorials was one of the ways I was able to contribute to the community. Attending them in my freshman year myself enabled my growth of knowledge and professional attitude. Once I entered my senior year, I strived to advocate for the academic success of the community.”

Karol advocated for Ryerson Engineering by hosting over 100 tutorials for courses students struggle with. He also hosted an industry professional night to address the lack of interaction between recruiters and Ryerson Engineering students, created a Ryerson soccer club to boost inclusivity on campus, and increased the amount of resources available to students by the RECESS exam bank. His notable involvement on campus also includes Ryerson Board of Governors and RECESS President. By addressing these issues and getting involved within the community, Karol was able to familiarize himself with the resources available and find his place on campus. 

You may be wondering “how does this apply to me, I am just a student on campus”. I am glad to inform you that you are not limited to going to class and completing your work. There are many services on campus that are available to you, and any member on campus can create their own group or initiative.

Any problem you have a creative solution to that will benefit students can be brought up at local student society meetings which will result in a better academic experience for everyone. Recently you may have noticed an abundance in support for students now that learning has evolved to an online experience. This was possible through the advocacy of students, faculty, and staff. As engineers and architects we should be aiming to solve problems that society faces, but we can’t really do that unless we are able to advocate for ourselves. 

Want to create a new student group? Please refer to the links below:

To learn more about advocacy and how it can be applied to yourself register for the upcoming PNP events below: