Vic Report Spring 2020

Spiritual Care during COVID

Victoria and the Virus p.

Resilience and Compassion in Unusual Times

by william robins

The Victoria campus is calm these days, uncommonly so. Since mid-March, when the COVID pandemic shifted students and staff off campus and greatly reduced the number of pedestrians and cyclists passing through, the grounds have had very few people. The flowering trees, so intense in May and June, bring delight to only a handful of scattered walkers. Through the quiet you can pick out the sound from Queen’s Park Crescent of an occasional car. A family of skunks has holed up near the entrance to Pratt library; every now and then a rabbit, or even an inquisitive fox, gambols over the grass.

The stillness of the grounds can be deceiving. Behind the scenes, the faculty and staff of Victoria are remarkably active as we prepare for the start of the school year. In September we will welcome new and returning students, offering courses that combine remote and in-person models of learning. We are starting to make the campus COVID-ready, prioritizing health and safety measures that minimize risk, and reconfiguring our classrooms, residences, and offices in order to assure the success of physicaldistancing measures. We are collaborating with colleagues across the University of Toronto as we bolster our technological equipment and expertise, so indispensable for delivering more of our programming and student services on-line. Students in the fall will find a wide range of activities taking place on campus, but also a reduced density of people and new options for participating in the Vic community both in person and remotely.

This June the campus did not see Victoria College graduands lunching in the quad with their families, then gathering together in their robes and processing across Queen’s Park to Simcoe Hall for their convocation. Their graduation ceremony will occur on-line instead. Graduation is a milestone when students inevitably look back over their University career and give shape to stories of how far they have come and what they have achieved. Those stories have an unanticipated denouement this year: the on-campus occasion for telling them has morphed into something else, and their stories will need to be told in new and different ways. But we will make sure the stories of Victoria’s class of 2020 do get told, now and as we move into the future.

This issue of the Vic Report also acknowledges the stories of some of our dedicated staff members. Our faculty and staff stepped up impressively when the COVID emergency struck. The individuals featured here exemplify the tireless concern for the Victoria community that is one of the defining characteristics of who we are as a University.

Several hundred years ago, the Florentine writer Giovanni Boccaccio explored the importance of storytelling during a time of pandemic. As he saw it, storytelling could serve as a therapy for revitalizing weary spirits, as well as a way to bring people together in dialogue, whether in person, through oral delivery, or remotely, through reading a written text. Just as significantly, his collection of 100 tales told during the time of plague was intended to stimulate compassion. “To have compassion for people in distress,” he says in the work’s opening line, “is a human quality which every man and woman should possess.”

I am always impressed by the compassion and resilience that characterize the Victoria University community. We are currently drawing upon these values as much as at any time in Victoria’s 184-year history. The campus may be quiet, yet it is still as beautiful as ever. Most buildings may be dark for the summer, yet they will gradually open again. Many of our programs and operations are being conducted remotely. And yet we are still Victoria. We are an amazing community of kindness, resilience and compassion. Whatever the coming year brings, we will continue to be present for one another and to listen to each other’s stories. 

Spring 2020 Volume XLVIIl No. 3

Published under the authority of the Board of Regents of Victoria University in the University of Toronto.

Publisher: Victoria University

Editor and Managing Editor: Jennifer Little Vic 9T5, Manager, Marketing and Communications

Copy Editor: Frank Collins

Design: Randall Van Gerwen

Cover: Burwash archway.

Photography by Horst Herget.

Vic Report is sent to all alumni, faculty, associates and friends of Victoria University.

Published three times a year; circulation 24,000; ISSN 0315-5072.

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Victoria’s New Chancellor

Nick Saul, c.m., Vic 9T0 by meghan kilty

Nick Saul, an internationally renowned food and social justice activist, has been elected Victoria University’s 15th chancellor, Board of Regents Chair Lisa Khoo Vic 8T9 announced in February. Saul succeeds Carole (Goss) Taylor, O.C., Vic 6T7, Hon. 1T2, who has been chancellor since 2017.

A recipient of the Jane Jacobs Award and an honorary Doctor of Laws (Ryerson University), Saul is the co-founder and CEO of Community Food Centres Canada. For more than 30 years, he has worked in partnership with low-income communities, ensuring that people live with dignity, health and equity.

“Nick is an inspiring example for Victoria students, as well as all Canadians,” said Khoo. “He shows us the power of community-based initiatives in making the world a better place.”

Lana El Sanyoura Vic 2T0

Reacting to the appointment, Saul said he was surprised he was asked, but deeply honoured to return to Victoria University in this leadership capacity. “This is an incredible opportunity,” Saul says. He is particularly interested in how he can contribute to student life, wellness and well-being at both Victoria and Emmanuel College. “We’re hearing stories about how students are more isolated and lonely than ever. I found community in basketball and at Robarts. Community, generosity and kindness have always been central in my life. How can I support a sense of community at Victoria? How can I support students so they feel valued and heard? Everyone has something to contribute.”

The Chancellor Search Committee included members of the Board of Regents, faculty, senior administration and students. After a six-month search, committee members selected Saul and described him as a clear choice.

“There was unanimous enthusiasm for Nick Saul’s nomination,” says President William Robins. “That enthusiasm just grew the more we learned about his work, his character and his leadership. He exemplifies the ethos of both colleges with his commitment to social justice and a stronger more equitable Canada.” 

Recognized with 2020 Moss Scholarship citation by janet kim

Lana El Sanyoura has been awarded the prestigious John H. Moss Scholarship for her outstanding academic and extracurricular achievements in the Faculty of Arts & Science. The scholarship is to be used to pursue a second or graduate-level degree. Other Victoria College Moss finalists this year include Kaylee Baxter, an archaeology and anthropology major, and Michael Lee, who studies pathobiology, biochemistry and Latin.

“Victoria College has been my haven for self-expression and connection,” says El Sanyoura. “From basketball to photography, Vic’s supportive and inclusive community has really allowed me to nurture my passions while pursuing my interests in computer science. Having moved here from Lebanon, receiving this award also reminds me of how grateful I am to Canada for its opportunities. I wouldn’t be where I am today if Victoria College hadn’t believed in me and my abilities: they’ve supported me in remarkable ways. ”

Excerpts of her award citation read: “Absorbed by the crossdisciplinary potential between cognitive science and machine learning, Lana El Sanyoura has transformed undergraduate culture in the Department of Computer Science and tackled uniquely original research.

A computer science specialist and cognitive science major, El Sanyoura has enjoyed many academic successes. She won the Konrad Women in Tech Scholarship, and conducted three

original research projects in language learning and culture shift at Professor Yang Xu’s Cognitive Lexicon Lab. El Sanyoura and Xu have submitted two projects to a high-level conference in cognitive science, which have been accepted.

She has completed internships with prestigious U.S. companies: a year as a software engineer in machine learning at Intel, and a summer as a researcher at the MIT-IBM Watson AI Lab.

El Sanyoura is a basketball player (and two-time MVP) in U of T’s intramural league, and a songwriter, choreographer, filmmaker and photographer. In the fall, she will begin her MSc in computer science at U of T.

Praising her intelligence, breadth of interests and creativity, her professors single out how she created leadership roles, her drive to seek research opportunities, and her generous sharing with her fellows.” 

Photographs: Horst Herget, Roya Shams

Preparing Students to Meet the World through Vic Ready

by meghan kilty

The data are in and we have work to do. Vic students have the best of both worlds; they are part of a top global postsecondary institution and part of a vibrant, close-knit College community. However, the National Survey of Student Engagement (NSSE) and the Multi-Institutional Study of Leadership (MISL) indicate that graduating students across North America are experiencing increased anxiety and feel unprepared for what will come “once they hit the real world.” Vic has conducted many reviews of student services, conducted focus groups, and heard directly from students that what they need is “readiness.” Although students have access to coaching sessions, alumni support, career counselling and so much more, they leave University unsure how to pull these offerings together. Enter Vic Ready.

Launched in September 2019—an initiative by the Office of the Dean of Students, the Office of the Registrar, and Alumni Affairs & Advancement—this one-of-a-kind co-curricular program prepares students for a purposeful exit from undergraduate studies. What makes this multi-year curriculum different from traditional programs is its approach to post-graduate preparedness. “There is an abundance of excellent resources out there,” says Kelley Castle, dean of students. “What makes Vic Ready unique is the holistic approach to the next steps of a student’s journey. If students are learning to sail their own ship, they’re not taught how to evaluate if they have all the required parts to build it, nor are they trained how to assemble it.”

Students engage in an honest self-examination and survey of their skills. After identifying gaps in their experience, students have the opportunity, through Vic Ready modules and coaching, to address these gaps prior to graduation, develop soft skills and integrate these skills with their academic experience. Students learn how to build a cohesive narrative and package addressing the needs of future employers and graduate schools.

Focusing on each student’s goals, Vic staff, peer-to-peer relationships and alumni mentors help facilitate opportunities and make connections across their unique curricular and co-curricular journeys. “Creating a supportive community to explore options, build skills, and complementing that with one-on-one appointments was an amazing way to increase students’ confidence and map out concrete next steps that were

truly personalized,” says Yvette Ali, Victoria College registrar. “Vic Ready focuses on students’ individualized goals and provides support to help them thrive.”

The Vic team is seeing signs of success. Students speak enthusiastically about the program’s offerings and how it helped demystify their career and life planning. “What was great about Vic Ready was creating a network of students similar to me and facilitating an open-minded, non-intimidating environment for learning and development,” says Ann Marie Elpa, a thirdyear student in English and book and media studies.

However, one year in the program does not make students “Vic Ready.” The program continues to evolve, as Heidi Pepper Coles, associate dean of student success, explains. She is leading the next phase of the program. “We’ve completed the exposure phase of the program’s development. Last year we offered a program with a menu-like feel and students were invited to attend workshops and modules that met their most pressing needs. The next phase will expand the program, continue to build its unique offerings, and see specific pathways for students depending on their goals after graduation.”

Job searching in a world that is grappling with COVID-19 will only increase the need for Vic Ready. Now, more than ever, is the time for Victoria University to invite students to lean into their community and gain practical resources and advice on ways to navigate life in this new age of uncertainty. Through Vic Ready, staff and alumni alike will help students successfully pivot from their undergraduate careers to whatever path they choose.

The impact of Vic Ready doesn’t end with an individual’s success. “It is our hope that, in keeping with Vic’s ethos of giving back, students participating in the program will, as young alumni, cycle back into the program to share their experiences and perspectives with a new crop of students,” says Louise Yearwood, executive director of Alumni Affairs & Advancement. “This participation will be a measure of future success as students will gain valuable life skills, work competencies and unique insights from alumni who participated in the Vic Ready program.” 

Vic alumni who would like to support the program with their time or resources should contact Alumni Affairs & Advancement at vic.alumni@utoronto.ca.

Scholars-in-Residence: Building a Community of Scholars

by amelia bailey

Every May, Victoria College becomes a hub of intensive undergraduate research. Since 2016, the Scholars-in-Residence program has fostered a community of students who live on campus for a month of experiential research, faculty mentorship, professional development and interdisciplinary collaboration. This year, the program faced an unprecedented challenge: COVID-19. The participants and organizers of Scholars-in-Residence had to create an immersive, virtual community without the residence component.

“In 2015, Robert Gibbs, former director of the Jackman Humanities Institute, came to Vic with an idea of an innovative program for undergraduate research mentoring loosely modelled on a program at Harvard,” explains Angela Esterhammer Vic 8T3, Vic’s principal and director of the program. In line with his presidential priority of fostering undergraduate research, President William Robins proactively encouraged this initiative and that same May, the Scholarsin-Residence program began. “There were two main goals in creating the program,” says Ira Wells, Scholars-in-Residence program manager, “to provide students in the humanities and social sciences with high quality, experiential research opportunities, and to create a residential experience in which students from a broad diversity of disciplinary backgrounds could collaborate in an immersive community.”

In addition to providing research mentorship for students, the program also added real value to faculty research projects. Wells explains, “We believed that undergrads could contribute to research at a very high level, and expected faculty to see significant gains to their research projects through the intensive efforts of their five-person teams. Feedback indicates that faculty were surprised by how much was accomplished over the course of the month.” Since its start, the program has grown from four faculty supervisors and 20 students, to over 20 faculty supervisors and over 100 students participating annually.

Mark Khalil Vic 1T9, a current graduate student at Yale University, took part in the program in 2017. “I loved it,” he enthuses, “I learned about the flexibility required in doing research—this has really helped me in grad school. On a personal level, I learned how much I appreciate working with people.” For Khalil, the residential component was “really communal and a positive part of the experience.”

The COVID-19 pandemic overtook Vic just as the program was preparing to admit this year’s students. “It was never an option to just cancel it,” says Esterhammer. “We asked the supervisors if they could imagine running this in an onlineonly format.” Seventeen of the 21 supervisors were able to quickly adapt. “That in itself is extraordinary and shows the enthusiastic response of people involved.”

For Esterhammer, there have been some benefits. “We’re learning a great deal about collaborative ways of working online: file sharing, communication and meeting platforms.

That’s a whole dimension to the learning experience that’s been added to the research topics,” she says.

Wells adds that for some sessions, the online mode of delivery is an advantage. “For my workshop on publishing, which consists of showing students how to access different online tools, it’s in some ways more natural and, paradoxically, more intimate if they are on their computers, and I just talk them through a problem, in their ear and on their screen.”

The program is also more accessible to international students. This year, students are participating from England, Brazil, India, Pakistan, Spain and all over Canada.

“We decided to call this year’s program ‘Virtual SiR.’ It’s a significant difference that students are not in residence. It’s a different experience,” says Esterhammer. Wells confirms that “attempting to replicate the [social bonds] in an online fashion has been the biggest challenge.”

In response to this challenge, the program has coordinated online workshops and social events. Some workshops include professional and faculty mentors who can now conveniently connect from their homes, rendering these sessions more accessible. The program is also hosting game nights and other social events to create a space for social bonding.

Esterhammer remains optimistic, explaining that while everyone will be happy and eager to return to the residence aspect of Scholars-in-Residence, there may also be “the possibility of expanding new dimensions of the program.” She explains that ultimately “what makes this program so special is the brilliant, dedicated, eager and committed students.” Despite these challenging times, this fact remains unchanged. 

Ira Wells

VICTORIA AND THE VIRUS

How the Community is Coping with COVID-19

SUPPORTING FRONT-LINE WORKERS

“It’s easy to feel helpless in all this when you’re cooped up at home," says Hannah White Vic 1T6. In an effort to combat feeling “pretty disheartened,” White launched a support initiative for front-line workers. She took to social media and put out the call for Uber Eats gift cards as well as notes of encouragement, and the response has been great. “People I hadn’t spoken to in years messaged me to say thank you for giving them a way to help. A friend of mine from elementary school reached out to say that her company has pivoted to manufacturing face shields and that they’re looking for places to donate. I was able to put her in touch with Sunnybrook Hospital, which is incredibly exciting.” White hopes to gain more traction, especially as the number of COVID-19 cases in Toronto grows. ”It's been really heartwarming to see people rallying behind our front-line workers.” Follow White on Twitter @thehannahwhite.

HELPING BY DESIGN

While finishing up her third year at Vic as a sociology and criminology major, Patricia Huang used her artistic prowess for good. She created the U of T-themed True Blue: Book of Things to Do in an effort to support COVID-19 research at Sunnybrook Health Sciences Centre. For about a month, Huang posted this nine-page, pay-as-you-can booklet and raised hundreds of dollars. As of mid-April, she has offered the booklet for free at https://gumroad.com/l/truebluetodo. Huang is happy that she has helped students, faculty and staff “de-stress during these hard times” with her activity booklet. “I am proud to have been able to assist in some way during this pandemic,” she says. “I received some very positive feedback from people who downloaded True Blue. It is important to support our scientists and hopefully I have inspired other people to get creative in how they fundraise to battle COVID-19.” You can follow Huang on Instagram @pidgels_art.

CARING FOR CAMPUS

Milly Weidhaas, lead hand of grounds, is on campus three days a week now. Other than staggered and reduced shifts, it’s largely business as usual for her team.

“Physical distancing is the most important thing. We’re lucky we’re outside. Gates are locked* and there is little foot traffic. I miss the students, though—it’s why we’re here and is the best part of the job.” Weidhaas gives back to her community, too. She heard a neighbour’s son ask, “Daddy, did Santa get COVID?” so she put a picture in her window of Santa wearing a mask with the words, “Happy Birthday, Santa, see you in December.” She takes pleasure in simple things: nightly bike rides to the Leslie Spit; taking toilet paper and flowers to an elderly friend; Zoom meetings with her knitting club. “You have to be kind to your neighbours—look out for each other and of course, ourselves,” she says.

*Vic’s gates are now open.

LOCAL IMPACT

Abhay Sachal was completing his first year at Vic when the pandemic hit. He immediately had to shelve his summer plans. So much for travelling to Vietnam and Cambodia to help a village gain access to clean energy. Forget a stint studying at the Hebrew University of Jerusalem. Sachal’s plans to make an impact on the international scene soon took a very local turn. From his home town of Surrey, B.C., Sachal was forced to find a new normal. He has thrown himself into a number of valuable, charitable efforts including: checking people’s temperatures at a local warehouse, working for an environmental charity, volunteering with his high school to 3D-print face shield parts for hospitals, and delivering meals to people in need. “I’m really trying to make a tangible difference at the local level,” says Sachal. “This crisis affects vulnerable populations disproportionately. It comforts me to see how many ordinary people are being extraordinarily heroic during this unprecedented time.”

by jennifer little and laura mc cann

CULTURE SHIFT

Waleed Ahmed, IT technical support analyst, has been instrumental in making the move to remote work happen for Victoria staff during COVID-19. “I don’t think the function of my role has changed but the demand has. The nature of the problems has changed. Most are related to remote access. When I do support now, I do it over the Internet.” He’s on campus only once a week now. “There are projects upgrading the wired network in our residences that require a presence on campus. In the morning I come in early, when the subway is almost empty. I keep physical distance and use a lot of hand sanitizer.” When he wasn’t fasting for Ramadan, he appreciated the meals prepared by the food services team “They put together a nice package— it was great.” In his down time he stays in touch with his family. “They are all in Egypt experiencing almost the same circumstances.”

GROWING CLOSER, STAYING APART

Jerry Nogas, manager of housekeeping, has never seen Vic this empty in 27 years. “The buildings are locked, campus is closed, no students, colleagues or faculty. It’s a ghost town. It’s wrong.”

But there is a silver lining:

“Our daily huddle has moved to a classroom to allow for distancing, but we share more around the room. We are more relaxed. We are getting a head start on summer projects while the spaces are empty. My team is a tighter unit now.” As the only household member working outside the home, his afterwork routine involves sanitizing in his garage before going in. This ensures his family is safe so he can continue teaching his daughter who is in grade 3. He has noticed “a lot of respect coming out to the front-line workers, including praise for grocery store workers and cleaning staff, the invisible people nobody paid attention to before. They’re heroes now too.”

PROTECTING THE VULNERABLE

Nancy de Vera Vic 1T1 and AVC member is the executive director of St. George Care Community, a 238-bed residence in downtown Toronto. The COVID-19 pandemic continues to have a devastating impact on seniors’ residences in Canada. De Vera must ensure that infection control is robust. “We have successfully managed other outbreaks in the past, but the pandemic poses different challenges,” she says. “We continue to follow government and public health directives in approaching the global pandemic.” Enhanced interventions are required for the staff of 200, such as universal masking and temperatures being taken twice per shift. Only essential visitors may enter the residence and families must check in with loved ones virtually. “What really stands out for me,” she says, “is the team work between everyone at St. George—residents, family and staff. We have become closer during this challenging time. We care more. We help each other more. We are there for each other, now more than ever.”

CARING FOR STUDENTS

As most of the Victoria community works from home, about 20 students are currently living in Rowell Jackman Hall and four members of the dean’s office are living on campus. Bergita Petro Vic 1T0, assistant dean, international and upper-year students, explains, “Students who have remained here tend to be international students who are unable to physically get home. With so many flights being cancelled and borders closed, returning home is not possible for them right now.” Students each have their own kitchen and washroom, and no common rooms are being used. An additional physical-distancing measure is that meals are being delivered directly to the dorm rooms. Also, the Office of the Dean of Students has moved its programming online with the newly launched Vic@Home program. “Students have shown incredible resilience throughout the process,” says Petro. “We have been reaching out to students to provide all the support we can and sustain the Vic community.”

COVID-19 has forced us to reimagine time. This isn’t bad.

by miriam spies emm 1t 5

We live interdependently in God’s time. The psalmist declares, “Wait for the Lord; be strong, and let your heart take courage; wait for the Lord!” This is a radically different message than our society conveys. During the COVID-19 pandemic, considering time from a disability perspective may help to ground us all.

As an ordained minister and a PhD student, I experience immense privilege. I also live with cerebral palsy. My health is nowhere as “vulnerable” as that of many friends with disabilities. Living with my mom means I don’t worry about whether my attendants will show up, or how to shop for myself, or the onslaught of mental health worries that might have occurred if I had been isolated in Toronto.

Despite having nothing but time to write papers, fulfil my duties as a teaching assistant and read books, these past days have been challenging. I have been distracted by the rapidly escalating news, notifications from friends whose loved ones are in the hospital and emails filling my inbox. I reach out to friends and colleagues, laugh at the latest meme and watch movies to escape.

Right now, we are encountering time differently than before. Many of us have hours freed up from travel and events, yet we realize that our time on earth is not something to take for granted.

As Christians, we have a profound calling to live in God’s time. We dance to a different rhythm. In the capitalist society around us, time, like money, has been commodified, something we manage and control. We live in a 24-hour news cycle with a vigilant eye on constantly reactive markets. People are—consciously or unconsciously—judged and evaluated based on how much they produce and consume.

Christians have long spoken against this consumerist model of valuing time and money. Jesus’ call to care for those on the margins and John Wesley’s encouragement to live simply are two such examples. Today, ministers call on their congregants to phone each other, stay home for worship and stop panic buying so that the most vulnerable amongst us can be safe and have the necessities available. We are called to reimagine our time in time to love our neighbours as ourselves.

People with disabilities, their families and support people know how to live in time differently. For me, activities of daily living take longer and require more support than they do for many others. Sometimes, I become frustrated with myself when I feel like I should accomplish more in a period or finish a task more quickly. I, too, get sucked into the demands of task lists and expectations that I have set for myself. However, when I am being gentler with myself (often at the urging of loved ones), I remember I live in “crip time.”

Disability activist Alison Kafer explains that “crip time” requires reimagining our sense of what can or should take time and noticing that our expectations of what can be accomplished are based on particular minds and bodies. She writes, “Rather

than bend disabled bodies and minds to meet the clock, crip time bends the clock to meet disabled bodies and minds.”

Nowadays, our clocks are bending. We are reimagining ways of connecting and caring for one another in the absence of many of the routines and obligations that previously determined our schedules.

For the most part, people are heeding advice to stay home and to show love for their neighbours—both locally and globally—in new ways. We are reminded of our radical interdependence. How we live impacts everyone, including the most vulnerable. Expectations about what we need to buy immediately are being challenged and adjusted (who knew toilet paper was such a hot commodity?)

Even our expectations about what we can produce, or what others can produce, are in constant flux. Our concern for those who are most vulnerable—people whose names we may not know and whom we have never met—is resetting our valuing of time. Our way of valuing time and production needs to shift, especially as people struggle to secure stable housing and food.

Productivity might look less like revenue and more like caring for others by staying home, advocating for governmental supports for those in precarious housing and employment situations, and naming our fears and griefs aloud, knowing that we are not alone.

“Cripping time” is not about trying to place a positive spin on needing to stay home. Rather, it invites us to notice our own biases and reimagine these times of waiting, anxiety, delays and patience in different ways. Together, we “bend the clock” to value our moments anew so that everybody can live in this time we have been given. 

This article was originally published in March 2020 by Broadview. Miriam Spies is a PhD student at Emmanuel College. She has an MDiv from Emmanuel.

Providing Spiritual Care during a Time of Crisis

Jeff Braff Emm 1T9 by jennifer little

In light of COVID-19, very few hospital patients are allowed to have any visitors at all. Of course, patients have the support of their clinical teams. But, imagine being alone while critically ill. Imagine the isolation and the anxiety. Consider the experience as a patient. No family to advocate for you. No loved ones sitting at your bedside, assuaging your fears, holding your hand.

This is why during this pandemic, the role of the hospital chaplain or spiritual care provider has become paramount, a role for which Jeff Braff Emm 1T9 is well equipped.

A Tibetan Buddhist monk who is a retired infectious disease epidemiologist and was an adjunct faculty member at UC Berkeley’s School of Public Health, Braff has a unique knowledge base on which to draw as a St. Michael’s Hospital spiritual care provider. He has a Doctorate of Public Health from the University of California, Berkeley, a Master of Pastoral Studies (Buddhist focus) from Emmanuel College, and is currently pursuing a Doctor of Ministry at the Toronto School of Theology’s (TST) Regis College.

“I have experience as a spiritual care, public health and research professional. I can clearly see how the hospital dynamic has changed dramatically because of the COVID-19 pandemic. I am used to working alone—12-hour night and weekend shifts—but sometimes at 3 a.m., it is the hospital staff who are the ones reaching out for help. It is not unusual for a chaplain’s support to go beyond patients, but it is becoming more apparent that this should be a job requirement. Institutions might have employee assistance programs, but it is a great privilege to be able to minister in real time to someone in their time of need—to help someone get through angst and trauma.”

Even ministering to patients themselves has become more of a challenge. “It’s difficult to exude a warm, human touch when wearing personal protective equipment from head to toe,” says Braff. “And normally I would also be able to engage directly with family, friends and loved ones.” This makes for a more stressful work environment as Braff strives to deliver the care that is needed, under daunting circumstances. There is the potential for mental and physical burn-out. “Chaplains must be self-aware,” says Braff. “Self-care is as important as is learning to lean on colleagues and supervisors. Trying to do this kind of work alone, without any support, would be dangerous and futile.”

Fortunately, Braff receives a lot of support. “The support of my Emmanuel and TST colleagues is key to my being able to address the emotional, spiritual, and existential needs and suffering experienced by my patients and their loved ones and—importantly—hospital staff, especially those working in intensive and palliative care, which is where I hope to focus my DMin research. I want to address the suffering and moral injury that hospital staff experience in the course of their work. I believe that this is especially germane now as

we continue to live and minister in the midst of the ongoing upheaval caused by the COVID-19 pandemic.”

For all the tireless work Braff has contributed to St. Michael’s as a spiritual care provider, it’s amazing to think that this calling was almost never realized. The concept of chaplaincy or spiritual care is unknown in Tibetan Buddhism. “When I had the opportunity to explain to my teachers in India what I wanted to undertake, their consensus was that I was ‘living the dharma’—the teachings of the Buddha. In other words, I was doing what I should be doing as a monk in the West.”

Putting on his epidemiologist’s hat for a moment, Braff does worry about what will happen when current precautions are relaxed. “I worry we will likely see a spike in cases. I have the utmost confidence, though, that hospitals such as St. Mike’s and the people who work there will continue with tireless efforts to put the patient first. We will get through this thanks to everyone’s dedication.” 

Photograph: (Opposite page)

Olena Sergienko from Unsplash; Courtesy Jeff Braff

An Unconventional End of Term

Iakoiehwahtha “Iako” Patton Vic 2T4 by jennifer little

Everything was new to Vic student Iako Patton this year. She left her home in Kahnawake Mohawk Territory, Quebec, population 8,000, for Toronto—a city where she knew no one. She worked extremely hard to put down new roots in her adopted city through University activities and activism. She had learned to adapt to life at Vic and life in a large metropolis.

Patton, however, like the rest of the Victoria community, had no idea things would change so quickly by the middle of March. The very real threat of COVID-19 had arrived and everything became new again. She, like all of the students in residence, was given a deadline to go home, if travel restrictions did not impede her movement. It had been difficult for Patton to leave Kahnawake for the first time and now it was difficult to leave Toronto so suddenly.

“Everything was so rushed. There was no natural ending to the school year. I didn’t even know whether I would be able to get back onto my reserve. Quebec was just going into lockdown then,” says Patton. “Fortunately, my parents were able to come and pick me up and we were able to get home. Not everybody was [so] lucky.”

At this same time, the University of Toronto was quickly moving towards the online delivery of all courses. This transition made Patton nervous. “I like the routine of a

traditional class. I take notes by hand, using pencil and paper. This was a really big shift for me and a complete change in my academic routine. I worried about note-taking, how exams would be administered and just how everything would work.”

To add to the stress of moving out so suddenly, Patton was also dealing with four, simultaneous deadlines. “I was scrambling to finish, under the circumstances,” she says, “but I couldn’t have asked for better professors. I was granted extensions so that I was able to give my assignments the attention they deserved.”

With the successful completion of her first year as an art history, anthropology and Renaissance studies student, Patton then had to face the new normal. The plans she had made for the summer were not to be, and she was devastated. “Ever since high school I knew I wanted to study Renaissance and Baroque art and architecture. This had been my dream. I had been saving all of my money to travel to Italy this summer for a six-week, study abroad program,” she says. Of course, this trip, like so many others, had to be cancelled. Her summer job on the reserve at a golf club is also in limbo. “This is a hard time for a lot of people, including students.”

Fortunately, her community of Kahnawake is doing well. “I have been really impressed with what I have seen,” Patton says. “We have our own relief fund to support each community member. There have been only a few cases of COVID-19 and everyone is abiding by the physical-distancing laws. I applaud the community.”

As for returning to Vic, Patton says, “I really, really hope we can come back this fall and that things will return to normal. I don’t love learning online but I can understand, if no other way is possible. I really hope I can go back to residence, at least.”

Patton looks forward to her return to Victoria College and further establishing herself in Toronto. “I can’t wait to continue some of the things I started this year. For instance, I had only just started volunteering for U of T’s First Nations House when COVID hit. I also look forward to helping organize next year’s Campus (Re)Conciliations conference at Vic [through the Dean’s Office]. This year I was on the organizing board and spear-headed the student-led workshop. I helped showcase Kaientowá:ne (the bowl game), a mid-winter festival game that is played during a week-long ceremony and is based on the Creation story. It was a great way to introduce an Indigenous ceremony from my community.”

When things do return to normal, giving back to her new community will remain a priority for Patton. “I grew up knowing my roots, speaking Mohawk and cherishing the values of my Indigenous background. I can’t wait to get back to volunteering and being an active member of the University community and sharing my Mohawk traditions.” 

Juggling Pedagogy and a Pandemic

Katie Doering Vic 0T2 by jennifer little

At 240 McCaul Street, within the perimeter of the University of Toronto’s St. George campus, there is another remarkable institution—Ronald McDonald House Charities (RMHC) Toronto School. The school is open to seriously ill children and their siblings who are staying at RMHC Toronto. Katie Doering, who studied English and history at Vic, is its principal.

Doering has been with the school since 2003. In fact, a needs assessment study she completed at RMHC Toronto as part of her BEd internship, combined with the favourable reception to a pilot education program she led, resulted in the school’s creation. While working at the school, she pursued an MA and PhD in curriculum studies and teacher development at the Ontario Institute for Studies in Education (OISE). Over the course of the past 17 years, she has helped shape and expand the school, and worked her way up from intern to principal. In this role, as with every other principal across the country, she has had to navigate the choppy waters of the COVID-19 outbreak.

RMHC Toronto School serves immunocompromised children. “The school had to move online immediately. Many of the families staying with us have children receiving lifesaving treatment,” she says. “We also teach siblings of babies born prematurely and children who have received, or are waiting for, organ transplants. Needless to say, all of these children need to be protected from COVID.”

RMHC Toronto, deemed an essential service during the pandemic, normally hosts up to 81 families. On average, the school has 22 students per month from kindergarten to grade 12. Doering looked to the public school system and fellow independent schools to figure out how best to meet the needs of this unique student body. “I realized fairly quickly that this situation could last a long time,” she says. “The main goal was to maintain a degree of normalcy for these children. So far we have been very successful with online instruction by providing two teacher-led, 40-minute sessions per day. We have not and cannot lose sight of our guiding principle that ‘RMHC Toronto School compassionately provides a unique, student-centred, learning environment to facilitate academic, emotional and social success.’”

The school has worked hard to follow this principle. “These children are not just patients,” says Doering. “They have other roles to play—that of student, sibling, son or daughter. During COVID, we especially need to nurture their emotional and social sides, otherwise it could be very isolating.”

Doering is inspired by her students’ determination. “The empathy these children show towards each other is heart warming. We adults often struggle when someone is grieving or unwell. Kids instinctively know what to do—they might give a hug, ask someone to play or simply make a nice comment. It is effortless for them,” she says. “During COVID, we are making sure this continues. People are feeling great connectivity through Zoom sessions. Making connections

with fellow students is of the utmost importance during this time. Sometimes it might be as straightforward as a student showing off the fort they have built in their room.”

Doering has been impressed by how focused her students have been on their studies. “We have seen tremendous academic growth in some of the students,” she says. “We are looking to see how we can apply the strides we have made during COVID going forward. We might be able to reach more children in the future with the lessons we have learned during this crisis. Remote learning might serve a student better when they are feeling especially unwell, for instance.”

Until things return to normal, Doering will continue to make sure the other two teachers and the early childhood educator at the school are supported. She will also ensure all students and their families are supported by the school. “Sometimes the care we give is emotional and other times it’s as concrete as making sure a family has the technology necessary for their child to learn online,” she says. “We are often dealing with children who have missed a lot of school due to illness. With or without the pandemic, we fill in the gaps that may have occurred during a student’s educational journey. This is such a rewarding process and I can’t imagine working anywhere else. This is the path I was meant to be on.” 

The Same but Different: News from the non-COVID ICU

by gordon d. rubenfeld

I am writing after a week on call in the Sunnybrook ICU. Not in our COVID unit but in our regular ICU. It was a strange week, but not for the reasons I expected. After e-mails, calls and scientific papers from international colleagues, I was expecting Armageddon but it was a strangely quiet week. Typically, the ICU is 110% occupied but last week I saw empty beds. How was this possible?

First of all, Sunnybrook was incredibly busy during March. We converted most of a ward so it could handle critically ill COVID patients. Staff trained on how to put protective equipment on quickly and safely. The administration cancelled surgical procedures that could be safely delayed. The Province developed a plan ensuring no single hospital would bear an unequal share of the cases. We identified every piece of equipment that could serve as a ventilator. We prepared for anticipated drug shortages. People driving and working less led to less trauma. Your personal sacrifices during isolation, and for some these sacrifices have been devastating, almost certainly prevented calamity for others.

This explains why Toronto does not look like the disasters you’ve read about in New York and Italy. It doesn’t explain the empty non-COVID ICU beds. This is going to be one of the major stories that will be told about the pandemic. When I visited our nearly empty emergency department, a nurse expressed her pleasure at not seeing the sprains, colds and rashes that should just be taken care of by a family doctor or even a grandmom. These patients are the bane of every ER. But, this particularly experienced nurse also told me that the physicians were busy—not tending to patients, but talking on the radio. When paramedics come to a house and think the patient is dead, they need to check in with their base hospital to confirm that they can call the coroner and not start resuscitation. This is usually a small part of the job for Sunnybrook ER physicians. During COVID they have been answering a lot more of these calls to declare deaths at home. Now, this is an anecdote from a few nurses and physicians and

it isn’t a research study. When we can, I think we will find that a lot of patients are dying at home from diseases that usually fill the ICU: strokes, heart attacks, diabetic acidosis and severe infections. These aren’t deaths from COVID; but they certainly are preventable deaths that we can blame on COVID. I suspect people are afraid of leaving the house and figure their symptoms can wait. Sadly, in many cases, they can’t.

Probably the biggest change in my practice has been the visitor policy. When I first started training, the ICU was an off-limits sanctum. Visiting hours were restricted. Now, most ICUs have opened up visiting hours. That means families are often at the bedside when I am making rounds with the team. They hear about our mistakes, our uncertainty, and even our frustration about delays. And we learn a lot from families, too. I always feel a little sorry for the poor intern who worked all night on her case presentation only to have her patient’s son correct the details. But, I never really understood how valuable this was until families couldn’t be there. Now,to protect patients, staff and families, hospitals have significantly restricted visitors. After rounds are over we have another set of rounds on the telephone to update family members. There are easy calls like: “We took your mom off the ventilator, she looks great and says she loves you.” But I have to make other calls, too. These are conversations that aren’t easy in person, and over the phone are crushingly difficult.

In conclusion, I pass along a message from my colleagues. We nurses, physicians, respiratory therapists, clerks, pharmacists, support workers and cleaning staff do really thank you for thanking us. But, we have always been here doing the same jobs, taking risks. We will be here all the way through this pandemic and beyond. It’s our job and we love it. But when the COVID crisis ends, and it will end, send thanks then. Chances are we will need it just as much. 

Gordon D. Rubenfeld, professor of medicine, is an associate of Victoria College. He works for U of T’s Interdepartmental Division of Critical Care Medicine and Sunnybrook Health Sciences Centre.

Photograph: Courtesy Sunnybrook Media Services