Prof. Pulsifer (Geography and Environmental Studies) is the first 杏吧原创 researcher to receive funding through Horizon Europe.

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Congratulations to聽Stephan Gruber聽(Department of Geography and Environmental Sciences), who was awarded an NSERC Discovery Grant in the November 2025 competition.

Dr. Gruber鈥檚 research focuses on permafrost thaw, one of the most consequential yet least predicable aspects of Arctic聽climate聽change. The goal of his research is to produce a unified scientific framework that enables Canada to聽observe, understand, and predict permafrost change and related risks to infrastructure, mobility and northern communities that are essential for national security and sovereignty.聽

With Discovery Grant funding, Dr. Gruber will enhance transient permafrost simulation, modernize field observation through innovative instrumentation and new analytical methods, and link transient modelling with reconstructions of past climate and landscape evolution to understand long-term system conditioning.聽By developing open, Canada-governed tools and datasets,聽Dr. Gruber鈥檚 research聽positions Canada for Arctic leadership聽and sustained scientific sovereignty in a rapidly changing North.聽

NSERC Discovery Grants support the development and sustainability of a diverse, high-quality research base in the natural sciences and engineering (NSE) at Canadian universities, fosters research excellence, and strengthens the research training environment. 

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The Faculty of Arts and Social Sciences extends its congratulations to ACME: An International Journal of Critical Geographies and the on receiving Social Sciences and Humanities Research Council Aid to Scholarly Journals support in the .

Managed by a large editorial collective, including Geography and Environmental Sciences professor David Hugill (one of two editors-in-chief), ACME provides a multilingual forum for critical, interdisciplinary analyses of social, spatial, ecological and political spaces. It publishes work that advances critical frameworks aligned with anti-racist, anti-colonial, anti-imperials, anti-speciesist, anti-authoritarian, Black, Indigenous, feminist, crip, trans, queer, and multi-species perspectives. The journal is notable for blending theoretical and methodological boldness with political relevance and embraces multiple formats to increase accessibility to diverse audiences.

The Canadian Journal of Applied Linguistics (CJAL)/Revue canadienne de linguistique appliqu茅e (RCLA) is the official journal of the Canadian association of Applied Linguistics. A bilingual journal, it publishes on a wide range of topics in applied linguistics, including first and second language acquisition, first and second language teaching, bilingual education, sociolinguistics, language planning, sociology of language, psycholinguistics, literacy, and applied phonetics. School of Linguistics and Language Studies professors Michael Rodgers and Eva Kartchava are the journal鈥檚 editors-in-chief.

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Last summer, Environmental Studies student Joey Slinger had the seed of a great idea. All he needed was the support to help it grow.

Joey was one of five undergraduate students across the Faculty of Arts and Social Sciences selected for a 2025 杏吧原创 University Research Opportunity Program (CUROP) internship. CUROP interns receive a $10,000 stipend to help cover costs as they design and complete their own research project over the summer term.

Thanks to this support, and with Prof. Patricia Ballamingie acting as his project supervisor, Joey spent the summer researching how to design and launch an academic seed library at 杏吧原创.

“I got into farming shortly after starting my degree at 杏吧原创 and was looking into seed saving and sharing,” Joey explains. “I quickly found out about seed libraries and was impressed by how they bolstered both interhuman relations and human-ecosystem relations. That鈥檚 because when you participate in plant breeding, you鈥檙e not only caring for the plant, but also its progeny and the humans, animals, fungi, and bacteria that rely on and interact with that plant.”

What is a seed library?

A seed library “lends out” packets of seeds to patrons, who grow the plants and return the seeds they produce to replenish the library, for future patrons to use in their own gardens. The goal of seed-sharing initiatives like this is to empower gardeners of all levels to grow their own food, strengthening local food resilience as grocery costs rise, while also helping to preserve biodiversity in our region.

“It鈥檚 an opportunity for you to explore gardening and community building and interact with soil on a very grounding level,” says Joey.

For his project, Joey interviewed seed librarians working at Canadian academic institutions, as well as people who have developed and manage thriving seed libraries in their communities. He also reached out to local seed farmers to learn from their experiences and invite them to partner with him.

How it works

Fast forward through winter and as the first snowdrops and crocuses are bravely pushing their way up through the dirt, the 杏吧原创 University Seed Library is now officially up and running at the MacOdrum library.

杏吧原创 community members are encouraged to browse the seed collection, conveniently stored and labelled in a vintage card catalogue near the Library Services Desk on the second floor, and can take home up to five packets of flower, herb, grain, or vegetable seeds. Each packet also includes growing instructions, so no prior gardening experience or green thumb are required.

When asked about his preferred seed varieties to grow, Joey says it鈥檚 hard to pick favourites.

“In terms of presentation, it would have to be the colourful grexes (i.e. mixes) of corn, as well as beans, which have such a beautiful display of phenotypic diversity. My favourite varieties for eating would have to be sweet fruits like ground cherry, watermelon, and cantaloupe. And in terms of impressive growers, you really can’t go wrong with the squash, corn, and sunflower grexes.”

The Seed Library is available on the second floor (i.e. ground level) of the MacOdrum Library, near the Library Services Desk, from now until Friday, July 3.

Curious to learn more about the program? Send your questions to carletonuseedlibrary@gmail.com.

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By: Emily Putnam

In the heart of the , a cohort of third and fourth-year students found themselves immersed in a reading week like no other in October 2023. 

Students participating in the mandatory honours fieldwork course titled “Socioenvironmental Change in the Madawaska Highlands” stayed at the base camp in the Madawaska Valley, conducting independent fieldwork as part of a group from Oct. 22-25.

Located a two-hour drive east of Ottawa, the Highlands are notable for biodiversity conservation, making them a captivating area for studying biophysical processes and exploring the intricate relationships between people and nature.

Co-taught by Associate Professor Derek Smith and Instructor Adam Kirkwood, the honours field course aspired to provide students with the ability to both examine the role of fieldwork in geography and the opportunity to get hands-on experience.

The trip to the Highlands was the second part of the three-stage course, which included talking about fieldwork, doing fieldwork, and analyzing and presenting field research results.

For the experiential course delivered by the Department of Geography and Environmental Studies, students were taught specific fieldwork methods, like streamflow measurement, participant interviews, vegetation quadrats, and soil surveys, all of which translate directly to careers that involve fieldwork in either environmental studies or geography. 

For Razz Routly, a fourth-year student in the Geomatics program, the experience was rewarding in more ways than one. 

“There was a pretty even split between physical and human geography activities that let us try out new skills and were more hands-on than most other courses.”

Routly says that beyond the academic gains, the field trip facilitated personal connections. 

Smith oversaw the human geography part of the course and emphasized the transformative power of field experiences. 

鈥淭he course is about giving them an opportunity to use the intellectual tools they learn in the classroom to see things that would otherwise be invisible,鈥� says Smith. 

Highlighting the course鈥檚 impact, Smith says the experience can give students a better understanding of the world around them. 

鈥淭he field course also teaches them that the world is complex and always changing, but that with the right methodologies, we can get a reliable understanding of socioenvironmental change and gather evidence that can be used to develop effective policies. This is a lesson that they can take with them and use in different contexts.鈥�

Kirkwood, who taught the physical geography portion of the course, notes the significance of being fully engaged with the geography in order to comprehend it.

“Being immersed in your study site is really important for understanding the complex interactions of social and environmental systems that you wouldn鈥檛 otherwise be able to connect with or understand holistically from completing desktop studies,” says Kirkwood.

Kirkwood says the variability of fieldwork is a crucial aspect to keep in mind when studying it.

“Even the best-laid plans can often change without warning. Being in the field and experiencing this firsthand, we hope students learned the importance of adaptability.”

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The (GCRC)  at 杏吧原创 University has been working in partnership with Indigenous communities and organisations, and with academic institutions for nearly two decades to create cybercartographic atlases and develop the new domain of Cybercartography.  The cybercartographic atlas is quite different from a traditional atlas. It uses location as an integrating mechanism for all kinds of information in multimedia formats, using the innovative Nunaliit (鈥渃ommunity鈥� in Inuktitut) , developed by the GCRC team in cooperation with many Indigenous, national and international organizations and individuals who use and support it.

On June 21st, National Indigenous Peoples Day, GCRC officially launches the latest Indigenous atlas, the . This is the culmination of five years of research on a project supported by the Council. Indigenous partners include the Shingwauk Residential Schools Centre, the Children of Shingwauk Alumni Association, the Legacy of Hope Foundation and the National Centre for Truth and Reconciliation; the Atlas also has significant contributions by ; academic partners include Algoma University, Concordia University, and the University of Manitoba.

The RSLMA identifies residential schools from across the country and aims to enrich knowledge relating to these schools, their sites, and the perspectives of survivors. Its images and maps incorporate both archival and experience-based knowledge of the schools and their sites.

The maps in this atlas use location as an organizing factor for images, videos, narratives and a variety of content relating to the Residential Schools Legacy. They explore the historical geography of buildings, sites and stories through digital archival and related research. This includes media and related information on 1. Residential school reunions and related gatherings; 2. Exhibitions related to residential schools; 3. Sketch maps of survivor stories created by university students; and 4. News stories on themes related to residential schools.

The Atlas builds on theoretical and methodological developments in Cybercartography and is consistent with Indigenous world views. This relationship-focused approach involves reciprocity, engaging people in the production of maps to tell the stories they wish to tell, and giving these stories back to communities for education and further input. Work under the project to develop this Atlas has involved expanding research, education and community networks, and increasing awareness of the Residential Schools Legacy via critical approaches to cartography. The Atlas is a 鈥渓iving one鈥� in that it can continuously be added to.

Students have contributed to the development of this atlas in many interesting and valuable ways, at the same time learning in innovative and sensitive ways about the many dimensions of the Residential Schools Legacy.

A book edited by S. A. Pyne and D. R. Fraser Taylor was published by Elsevier on October 5, 2019. It includes chapters by Atlas contributors and further describes the Atlas creation process.

GCRC thanks all who have participated in this atlas project. It has been an honour, a privilege and much has been learned.

Contact

For more information about Cybercartography and the Geomatics and Cartographic Research Center, please contact Dr. D. R. Fraser Taylor, Director, at FraserTaylor@Cunet.杏吧原创.Ca.

For more information about the Residential Schools Land Memory Atlas, please contact .

Banner Photo Credit: /

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