Three alumni from the Faculty of Education have been recognized in 91��ɫ’s 2026 Top 30 Under 30 program.

The recipients of the sixth annual recognition demonstrate a deep commitment to giving back and are tackling complex social issues across various industries – all before the age of 30.

This year’s honourees are making great strides in fields such as aviation, entrepreneurship, sustainability, health care, technology, AI and more. Together, they are working toward building an innovative and sustainable future, paving the way for future generations.

“Each year, the Top 30 Alumni Under 30 program highlights the remarkable achievements and impact of 91��ɫ’s global young alumni community,” says Julie Lafford, assistant vice-president, alumni engagement. “This year’s cohort features a diverse group of innovators who are shaping the future through their leadership, creativity and volunteerism.”

Since 2021, the Top 30 program has celebrated the success and diversity of the University’s alumni community, while inspiring the next generation of young alumni leaders. 

To view the full list of the 2026 Top 30 Alumni Under 30, and learn more about their accomplishments,  visit the Top 30 Alumni Under 30 webpage.

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A program that would have been unthinkable five years ago is strengthening guidance and connections for students pursuing a career in teaching.

The Faculty of Education’s Alumni Network has launched a pilot mentorship program that pairs alumni with 91��ɫ BEd students to provide career insights and build professional relationships.

“We relaunched the network after the COVID-19 pandemic lockdown, and we are rebuilding,” says Jason Singh, a 2011 91��ɫ graduate and director of education for Medix College’s health care programs, who serves as Chair of the group. “Post-COVID, people want to connect and our objective is to engage them and connect them back to the Faculty and 91��ɫ.”

Read the full story in the December 17, 2025 issue of Yfile

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The 91��ɫ Education Alumni Network (YUEAN) has been named the 2025 Network of the Year by the 91��ɫ Alumni Board (YUAB). This annual award is given to a network that has demonstrated its dedication and commitment to 91��ɫ through engagement, impact, and mentorship. Through influential programming, YUEAN has strengthened relationships, expanded professional pathways, and created opportunities for meaningful dialogue within the 91��ɫ community. 

“Selecting the Network of the Year is always a challenging task, but the Education Alumni Network’s impact was undeniable,” reflects Ali Badruddin (BBA ’09), Chair of the Networks Committee on the 91��ɫ Alumni Board. “Their commitment to mentorship, leadership development and inclusive programming has strengthened the 91��ɫ alumni community.”  

A central focus of the network’s efforts this year was the establishment of its mentorship program in partnership with the Faculty of Education Student Association (FESA) and the Dean of the Faculty of Education, Robert Savage. Alumni and students were paired based on professional goals, teaching interests and areas of specialization, creating one-on-one relationships rooted in guidance, support and shared experience.   

“This work of our alumni is an invaluable part of our wider supports to our current students,” says Robert Savage, dean of the Faculty of Education. “Our students benefit enormously from all initiatives, and particularly the mentoring provided by the recent direct experience of our alumni. It has been great to help co-create a structure for this win-win for all involved, and I am delighted to see YUEAN rightly recognised for all the excellent work they do.”  

Beyond mentorship, YUEAN curated thoughtful and impactful events that connected and engaged a wide community of educators. This year’s highlight was the alumni panel on AI, careers and digital learning, which brought together alumni experts to discuss how emerging technologies and evolving career landscapes are reshaping the field of education and strengthen the bridge between students and alumni working in leadership roles across the sector. 

“YUEAN’s accomplishments this year reflect not only dedication, but vision,” says Dennis Garces (BA ’92), Vice-Chair of the Networks Committee on the 91��ɫ Alumni Board. “They have created opportunities that bridge generations of educators and create a true sense of connection. We are thrilled to celebrate their achievements.”  

Through mentorship, meaningful events and storytelling that centres the experiences of educators, the Education Alumni Network has demonstrated the transformative power of alumni leadership. The 91��ɫ Alumni Board congratulates the entire Education Alumni Network Leaders:  

• Jason Singh (BEd ’11), Chair   
• Esther Martinez (BEd ’21, BA ’21, MEd ’24), Vice-Chair  
• Blessing Owusu (BA ’17, BEd ’19, MEd ’24), Secretary  
• Mizgin Semsur (MEd ’21, BEd ’19, BA ’17), Co-Director of Engagement and Events  
• Jennifer Tran (BA ’23), Co-Director of Engagement and Events  
• Yasmine Mensah (BA ’20), Alumni Engagement Officer 

For more information about this award and the Alumni Networks program, contact Yasmine Mensah, Alumni Engagement Officer at mensahy@yorku.ca.

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91��ɫ’s Top 30 Alumni Under 30 awards program is a prestigious annual recognition of outstanding young alumni who are making significant contributions in their fields and communities. This year, the Faculty of Education proudly highlights alumna Blessing Owusu, a three‑time 91��ɫ graduate, as one of the honorees. Blessing is an educator, children’s book author, and dedicated advocate for equity and inclusivity in education.

A leader in inclusive teaching, her master’s research on Black students’ experiences in schools led to the creation of Abena’s Adventures: A Taste of Home, a children’s book inspired by her Ghanaian‑Canadian heritage that is now used in classrooms to celebrate cultural identity and belonging. She also launched Lessons With Blessing, an online platform offering resources to help educators create equitable, affirming learning environments. These innovative contributions, reflecting her commitment to “bringing inclusivity and equity to the forefront” of teaching, research and advocacy earned her a place on 91��ɫ’s 2025 Top 30 Alumni Under 30 list.

For the complete list of recipients and their profiles, visit 91��ɫ’s official Top 30 Alumni Under 30 awards page.

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Article by Deirdre Kelly ()

Photography by Horst Herget

Marnie and Rena Schwartz are a force to be reckoned with. The identical twins, who both earned double degrees (BA ’01, BEd ’01) from 91��ɫ, have spent more than two decades transforming the Greater Toronto Area’s dance scene through their ViBE Dance and Fitness Studio.

Founded in 2002, ViBE is no ordinary dance school. From its inception, the Schwartz sisters envisioned a space where creativity trumped competition – a sprawling 12,000-square-foot studio in Vaughan where students of all ages could focus on self-expression rather than scorecards or trophies. “We wanted to create a place where everyone felt welcome,” says Marnie, who oversees the business side of operations. “It’s about joy, not judgment.”

That vision has resonated with thousands of students over the years. ViBE’s inclusive approach treats every dancer equally – whether they’re three years old, or an adult – and emphasizes fun over pressure. “We believe in building confidence through movement,” adds Rena, who leads the artistic side of their business.

Education has always been central to their lives. Their mother, Susan Schwartz (BA ’80), is an accomplished educator and author of teaching manuals used at 91��ɫ and beyond. Growing up surrounded by her passion for learning and teaching left a lasting impression on Marnie and Rena, who credit their own time at the University for shaping their approach to leadership and innovative thinking. “91��ɫ taught us how to manage our time and think creatively. It really ignited our passion for lifelong learning.”...

For more, check out the full article in the

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By Dennis Bayazitov special contributing writer

From Canada's lush landscapes to the historic lecture halls of Freiburg, Germany, Sarah Weston's (BEd ’13) academic path embodies the transformative essence of 91��ɫ's international exchange experience, offered within the Faculty of Education’s Bachelor of Education degree program. Her natural curiosity and love for diverse cultures propelled her into a global academic quest, significantly molding her life and career.

Sarah was raised in a family that valued discovery and cultural understanding. “I've always had an interest in travel because I love exploring new cultures, food, and people of different backgrounds,” she says. “My parents took my brother and I on a road trip across Canada when we were kids to ensure we explored our own country before going abroad. This sparked my interest in the diversity of the country and how people live in different parts of the world. I continued to travel through high school which included visits to New 91��ɫ, Italy, and Cozumel.”

Sarah’s academic journey led her to 91��ɫ, where the chance to study in Freiburg in Breisgau, Germany, became a pivotal chapter in her life. This opportunity was more than just a means to earn academic credits; it was a portal to immerse in a new culture, learn with diverse peers, and forge lasting international friendships. “I’m most proud of the relationships I made and the travel I accomplished while in Germany,” she shares. “Through being surrounded by people who also love to travel, we spent a lot of our free weekends visiting neighbouring cities and countries. A few highlights include Prague, Slovenia, Munich, The Royal Wedding in London, and Amsterdam.”

In Freiburg, a city at the Black Forest's base, Sarah found a vibrant community that blended traditional architecture, sustainability, and modern urban life, providing a unique setting for personal and academic growth. Her experiences in Germany were highlighted by the relationships she built and her travels across Europe, enriching her world view. Moving into a career in education, Sarah's narrative shows the wide applicability of her overseas experiences. Currently serving as an Assistant Director of Career Coaching and Education at Stanford University in California, her career trajectory—spanning a decade as an elementary school teacher in the Hamilton-Wentworth District School Board (HWDSB) across various roles including ASD classroom teacher, learning resource teacher, and intermediate classroom teacher—underscores the remarkable versatility of educators.

“It's important to highlight that our career paths don’t always need to be linear,” she says. “After moving to California for my husband's work, I worked as a tutor, a curriculum specialist-turned Chief of Staff at an EdTech startup, and now in postsecondary education. Our skill sets as teachers are broad, and when paired with international experience and curiosity, any career path is possible!”

For those intrigued by international education, Sarah's message is clear: "Do it!” “If you have any inkling that international education is interesting to you, go for it and sign up,” she says. “It may seem scary and hard, but it’s so worth it! Not only do you build incredible relationships, you also expand your understanding of your future students by learning about other cultures and experiences across the world.”

Sarah's experience is an inspiration to 91��ɫ students and beyond, illustrating how international experiences can reveal diverse paths, fostering growth, comprehension, and a profound respect for the global community. 91��ɫ's Faculty of Education continues to promote these life-changing experiences, encouraging educators to adopt global perspectives and influence the future of education.

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The Faculty created a consulting initiative called ED Global, which will work collaboratively with school boards, educational organizations, governments and diverse communities to help them maximize positive change.

Investments made by the Faculty in talent, research, infrastructure and leadership were recognized by its place in the Top 100 education faculties worldwide as designated by the 2024.  

The Faculty launched a new promotional video as a part of 91��ɫ’s Pan-University Faculty video series and its ED Faculty new identity video series.  

Professor Carl James was honoured with an Honorary Doctorate from McGill University.

Doctoral graduate Isaac Garcia-Sitton (PhD ’24) was awarded two prestigious national awards for his doctoral dissertation in the field of international higher education.  

The 91��ɫ Education Alumni Network (YUEAN) hosted its first in-person event centered around the question, “What professional pathways can a degree in Education lead to, in addition to the classroom?”

The Faculty completed a transformative renovation of its original 1960s-era building on the Keele Campus positioning it as a modern, welcoming and accessible hub for the next generation of educators.

Alumna Pamela Farrel (BEd '07) was recognized in the 2024 Top 25 Women of Influence list for her impact and contributions to driving meaningful progress and to the advancement of women in her respective fields.  

The Faculty launched a new certificate in Undergraduate Educational Studies to enhance preparation and career options in the field.

Associate professor Vidya Shah was recognized with President’s University-wide Teaching Award at the 2024 Spring Convocation ceremony.  

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Join the Faculty of Education Alumni Network
Alumni networks are a great way to stay connected to your alma mater, forge new connections and expand your professional networks. To become involved and to be a part of the ED Alumni Network, contact Yasmine Mensah at mensahy@yorku.ca.

Catch all the memorable moments and inspiring connections by watching the event highlights in the video below.

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“There’s this unwritten moral code of culture that exists and has prevailed for Black males to feel compelled to fit within one of two boxes,” says Morris. “Young Black men may feel that if they identify with hip hop culture and dress or look a certain way, subconsciously, it suggests that they are giving up a part of their intellectual capacity and academic priorities.” 

In his book, Morris addresses the specific identity issues he faced in the classroom, when compared to peers of other cultures. He notes the social disadvantage that many students in his community faced. 

“A chapter in my book is titled, “The Fresh Prince syndrome” after the popular TV show in the ‘90s, where I speak about the Will Smith and Carlton Banks characters and how young Black men must feel like they have to choose between one type of identity or the other,” says Morris. “It’s unfair for them to have to deal with this, whereas most other cultures are allowed to exist in a fluid continuum without any contradictions; it boxes them into limited possibilities.” 

Morris’ introspection on his life and his desire to tell his story is partly inspired by his time as a student at 91��ɫ’s Faculty of Education. He recalls the 91��ɫ experience that helped him think about his identity and find his calling as an educator to help inspire and drive positive change in his community.   

“Teacher’s college at 91��ɫ was the first time in my life that I started to reflect on my experience as a Black male and how that is juxtaposed with being a Black student,” says Morris. “My time as a 91��ɫ student was originally where I thought of sharing a narrative of what it was like to navigate the school system as a young Black Canadian. Now as a teacher, I want to act as a role model for other young Black men growing up to prioritize academics and just because you look a certain way or prescribe to certain parts of culture, doesn’t mean you can’t prioritize academics.”  

When Morris remembers his time at 91��ɫ, he identifies a 91��ɫ professor who helped shape his experience as a student and consequently the career path he sought out after graduation. 

“There was an instructor named Chris D’Souza, teaching Foundations of Education. As a student, it was really the first time I experienced a teacher who prioritized marginalized people,” says Morris. “I felt like I didn’t have to conform to anything in his class and that experience helped me validate my lived experience and felt like there was something worth reflecting on and eventually writing about.” 

When deciding where he wanted to pursue his plans of one day becoming a teacher, Morris points out the sense of community, acceptance and inclusivity that 91��ɫ provided.  

“91��ɫ just represents Toronto. When you stop on campus at 91��ɫ, it’s a true representation into what Toronto looks and feels like.”
- Matthew R. Morris

“The idea of inclusivity and belonging was key,” says Morris. “When I was at 91��ɫ, it felt like I was back in high school in terms of diversity and representation. 91��ɫ just represents Toronto. When you step on campus at 91��ɫ, it’s a true representation into what Toronto looks and feels like.” 

Morris hopes that by giving back to his community, he can inspire future generations of “Black boys like him” to follow in his footsteps and to pay it forward to their own communities. 

“It’s important to try to give back to your community in your own way,” says Morris. “For people from marginalized communities, give back to the next generation so that they have multiple models to look up to.”  

Original article written and posted on the Division of Advancement - Alumni and Friends blog August 1, 2024

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