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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She’s talking about healing, community, and responsibility.

A proud member of Timiskaming First Nations, and a graduate of 91��ɫ’s Bachelor of Education (B.Ed) - Waaban Indigenous Teacher Education program, McGill represents the sort of educator that leads from the front: grounded in lived experienced, guided by community, and deeply committed to change starting in the classroom.

Her path to teaching began not in a lecture hall, but an elementary school classroom.

While studying Social Services at Confederation College, McGill completed a placement at a local school where she was invited to speak with students about her Kokum’s experience at a residential school, using the national education initiative .

“I completely fell in love with the work,” McGill says. “I was welcomed into classrooms to talk about the history of my Kokum’s residential school.

“And I knew I wanted to continue working in education.”

When she learned about 91��ɫ’s B.Ed Waaban Indigenous Teacher Education program, the fit felt immediate, and so she applied with intention, not just to become a teacher, but to learn within a community that embodied her vision.

“I wanted to learn from Indigenous educators who understood my values,” she says. “I wanted to be surrounded by peers committed to creating meaningful change in classrooms, moving beyond cultural inclusivity toward cultural advocacy and celebration.

“And that’s exactly what I got.”

For McGill, that commitment was on display daily at through the program.

She credits her professors -- Kiera Brandt, Rebecca Beaulne-Stuebing, and Andrew McConnell -- for providing the foundation in both her pedagogy and in her identity as an educator.

“Their dedication to Indigenous-led, community-informed learning, and equity-driven teaching, has helped me thrive in my role as an educator, and truly enjoy the work I am doing.”

Today, McGill teaches at North Easthope Public School with the Avon Maitland District School Board, where her classroom now reflects the values she admired through the program– student-centered learning, cultural safety, and shared knowledge.

“The program better equipped me to deliver meaningful instruction in ways that are both positive and healing,” she says. “I also learned how to find reliable resources that center Indigenous voices, which has shaped how I approach learning and teaching across cultures.”

And perhaps most transformative of all was how Waaban reframed her understanding of just what it means to teach in the first place.

“It helped me understand my role as a facilitator of learning,” she says. “We may enter the profession with excitement about the material we teach, but it is just as important to be equipped to meet students where they are. I am not the sole source of knowledge in the room, and I love that. My job would be very boring if I were.”

That philosophy reflects where education in Ontario is heading, with a strong focus on equity, reconciliation, and student wellbeing.

For McGill, the impact of 91��ɫ’s B.Ed Waaban Indigenous Teacher Education program extends beyond coursework. It’s a lifelong network of support.

“The small class size helped me feel supported through my courses. I am still in contact with my professors, I’m still in a book club with some of my peers from our cohort, and I know there are at least 20 people rooting for me in anything I do.”

To prospective students considering the program, her message is quite simple: “If you are open to it, you can gain so much from this program: spiritually, emotionally, physically, and mentally.”

Waaban’s vision is realized in educators like Bailey. More than preparing teachers, it builds leaders serious about leading Ontario classrooms with integrity, care, and purpose.

Story by Dennis Bayazitov, special contributing

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Participants will explore the current climate in education, learn which qualifications and professional development opportunities are in demand, gain access to career advancement supports, and better understand graduate and continuing education pathways.

The event features two rounds of breakout sessions, allowing participants to select the conversations most relevant to their career goals and stage.

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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.” &�Բ�����;

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.  &�Բ�����;

“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.” &�Բ�����;

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.” &�Բ�����;

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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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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Garcia-Sitton received the Michel Laferrière Research Award by the Comparative & International Education Society of Canada and the George Geiss Award by the Canadian Society for the Study of Higher Education for his dissertation titled “Policy Making in Times of Crisis: The Case of Immigration and International Students in Canada During the COVID-19 Pandemic.”

Informed through analysis of policy documents and interviews with policy actors, the study examines how immigration policy measures introduced in Canada during the pandemic affected international student recruitment and retention in the nation’s post-secondary education institutions.

“I am deeply honoured and humbled to receive these awards from national academic societies that have significantly contributed to the fields of higher education and international education,” says Garcia-Sitton, who has over 20 years of experience in international relations and business development as a former diplomat and within the higher education sector. He currently serves as the inaugural executive director of international student enrolment, education and inclusion at Toronto Metropolitan University.

Professor Roopa Desai Trilokekar, Garcia-Sitton’s dissertation supervisor whom he credits for her guidance on his work, commended his achievement, noting: “Isaac’s work and its recognition through two national awards is a reflection of the fruits of humility, hard work and dedication.”

Exploring the various immigration policy measures introduced in Canada from March 2020 to December 2022 to ensure the continued recruitment and retention of international students, Garcia-Sitton’s dissertation highlights how the pandemic acted as a catalyst for policy change, leading to significant adaptations in travel regulations, study provisions, work-related measures and pathways to permanent residency.

The research illustrates, too, the interplay between federal and provincial jurisdictions and how lack of co-ordination can further complicate policy making in uncertain conditions. By identifying and investigating the role of institutional constraints and the alignment of policy actors in decision-making processes, the dissertation provides insights that can inform high-impact and rapid-response policy changes to support the international education sector in Canada.

Garcia-Sitton’s research identifies key factors that facilitated policy changes during the pandemic and highlights the significance of policy entrepreneurs, clear communication and the widespread collaboration in shaping effective policy responses. In addition, by identifying the interconnectedness between global geopolitical shifts and internal policy decisions, the study illustrates how external factors can shape a country’s attractiveness in the international education arena, and advocates for a more comprehensive and holistic approach in policy analysis.

The forward-looking nature of Garcia-Sitton’s disseration are something both awards singled out.

“Isaac’s dissertation presents a compelling case for the significance of analyzing policy changes during times of crisis,” noted the 2024 committee for the Michel Laferrière Research Award, which recognizes outstanding research in the field of comparative and international education. The committee for the George Geiss Award, which has the same goal as the Michel Laferrière Award, echoed that, noting that Garcia-Sitton’s work provides “a valuable case study to guide future analyses and practices.”

“As an immigrant and a scholar-practitioner, this recognition underscores the importance of my journey and the impact of dedicated research on shaping inclusive and supportive policies for international students,” says Garcia-Sitton.

Article originally published in the July 17, 2024 issue of 

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Three women with affiliations to 91��ɫ have been recognized in the list for their impact and contributions to driving meaningful progress and to the advancement of women in their respective fields.  &�Բ�����;

Every year , a leading global organization dedicated to promoting gender equity in the workplace, announces its list recognizing the achievements and contributions of women who have made significant contributions in their respective fields, driving meaningful progress and change in business and society.

This year, in particular, recipients are recognized for their innovation, leadership and pursuit of gender equity and inclusion.  &�Բ�����;

“Their accomplishments demonstrate the important role that women play in driving meaningful progress in business and society. Through celebrating their stories, we aim to inspire others to challenge the status quo, paving the way for future generations,” said Rumeet Billan, CEO of Women of Influence+, about the recipients.

Among the list of 2024 recipients are two 91��ɫ alumnae and one honorary degree recipient:

Pamela Farrell (BEd ‘07) &�Բ�����;
The founder and executive director of the GROW Community Food Literacy Centre, Canada’s first community food literacy centre, Farrell has sought to provide vulnerable Canadians with access to healthy and culturally relevant foods as well as essential food literacy skills. Her community work has also looked to address health disparities, as well as promote health and social equity. Furthermore, combining her expertise in special education with equity, diversity and inclusion, Farrell looks to play a transformative role in guiding and inspiring the next generation of educators.

Tina Singh (BA ‘04)  &�Բ�����;
Singh is an occupational therapist, digital content creator and the founder of Bold Helmets, which creates helmets to fit over Sikh kids’ head coverings. As a mother and therapist working in the areas of head and brain injuries, Singh understood the importance of helmets but was unable to find any suitable for her children, leading her to create the first safety-certified, multi-sport helmet for Sikh children.  

Lynn Posluns (LLD [Hon.] ‘19) &�Բ�����;
Posluns is the founder, president and CEO of Women’s Brain Health Initiative, the only organization dedicated to protecting the brain health of women, caregivers and families. Through this initiative, she has raised awareness of women’s cognitive brain health and the inequity in women’s brain aging research, funding and preventative health programs. &�Բ�����;

Article originally published in the March 20, 2024 issue of

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91��ɫ women’s soccer coach and former Lions star player Farkhunda Muhtaj takes the stage at the 2024 edition of the Ontario Soccer Summit, where – as a – she will emphasize the critical need for promoting respect in sport within Canada’s soccer community.

A two-time 91��ɫ graduate who holds degrees from the Faculty of Education and the University’s kinesiology program, she is one of 600 delegates expected to attend the summit, a gathering of coaches, staff, administrators and stakeholders from across Canada’s soccer community, taking place on the Keele Campus from Feb. 23 to 25.

As a keynote speaker, Muhtaj will draw from her experiences within Ontario’s soccer system and her journey as an Afghan-Canadian professional soccer player. Muhtaj gained international recognition when, in 2021, she defied the Taliban by successfully relocating Afghanistan’s junior soccer team outside the country to safeguard its female players and their ability to play.

In her talk, the 26-year-old former midfielder will highlight the transformative influence of sports, particularly in marginalized communities. She will also present the documentary about the Afghan team’s story, We Are Ayenda, to underscore the resilience of the Afghan youth women’s national team and the power of soccer in shaping lives.

“I’ll discuss strategies for creating inclusive environments, prioritizing player safety and combatting bullying, abuse, harassment and discrimination. Soccer has empowered me to give back to my communities as a global active citizen, and I believe it’s imperative to offer others similarly enriching experiences,” she says.

Named a 91��ɫ Top 30 Under 30 in 2022 for her active dedication to social justice through sport, Muhtaj will also stress the urgency of rebuilding trust within the soccer community just as Canada is getting ready to host 13 of the 104 games at the 2026 FIFA World Cup, with seven in Vancouver and six in Toronto.

Her ongoing role as a mentor and role model for aspiring soccer players, particularly those from under-represented backgrounds, underscores her commitment to nurturing talent and diversity within Canadian soccer.

Through partnerships with soccer organizations, government agencies and community groups such as the Scarborough Simbas – a Toronto-based soccer program for refugees and other newcomers to Canada – Muhtaj aims to promote inclusivity and growth within the sport. She does so as well through Respect in Sport, a program within the Respect Group, which educates youth leaders, coaches, officials and others on how to approach bullying, abuse, harassment and discrimination.

“As an Afghan-Canadian professional soccer player, the director of culture and conscience at the Respect Group and the co-founder of Scarborough Simbas, I am uniquely positioned to contribute to the development of soccer in Canada,” she says, “ensuring it is truly inclusive and growing the game.”

Muhtaj’s ongoing advocacy for policy changes within Canadian soccer governing bodies also aims to guarantee that diversity, equity and inclusion remain top priorities at all levels of the sport. By actively participating in policy discussions and decision-making processes, Muhtaj continues to shape the future of soccer in Canada. She believes the need for comprehensive, long-term plans to foster a culture of respect and integrity within the sport is important.

“In light of significant milestones in Canadian soccer, such as the establishment of a women’s professional league and the upcoming FIFA World Cup in 2026, there’s an urgent need for unity within the sports community,” she says. “It’s crucial to safeguard our children, keeping them engaged in sport for a lifetime.”

Story originally published in the February 21, 2024 issue of

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Join Dr. Stephanie Fearon, Assistant Professor, of Black Thriving and Education in the Faculty of Education on Feb. 21 at 12 p.m. for Scholars’ Hub. Dr. Fearon will explore the resistance practices of Black Caribbean mothers attending community-based adult learning programs in Toronto. She will draw on visual and Black oral storytelling traditions to challenge widely held notions of leadership.

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