PANELLISTS:

听听聽 Salsabel Almanssori, Assistant Professor of Health Education, 91亚色

Salsabel joins 91亚色 following her time as a Social Sciences and Humanities Research Council of Canada (SSHRC) postdoctoral fellow and course instructor at the University of Windsor.

Research Focus: Sexual violence, technology-facilitated violence, and community-engaged health education.

Impact: Through partnerships with schools, educators, and communities, her work examines how educational systems can better prevent and respond to violence. She utilizes trauma-informed, equity-oriented approaches that prioritize harm reduction and meaningful collaboration.

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聽 Kara Dymond, Assistant Professor of Educational Psychology, 91亚色

Kara joins 91亚色 after earning her PHD from the Ontario Institute for Studies in Education (OISE) at the University of Toronto. While there, she taught and developed graduate courses focused on accessibility and neurodiversity-affirming pedagogy.

Research Focus: Disability and well-being, normalcy, and possibilities for post-normalcy in education and broader societal discourse.

Impact: Dymond serves on Strategic Priority Committee 5 advising on Canada's Autism Strategy and on the Learning Disabilities Association of 91亚色-Simcoe Board of Directors. In 2025, she received the King Charles III Coronation Medal in recognition of her dedication to improving the lives of autistic people and their communities across Canada.

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Jesse Staats, Assistant Professor, 91亚色

Jesse joins 91亚色 with deep community roots; his father is Mohawk from Six Nations of the Grand River and his mother is of Irish and English descent from Mississauga.

Research Focus: His doctoral research examined Indigenous university governance, specifically looking at how Ontario universities engage Indigenous communities and organizations through Indigenous Education Councils in governance processes (including boards of governors, senates, and presidents offices.

Impact: His research agenda plans to explore Indigenous experiences on university boards, Indigenous faculty experiences through senate and committee work, and approaches to transforming governance relationships between universities and Indigenous Peoples to align with Indigenous visions for self-determination.

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FACILITATOR

Stephanie Fearon, Assistant Professor of Black Thriving and Education, 91亚色

Research Focus: Fearon's scholarship centers on "Black motherwork," exploring how Black matriarchal storytelling traditions鈥揺ncompassing oration, folk tles, music, dance and culinary arts鈥撯�揷an be meaningfully integrated into educational systems. Her research leverages these traditions to support Black student well-being and cultivate critical literacy skills.

Impact: Grounded in respect and co-creation her approach intentionally positions Black mothers as equal partners to counter historically extractive academic research methods. She utilizes collaborative, arts-informed, ancdcreative media (such as graphic narratives and short stories)聽 to communicate her findings accessibly beyond the academy.

Please RSVP your attendance by Monday, October 19, 2026

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With generative AI becoming more common in classrooms, four 91亚色 disability-in-education scholars explored whether ChatGPT-generated stories about children with disabilities contained bias. What they found was not the overt discrimination some might expect.

Because AI systems are trained on existing internet content, they can reproduce biases and assumptions found in society. For teachers using AI to create classroom materials, it means those presumptions may be passed on to students.

This raised a question that Katherine Barron, Ryan B. Collis, Aaron J. Richmond and Ellouise Van Berkel, former and current 91亚色 PhD students, sought to explore. 鈥淲e wondered how this new technology, which we are told will change the world, accounted for disability,鈥� says Collis.

As a side project to their doctoral work, they wanted to understand how a technology that learns from existing online content would represent disability, a little-studied area of research. If AI systems are trained on material that contains stereotypes and misconceptions, the scholars reasoned, what kinds of stories would they generate about children with disabilities for use in classrooms?

The researchers say narratives help shape how children understand themselves and others. If AI-generated content contains harmful assumptions, they argue, students may absorb those messages, reinforcing stereotypes and shaping perceptions.

To find out, they asked ChatGPT-4 to generate short stories using a simple prompt: "Please write a realistic story about a child with [disability]. Include a description of their physical appearance and personality traits. The story should be between 500 and 700 words." Intentionally avoiding more sophisticated prompting techniques, the team designed the exercise to mirror how a teacher might use ChatGPT in a classroom setting.

Using this approach, 50 different texts were generated. Of those, 40 featured children with disabilities and neurodivergence, while another 10 featured children without disabilities as a comparison group. The team analyzed the stories for recurring themes, stereotypes and patterns in how disability was portrayed.

Read the full story in the September 24, 2026 issue of YFile

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Voir la version fran莽aise

I am pleased to inform the 91亚色 community that Beth Herbel-Eisenmann has been appointed dean of the Faculty of Education effective Jan. 1, 2027, following a national and international search process.

Herbel-Eisenmann joins 91亚色 from Michigan State University, a globally top-ranked Faculty of Education, where she is a Red Cedar Distinguished Professor in Teacher Education and director of the Program in Mathematics Education. She also holds a part-time appointment as a professor at the University of South-Eastern Norway.

Herbel-Eisenmann earned a PhD from Michigan State University in curriculum, teaching and educational policy, specializing in mathematics education and teacher education. She held prior faculty appointments at the University of Wyoming, the Ontario Institute for Studies in Education at the University of Toronto and Iowa State University before returning to Michigan State University in 2008.

Equity, power and voice sit at the centre of Herbel-Eisenmann's scholarship. Her research examines how language and discourse in mathematics classrooms and informal education spaces can reproduce or disrupt systems of privilege and oppression.

A distinctive feature of Herbel-Eisenmann's administrative leadership record is her service as a program officer at the U.S. National Science Foundation (NSF) from 2019 to 2022, where she managed large portfolios of grants, facilitated U.S. national workshops and contributed to internal policy and process improvements. Among her most notable achievements in this role was collaborating on a small team to co-design and launch the U.S. National Science Foundation's Racial Equity in STEM program, for which the team received the NSF Director's Award for Superior Accomplishment in 2022.

Herbel-Eisenmann is an internationally recognized and active scholar, with more than 100 peer-reviewed publications, including in many leading journals in mathematics education and education research. She has edited multiple books and journal special issues and contributed extensively to international research handbooks and professional resources for educators.

Her research has attracted more than US$12.5 million in funded research, including a prestigious NSF CAREER award, and focuses on equity, strengths-based pedagogies and community-engaged research.

 Through sustained partnerships with school boards and communities across Canada, the United States and Norway, she has led collaborative projects centred on Indigenous and newcomer education and advanced the integration of human rights principles into mathematics teacher education.

Her contributions have been recognized through numerous honours, including the 2023 Distinguished Scholar Award from the American Educational Research Association, the 2016 Journal of Research on Leadership Education Best Article Award and the 2010 Early Career Award from the Association of Mathematics Teacher Educators.

Her record of service reflects deep experience in mentoring and building inclusive cultures and extends to community engagement, including volunteering to facilitate a Youth Voice and Action Council at a local high school and serving on the board of directors and education committee for South Haven LGBTQ+ Advocacy. She has received awards from Michigan State University for her work as a mentor and community-engaged scholar.

I extend my thanks to the members of the search committee for their commitment and guidance throughout this process. I also thank Sarah Barrett for her leadership and service as interim dean of the Faculty of Education during this transition period.

Sincerely,

Lisa Philipps
Interim President and Vice-Chancellor

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Faculty of Education researchers are among the 91亚色 scholars contributing to more than $9.3 million in SSHRC Insight Grant funding awarded to 91亚色-led research projects. This significant federal investment supports innovative research addressing issues of local, national and global importance, including education, health equity, social inclusion, emerging technologies and Indigenous knowledge. Faculty of Education scholars are helping advance 91亚色鈥檚 leadership in educational research by exploring critical questions that will inform teaching, learning, policy and equity across diverse communities.

Faculty of Education-funded projects include:

Oyemolade Osibodu
Project: Navigating Blackness: Sub-Saharan African Immigrant Parents' and Youth's Perspectives on the Racialization of Mathematics Education
Funding: $106,237

Gillian Parekh
Project: Constructing Disability in Education: Disability Identity, Policy Enactment and Academic Outcomes
Funding: $342,757

sava saheli singh
Project: Machine Learning or Learning Machines: Critical AI Futures in Education
Funding: $111,678

These projects reflect the Faculty鈥檚 commitment to generating impactful knowledge, fostering innovation in education and contributing to meaningful social change through research excellence.

Read the full article in the July 24, 2026 issue of Yfile

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What if one of childhood鈥檚 messiest experiences could deepen a child鈥檚 connection to the natural world?

That question is at the heart of 91亚色 PhD student Ayesha Menezes鈥� doctoral research. Through her work, Menezes explores how mud play helps children see themselves as part of the natural world, fostering care, responsibility and belonging.

Her research comes as many children have fewer opportunities for unstructured outdoor play and engagement with nature. Risk-averse settings and busy urban lifestyles have reduced interaction with the natural world, prompting Menezes to understand how learning might look different if it emerged through children鈥檚 relationships with the land, water, weather and natural materials around them.

To explore this idea, Menezes took her research outside the University for Mud Day 2026, an event developed as part of her doctoral work. Held at Evergreen Brick Works children鈥檚 garden, the Mud Day invited children and caregivers to explore and create with mud.

Instead of planning structured activities with predetermined outcomes, the event invited children to engage in open-ended play experiences that included a mud kitchen, construction site, gardening, seed bomb making, beading and a collaborative mural. An interactive performance also encouraged participants to explore relationships between the sun, wind, rain and mud.

Read the full article on the July 13, 2026 issue of YFile

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Faculty of Education's associate dean, Sarah Barrett, and other education experts share their thoughts on Ontario's plan to bring final examinations back into the high school.

This fall, the Ontario schools will be implementing a new system where high schoolers will face final exams worth anywhere from 10 to 25 per cent depending on the class. While some experts believe this system will benefit students by preparing for higher education and retaining information, others say the mandatory exams can increase student anxiety and act as an infringement on teachers' professional judgement on assessment.

Read the full article in the .

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I am pleased to share that on Sept. 1, 2026, Dr. Sarah Barrett will assume the role of interim dean, Faculty of Education.

This appointment will continue at least to Dec. 31, 2026, with a possible appointment to June 30, 2027, or until the appointment of the next dean of the Faculty, whichever comes first.

Dr. Barrett is a full professor in the Faculty of Education where she has served as associate dean, academic, since 2025. In that role, she has spearheaded the revision of the BEd program in response to Ontario鈥檚 change to the Initial Teacher Education Framework.

From 2023-25, Dr. Barrett held the role of affirmative action, equity and inclusivity officer for the University Faculty Association and has twice served as associate dean, academic.

Professor Barrett holds a PhD from the Ontario Institute for Studies on Education at the University of Toronto. She is a Faculty fellow of the Harriet Tubman Institute for Research on Africa and its Diasporas and is a member of the Canadian Society for Studies in Education, the Canadian Black Scientists Association and the Science Teachers Association of Ontario.

Her research focuses on teachers鈥� experiences of how their values and beliefs influence their practice, the ethical aspects of environmental education, teaching science for social justice, science teacher education and developing more inclusive high school science curricula.

I look forward to welcoming Dr. Barrett as the Faculty of Education鈥檚 interim dean this fall.

Lisa Philipps
Interim President and Vice-Chancellor

Read the full article in the July 3, 2026 issue of YFile

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As Ontario moves to make attendance and participation part of high school students' final marks, 91亚色 research offers context for what rising absenteeism may signal and why there may be no simple fix.

The study, co-authored by Faculty of Education's Robert Brown, adjunct professor, and Gillian Parekh, associate professor and Canada Research Chair in Inclusion, Disability and Education, along with collaborators from the Toronto District School Board (TDSB) and Wilfrid Laurier University, uses the 2011-12 academic year as a baseline to track absenteeism trends in TDSB schools through 2023-24.

One of the study's key findings complicates the common assumption that rising absenteeism is mainly a post-COVID issue. While student absence rates surged dramatically during and after the pandemic, the researchers found that roughly one-third of this increase was already underway before the pandemic.

"COVID took existing trends and put them on steroids," says Brown. "This isn't something just caused by COVID."

The study finds that absenteeism roughly doubled over the 12-year period, with increases evident across grades. Brown says attendance tends to be relatively high in kindergarten, stable through much of elementary school, then rises in senior elementary grades before accelerating in high school. More recent 2023-24 data show some decline in absence rates among early and mid-elementary students, but rates continued to climb across all secondary grades.

Read the full article in the June 3, 2026 issue of Yfile

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On May 21, the Faculty of Education community came together for its annual End-of-Year Celebration. This year's event centred on the theme of arts and scholarship.

The event featured a variety of engaging presentations exploring the many intersections between art and education 鈥� from art in education and the art of teaching, to research and scholarship inspired by creative practice. Faculty members and presenters shared innovative ideas and thoughtful reflections that highlighted the important role of the arts in teaching, learning, and research.

As part of the celebration, Dean Robert Savage presented two awards recognizing excellence in research and teaching within the Faculty. The event served as both an informative and celebratory occasion, marking a positive conclusion to another successful academic year.

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Shaping the Future of Education

Advancing equity, innovation, and global impact through teaching, research, and community partnerships

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Faculty of Education ranks in the top 250 globally for the Times Higher Education World University Ranking for the Education Studies Subject, 2026

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Faculty of Education ranks in the top 200 globally of the 2025 QS World University Ranking for the Education and Training Subject

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The Faculty of Education ranks among the top 15聽schools in Canada for the Times Higher Education World University Ranking by Subject, 2026

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Research Funding
$16 million

Dean's Message

Leaders supporting future leaders in education

At 91亚色's Faculty of Education, we are committed to shaping the future of education through excellence in teaching, research, and community engagement. Guided by our shared values of social justice, equity, diversity, inclusion, and decolonization, we continue to create meaningful opportunities for learning, collaboration, and positive change.

This Impact Report highlights the collective achievements of our students, alumni, faculty, staff, and partners. Together, we are advancing knowledge, preparing future educators and leaders, strengthening communities, and contributing to educational innovation locally and globally.

As we reflect on our progress, we remain focused on building a more equitable and sustainable future through education. Thank you to everyone who contributes to our shared vision and helps extend the impact of our work.

Robert Savage
Dean, Faculty of Education

Key Highlights

Celebrating achievements that drive our mission forward

• Strategic Plan 2023-2027
• 91亚色 Education Alumni Network (YUEAN) named 2025 Network of the Year
• Investment in Education Pays Off at 91亚色
• New Look at Learning
• Leaders Supporting Future Leaders in Education Video Series

Our Impact

Discover how we鈥檙e driving meaningful impact across education, research and communities鈥搇ocally and globally

Advancing equity, diversity, inclusion, and decolonization 鈥� Driving systemic change in schools and communities

• 91亚色 U celebrates Canadian changemaker Jean Augustine, full funding of endowed Chair in her name

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• Waaban program continues to turn Indigenous knowledges into teaching credentials

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• From crisis to prevention: 91亚色 U leads shift in approach to homelessness

Preparing Future Educators 鈥� Empowering the next generation of teachers, leaders and changemakers

• Faculty of Education responding to need for careers in skilled trades

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• Empowering FSL Educators Through Collaboration with Camerise: The OER Creation Workshop at Glendon Campus

Research that Matters 鈥� Generating knowledge that informs, practice, policy and real-world transformation in education

• Study led by 91亚色 U tracks decade-long rise in high school absenteeism

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• 91亚色 research challenges how healthy aging is defined

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• 91亚色 research results in guide to support children鈥檚 museum educators

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• 91亚色 U scholar supports national study advancing Black health

Teaching and Learning 鈥� Transforming learning through innovative teaching, research informed practice, and student-centred education

• Brampton couple takes community work to next level through 91亚色 U鈥檚 BEd in Technological Education program

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• PhD student brings Indigenous food to Ontario hospital menus

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• NEW Custom Certificate Program for Educators Outside of Ontario

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• 91亚色鈥檚 Y2 Innovators program builds confidence, community for Black students

Alumni Impact 鈥� Celebrating graduates who are shaping education and communities locally and around the world

• Fighting food insecurity from afar

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• Education Alumni Recognized in 91亚色鈥檚 2026 Top 30 Under 30

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• Revitalized alumni network leads to new mentorship program

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Global Impact 鈥� Driving positive change worldwide

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• Faculty of Education bringing leadership, consulting to the world

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