A professor in the Faculty of Liberal Arts & Professional Studies and a 91��ɫ Research Chair in Reparative and Racial Justice, Murdocca teaches in several graduate programs including interdisciplinary studies, social and political thought, socio-legal studies and sociology. 

She received the FGS Teaching Award in June 2025, presented to her by Alice MacLachlan, vice-provost and dean of graduate studies. MacLachlan praised Murdocca for the “exemplary care and attention she brings to cultivating [students’] research ideas and growth as scholars,” underscoring the award’s purpose to recognize ongoing excellence in graduate-level teaching, supervision and curriculum development. 

_{Professor Eric Mykhalovskiy}

Letters of support for his nomination recognized how his pedagogical and interpersonal skills as well as his strategic thinking motivated a significant number of program renovations. Specifically, Mykhalovskiy’s work at 91��ɫ has been instrumental in new curriculum development. He introduced a holistic approach to courses crucial to navigating and succeeding inside and outside of Academe. He provided his students with space to practice interpersonal skills, instilled in them a sense of purpose and outlined clear learning outcomes. Additionally, he curated new topics that incorporate specialist speakers and readings conveying multiple viewpoints in order to amplify discussion.

Moreover, Mykhalovskiy played a crucial role in having his Graduate Program (Sociology) face and address anti-Black racism through listening and discussion fora, designing systemic change as well as demanding behavioural change.

Outside of the classroom, Mykhalovskiy is a dedicated member of his community. He joined the Hyflex Pilot Project at 91��ɫ and the Hyflex Community of Practice in the Faculty of Liberal Arts & Professional Studies. Moreover, he was a founding member of the Ontario Working Group on Criminal Law and HIV Exposure and the Canadian Coalition to Reform HIV Criminalization.

Accepting the award, Mykhalovskiy said, “Working with graduate students, either in teaching courses or supervision, and having the opportunity to share in their intellectual journey, and help form it in whatever ways possible, is without question the most gratifying part of our work as professors for me. I am deeply grateful to be recognized in this way.”

91��ɫ is grateful for all the exceptional contributions to graduate education from the dedicated members of our community and is excited to celebrate Mykhalovskiy for this extraordinary achievement.

Eligibility

Teaching, within the context of the Faculty of Graduate Studies, encompasses all aspects of the academic enterprise at the graduate level. Nominations for this award should be based on documentary evidence which supports the nominee's academic excellence and commitment to the mission of the Faculty of Graduate Studies. The criteria for the award are described in general terms, but the selection committee will take into account the variety which arises from differences in style, content, practice and 'culture' among graduate programs. Areas of excellence for which a nominee would be considered for the award include, but are not necessarily limited to, teaching and supervisory excellence, initiatives in graduate program and curricula development, and professional, scholarly and teaching development of graduate students.

Teaching and supervisory excellence will be a vital criterion for the award. Excellence in classroom teaching may be demonstrated by such indices as high levels of learning and high student satisfaction. Supervisory roles may include membership on supervisory committees or principal supervision of research programs, research projects, theses, dissertations or creative works. Because the nature of supervision varies considerably from program to program, documentation of excellence should include some reference to what are normal expectations in a particular program, how the nominees' achievements in this area are exceptional and how the judgement of excellence in supervision has been reached by the nominator.

Initiatives in graduate program and curricula development may include the development of a new program or of a new field at the Master's or Ph.D. level; development of a sequence of courses to provide a new unit of instruction; development of an especially innovative course; or development of materials such as films, textbooks, computer programs, and any other materials that enhance the quality of graduate teaching. The nominee may have been the prime public mover, or someone working quietly but effectively in the background. Initiatives which recruit outstanding graduate students may also promote and enhance graduate program development.

Scholarly, professional and teaching development of graduate students may take the form of development and/or teaching workshops, courses or programs which help students to become more effective university teachers and maybe either discipline-specific or general. It may also include excellence in mentoring graduate students in their roles as teaching assistants. Commitment to the scholarly development of graduate students may be demonstrated by encouraging and assisting them to present their research or creative work in public fora either within 91��ɫ or to a wider audience.

Deadlines

• November 15 annually

How to Nominate

Nominations for the award will be received together with a letter of nomination and extensive documentary evidence, especially from present and former graduate students, in support of the nomination, by the Secretary of Council of the Faculty of Graduate Studies by November 15th each year. The nominator may be any member of the Faculty of Graduate Studies, including regular and adjunct faculty, graduate students or staff. A letter from the nominator detailing the excellent accomplishments of the nominee should accompany the nomination package. A Faculty of Graduate Studies' Teaching Award Committee will adjudicate the nominations, and may or may not recommend to the Dean that not more than two members be so honoured with a Faculty of Graduate Studies' Teaching Award.

REQUIRED DOCUMENTS

The nominator is expected to provide all necessary documentation to support the candidate for the award. Documentation may include any of the following but especially should include statements from present and former graduate students.

• Letters from students, alumni and faculty members. These letters should address the criteria for the award outlined above.
• Up-to-date curriculum vitae in O.C.G.S. format. All teaching-related activities at the graduate level should be listed. Joint publication with graduate students should be placed in the context of norms for the particular graduate program. If the nominee has aided in the publication of the work of their graduate students, documentation may be provided.

ADDITIONAL DOCUMENTS

• Formal questionnaires for student evaluation of teaching in classrooms. It is desirable for these to include several courses, whenever possible, over several years.
• All other documentation that the nominator considers pertinent to the criteria for the award.

Adjudication

The Faculty of Graduate Studies' Faculty Member Teaching Award is adjudicated by the Faculty of Graduate Studies' Awards Committee.

Contact

Associate Dean, Academic
Email: fgsadacd@yorku.ca

Coordinator, Faculty Governance
Email: fgsgovrn@yorku.ca

Policy approved by the Council of the Faculty of Graduate Studies on June 2, 1994. Revised (deadline only) Spring 1998.

Recipients

The unique celebration honoured professors Michaela Hynie and Mike Zryd as 2019-20 recipients, and professors Michele Johnson and Sandra Schecter as the 2020-21 award recipients. The event was held virtually, and was attended by more than 100 people over Zoom.

“It is so wonderful to see that all four recipients were able to join us today, and I would like to take this opportunity to personally recognize all of you for your exceptional contributions to graduate education at the University,” said President and Vice-Chancellor Rhonda L. Lenton during the virtual Faculty Council held on May 6.

All awards were presented by FGS Dean and Associate Vice-Provost Graduate Thomas Loebel. He remarked on the vital work of the recipients. “The Faculty of Graduate Studies' Teaching Award is bestowed annually on a member of the Faculty of Graduate Studies who has displayed not simply excellence, commitment and enthusiasm to the multifaceted aspects of teaching at the graduate level at 91��ɫ, but rather excellence alliteratively, adjectivally qualified," he said.

The celebration included recognition of the 2019-20 award winners, who were recognized this year due to the postponement of last year’s ceremony.

The 2019-20 recipients are:

Michaela Hynie is a professor in the graduate programs in Psychology, Health, Kinesiology & Health Science, Development Studies, Environmental Studies, and Interdisciplinary Studies. Letters of support for her nomination noted her drive to provide students with fundamental skills needed to succeed outside of the classroom, such as becoming ethical researchers and creating projects that are meaningful to members of the larger community.

Hynie's work to address the challenges faced by refugee students, from housing support to financial aid, was highlighted. Her research addresses the development and evaluation of interventions that can strengthen social integration and inclusion in communities that have experienced social conflict or forced migration, whether through political and economic conflict or environmental change.

“Thank you to the students who went through all the trouble of nominating me… that is the biggest gift of all. I’m very moved,” said Hynie.

Mike Zryd is a professor in the graduate programs in Film, Communication & Culture, and Humanities, and was the second recipient of the 2020 award. He was noted for his intrinsic and internal pedagogical drive that supports students to reach the finish line in any endeavour they undertake. Zryd was recognized for his ability to motivate students in connecting critical course components to the advancement of their own research by providing them with the right tools and critical methodologies for their projects.

Nomination letters from current and former students highlight Zryd’s generosity of time in various graduate endeavours, such as his steadfast participation in the department’s Graduate Student Association events, including scholarship application support and TA training seminars.

“Grad teaching and supervision is always a collective activity. I want to thank the amazing staff, managers and decanal team at FGS, and all of the GPA and GPDs at the University,” said Zryd. “I also want to thank the students… not quite sure what I teach them, but I learn an enormous amount from everyone.”

The 2020-21 recipients are:

Michele Johnson, a professor in the graduate programs in Education, History, Social & Political Thought, and Theatre & Performance Studies, has served the University in a variety of important capacities. Her past roles include: co-ordinator of the Latin American & Caribbean Studies program; 91��ɫ’s affirmative action officer; and director of the Harriet Tubman Institute for Research on Africa and its Diasporas. Currently, she is the associate dean, students, in the Faculty of Liberal Arts & Professional Studies.

Nomination letters emphasized Johnson’s dedication to support every member of the 91��ɫ community. She is descried as selfless by constantly supporting not only her official advisees, but anyone in need. Johnson provides extensive encouragement to students as they navigate the academy and adapt to the unique demands of graduate education.

Johnson expressed gratitude to her support system after accepting the award, saying, “I’d like to thank my family, some streaming in from Ontario, Saskatchewan and Atlanta. I’m profoundly moved to receive this award, because it is the students at this institution who hold my heart. It is to those graduate students, who have trusted me to contribute to their dreams, to whom I would like to give my thanks.”

Sandra Schecter is a professor in the Graduate Program in Education. She deserves equal praise for her contribution to the 91��ɫ community. Since joining the University in 1996, Schecter has made sustained contributions to multiple fields of inquiry and has promoted an enduring commitment to anti-racist and social justice education. Furthermore, her work at 91��ɫ has been instrumental in new program creation of degrees and diplomas in the Faculty of Education.

Letters of support from students praise her direct instruction style and note her energetic personality and good-natured humour that demonstrate her consistent dedication and care.

“I am honoured and appreciate how much work goes into these nomination files when time is so valuable,” said Schecter. “This award is just beautiful.”