_{Faculty and students from MATS program.}

Courses in the MATS combine theoretical knowledge with practical application. On the translation practice side, the program offers courses such as Literary Translation, Audiovisual Translation and Subtitling, Translation and Tourism, and Medical Translation. The more theoretical courses include Translation Studies and Research Methods; others focus on topics such as Experiences of Translation in the Americas, Balzac Translated-Translating Balzac, Politics and Translation, Ideology and Translation, Translation and Ethics, Translation and Mobility, and Translation and Digital Technologies, to name but a few.

The Master in Translation Studies can be completed in two years and offers three options: courses only, courses plus a Major Research Paper, or courses plus a thesis. The program is designed to serve full-time students as well as professionals who wish to obtain a graduate degree in Translation Studies while continuing to work. As such, all courses are scheduled in the evening, and some are offered online.

The MATS is a funded program. Once admitted, most eligible full-time domestic students receive a guaranteed funding package for the duration of the program. Note: No funding is available for international students.

For more information on the program structure and admission requirements, visit yorku.ca/gradstudies/mats/. Discover why translation matters!

The application deadline for the 2026–2027 academic year is February 15, 2026.

Senate Academic Conduct Policy and Procedures

Academic integrity is fundamental to a university’s intellectual life. The mission of 91��ɫ is the pursuit, preservation, and dissemination of knowledge. Central to this mission, is the relationship between teaching and learning. Honesty, fairness, and mutual respect must form the basis of this relationship in the pursuit and dissemination of knowledge in the University. 91��ɫ embraces the International Centre for Academic Integrity’s definition of academic integrity as acting in all academic matters with honesty, trust, fairness, respect, and responsibility, and the courage to act in accordance with these values (ICAI, 2021).

Students in the Faculty of Graduate Studies are expected to conform to strict standards of academic honesty as specified in the Academic Conduct Policy and Procedures. A lack of familiarity with relevant university policies on the part of a student does not constitute a defence against its application to them.

Any breach of academic conduct is a serious offence to both the University community and the academic enterprise. Any suspected breach, no matter how small it may appear, and following the guiding principle of presumption of innocence, requires investigation to bring the matter to a close. The Faculty of Graduate Studies has established the following complementary procedures specific to the investigation and resolution of alleged violations of the Academic Conduct Policy and Procedures for students engaged in academic work in the Faculty of Graduate Studies. The procedures conform to and are to be read in conjunction with the Academic Conduct Policy and Procedures.

Jurisdiction

Allegations of a breach of academic conduct against a student engaged in academic work in the Faculty of Graduate Studies, with the exception of master’s students in the Schulich School of Business, shall be dealt with according to these procedures. Master’s students in the Schulich School of Business shall follow the procedures governing academic conduct established in the Schulich School of Business.

Representation

At all stages of an investigation, students have the right to a representative of their choosing. Specifically, the advocates on behalf of individual students regarding allegations of academic misconduct.

Investigating Potential Academic Misconduct

The Person of Primary Responsibility (PPR) refers to the person or panel who coordinates the implementation of the Senate policy and procedures. The PPR in the Faculty of Graduate Studies is the Associate Dean Academic, who is an Ex-Officio Non-voting Member of the Appeals and Academic Honesty Committee (AAHC) – a Standing Committee of the Council of the Faculty of Graduate Studies

Under the Academic Conduct Policy and Procedures, the PPR delegates authority to the relevant Graduate Program Director (GPD), who acts as the Person of Primary Responsibility (PPR) Designate on facilitating academic conduct matters to conclusion. The GPD is encouraged to enlist the support of the Faculty of Graduate Studies’ Graduate Academic Affairs unit who can assist in coordinating all administrative aspects of an investigation.

The GPD must request either a block (if the suspected breach is part of a course) or an alert (if the suspected breach is not part of a course) on the student’s record by contacting the Faculty of Graduate Studies’ Graduate Academic Affairs Unit once notified of potential academic misconduct. A block prohibits withdrawal from the course in question, while an alert prohibits withdrawal from the program. In both cases, limits are placed on the ability to obtain transcripts. The Faculty of Graduate Studies shall also initiate a check for past offences to inform next steps.

When a faculty member directing a course, or having or sharing responsibility for a student’s research or other academic activities, becomes aware of a possible violation of academic conduct, it is the responsibility of the faculty member to consult with the GPD. If the faculty member is not the supervisor of the student, then the supervisor (or advisor), if on file, shall be informed as soon as possible. This responsibility extends to any person involved in/interacting with a student’s academic activities e.g., students participating in a group assignment, exam invigilator, placement supervisor, etc.

If the external examiner, or other oral examination committee member, believes that the thesis/dissertation research involves a possible breach of academic conduct, that individual shall indicate such in writing to the Chair of the Oral Examination, who in turn will notify the GPD.

In instances where the GPD is the faculty member involved in identifying possible academic misconduct, a member of the graduate faculty as designated by the Executive Committee of the program (excluding the Graduate Program Director) may take charge of the matter if the circumstances of the possible violation indicate a real, perceived, or potential conflict of interest that may impact the integrity of the investigation.

In exceptional circumstances, and in collaboration with the GPD, the PPR may designate a representative to facilitate an investigation.

Conducting Exploratory Outreach

Based on the evidence collected in partnership with the faculty member, once it is determined that there are reasonable grounds to discuss the potential academic misconduct with the student, the GPD will notify them in writing at the first available opportunity. The GPD should communicate the following:

1. the allegation and a summary of the evidence available and the possibility that a sanction will be imposed;
2. that they will not be permitted to withdraw from the course in question (if applicable) and that a block or alert will be placed on their record;
3. their right to provide a response to the allegations in writing or in person, or to discuss the allegations with the GPD (in person, by phone or videoconference), and if a response is not received within 10 business days, the GPD may continue and conclude the investigation without the student;
4. their right to be assisted by a Support Person (if they choose), who may provide support and advice and speak on behalf of the student; and
5. that they will be provided any additional evidence that becomes available over the course of the investigation and afforded the opportunity to respond.

Normally, the faculty member involved will participate in the exploratory outreach led by the GPD except in exceptional circumstances precluding their participation.

Issuing a Recommendation

Following the conclusion of the investigation, the GPD will determine, on a balance of probabilities, whether a breach occurred. If it is determined that misconduct did not occur, the allegation will be dismissed and all records of the allegation will be destroyed.

If it is determined that a breach occurred, the GPD will take into account the circumstances of the case in deciding appropriate sanction(s), in consultation with the faculty member involved, and in accordance with the Academic Conduct Policy and Procedures.

Barring exceptional circumstances, sanctions for academic misconduct in course work shall not exceed the level of failure in the course.

Where the GPD believes the evidence gathered points to academic conduct grave enough to warrant a suspension, expulsion, or other penalties that are negatively transformational, or it is a second or subsequent incident by the student, they shall refer the matter in the first instance to the Appeals and Academic Honesty Committee (AAHC) through the Faculty of Graduate Studies’ Graduate Academic Affairs unit. In cases where there is disagreement on appropriate sanction(s) between the GPD and faculty member involved, the GPD will contact the Associate Dean Academic in the Faculty of Graduate Studies who will assist in reaching a resolution.

Reporting Outcome of Recommendation to the Faculty of Graduate Studies

The recommendation will be provided to the student in writing and include:

1. a summary of the investigation;
2. a summary of evidence gathered;
3. the response of the student to the allegation;
4. the sanction(s) being imposed and rationale for the sanction(s), in accordance with the Academic Conduct Policy and Procedures;
5. notice of the forthcoming review by the Appeals and Academic Honesty Committee (AAHC) who will ultimately issue a decision on the matter;
6. and a request that the student acknowledge receipt of the decision via email contact information provided in the decision letter or email sent to the student.

Absent the receipt of student acknowledgement within 10 business days either 1) accepting the recommendation, 2) accepting the findings but suggesting an alternate sanction(s), or 3) disputing that a breach of academic conduct occurred, the recommendation will stand and be communicated to AAHC through the Faculty of Graduate Studies’ Graduate Academic Affairs unit.

Appeals and Academic Honesty Committee (AAHC) Review and Decision

AAHC shall consider the facts and circumstances of the case and determine, on a balance of probabilities, whether a breach has occurred and/or whether the sanction(s) imposed by the GPD is appropriate.

AAHC receiving a recommendation accepted by the student, or not acknowledged by the student, will normally impose the sanction(s) suggested; however, if it is of the opinion that an alternate sanction(s) would be more appropriate, the committee will issue a revised decision.

AAHC receiving a recommendation whereby the student accepts the findings but puts forward an alternate sanction(s) suggestion will determine appropriate sanction and issue a decision.

AAHC receiving a recommendation being disputed by the student that a breach of academic conduct occurred shall hold a formal hearing on the matter to reach a conclusion.

In all cases, the committee may conduct outreach for further information from relevant parties prior to issuing a decision. Normally, the AAHC will only call for a formal hearing in cases of a dispute that a breach of academic conduct has occurred.

When a sanction is issued for activities related to course work, the student cannot retroactively withdraw from the course.

The Faculty of Graduate Studies will maintain a record of each finding of academic misconduct. The purpose of this record is to allow access to information on previous offence(s) and to aid in determining sanctions in the event a new case is opened. This record of offence(s) shall not be used for any other purpose.

Formal Hearing at the Faculty Level, when Required

The Appeals and Academic Honesty Committee (AAHC) through the Faculty of Graduate Studies’ Graduate Academic Affairs unit shall produce a case file summarizing the matter and, with the support of the GPD and faculty member involved, include all available evidence where possible.

AAHC through the Faculty of Graduate Studies’ Graduate Academic Affairs unit shall endeavour with the GPD to secure the participation of two faculty members (minimum one) and one graduate student from the graduate program of the student in question to become voting members of a now augmented committee for the purposes of the hearing to add discipline-specific expertise to the deliberations. All committee members are expected to act with impartiality, meaning freedom from bias or prejudice, ensuring fairness and neutrality in the application of the Academic Conduct Policy and Procedures. The Chair of this augmented committee shall be non-voting, except in the case of a tie.

All parties will receive not less than 10 business days notice of the time and location of the hearing, which may be held in person or by videoconference. All parties must inform AAHC of their intention to call witnesses – individuals who may offer information pertinent to the possible academic misconduct – and names of these witnesses at least five business days prior to the hearing. If the student wishes to produce a written response to the case file, it must be provided at least five business days prior to the hearing, and will be shared with the committee and GPD. At the discretion of the committee, the case file, or portions therein, may be shared with witnesses.

Prior to the hearing, if the student acknowledges the accuracy of, or agrees with, the original recommendation of the GPD, the student may waive the right to a hearing by submitting a written statement to AAHC indicating such. The committee will then issue a decision at its earliest opportunity to reach a conclusion on the matter.

Role of the GPD:

• Summarize the case and offer viewpoints on behalf of the graduate program
• Be able to speak to programmatic and disciplinary norms in relation to the matter
• Be prepared to offer introductory and closing remarks
• Be prepared to answer questions from all participants to the best of their ability
• Be prepared to reaffirm the initial recommendation or provide an alternate recommendation in light of new information presented at or leading up to the hearing
• Are non-voting for the purposes of the hearing
• Maintain confidentiality on the matter

Role of the Student:

• Summarize the case and offer their point of view
• Be able to speak to relevant circumstances that led to the allegation
• Be prepared to offer introductory and closing remarks
• Be prepared to answer questions from all participants to the best of their ability
• Be prepared to reaffirm the initial response to the recommendation or provide an alternate suggestion in light of new information presented at or leading up to the hearing
• Are non-voting for the purposes of the hearing
• Maintain confidentiality on the matter

Role of Witnesses:

• Provide a short summary of their involvement in the case (normally as part of the GPD or student’s summary of the case, where appropriate)
• Offer information pertinent to the matter
• Be prepared to answer questions from all participants to the best of their ability
• Are non-voting for the purposes of the hearing
• Maintain confidentiality on the matter

Role of Augmented Committee Members:

• Consider the facts and circumstances of the case and make informed decisions based on the evidence and other relevant information presented
• Be prepared to ask questions to learn new information or seek clarification
• For program members of the student in question, add discipline-specific expertise to the deliberations
• Consider the inherent power imbalance and associated unconscious biases involved in situations of academic dishonesty to inform decision making
• Are voting members for the purposes of the hearing
• Maintain confidentiality on the matter

It is expected that, should a formal hearing be required, formal hearings are held within 6 months of a file arriving at the Faculty of Graduate Studies. Formal and documented leaves by students are excepted from this timeline.

Order of Events of a Formal Hearing

The GPD and student will provide summaries of the case and other relevant information on the matter. Both parties will be allowed a full and fair opportunity to present their evidence and to respond to the evidence presented to them. Parties are permitted to cross-examine each other, or each other’s witnesses, in matters related to the possible academic misconduct. The timing and extent of witness participation will be made at the discretion of the committee.

Question periods will allow for all participants to learn new information or to seek clarification. When the parties have presented relevant evidence and information, and committee members have concluded their questions, each party may present closing remarks.

Following this the parties shall be temporarily excused, and the committee will discuss in a closed session to determine whether a breach of academic conduct has occurred. A finding of academic misconduct supported by a majority of committee members shall be binding. Parties will re-join the hearing to receive the decision. If it is determined that a breach of academic conduct has occurred, the GPD and the student will be given the opportunity to recommend an appropriate sanction(s). Parties will then depart the hearing, and the committee will discuss in a closed session to determine an appropriate sanction(s). The decision will be communicated in writing to the necessary parties following the hearing.

Exceptions to these procedures may be made at the discretion of the committee. The Chair of the committee has full authority to assure an orderly and expeditious hearing. Any person who disrupts a hearing, or who fails to adhere to the rulings of the committee may be required to leave. The committee has the discretion to make rulings as to admissibility of evidence or the suitability of cross-examination. The committee is not bound by formal rules of evidence applicable in courts of law.

Electronic recordings of the hearing are not permitted.

Appeals

Students may appeal a decision of academic misconduct to the Senate Appeals Committee (SAC) in accordance with their timelines, procedures and grounds (reasons) for the appeal to be considered.

Bintu Alkassoum (MMAI ’22)

Bintu Alkassoum is a Toronto-based previous startup founder and current artificial intelligence (AI) adoption manager at BASF Canada. Bintu's expertise lies in artificial intelligence strategy, data analytics and product development. As the AI adoption manager at BASF's Digital Hub, she helps drive AI innovation in a large enterprise environment to enhance organizational efficiency and strategic decision-making. Bintu's entrepreneurial achievements are apparent in her role as the founder and CEO of RELOOPED, a sustainable fashion marketplace app. This initiative highlights her prowess in product design and user research, as well as her commitment to responsible consumption. Bintu's work is characterized by a blend of creative excellence and a deep commitment to social responsibility. She continuously leverages technology for the greater good, making tangible impacts in her communities by addressing pressing issues such as sustainability, ethical AI and social justice. Bintu is an active member of the Women in AI branch of the Toronto Machine Learning Society, Microsoft Azure Community, and the Old Girls Club. Her involvement in these organizations reflects her dedication to promoting diversity and inclusion in the AI and broader technology ecosystem.

Khadeja Elsibai (BPA ’20, MPPAL ’22)

Khadeja Elsibai is a public servant, community builder, connector and people-oriented leader. Her passion for building community and creating spaces for learning and growth has mainly been unleashed within the public sector as member of the Board of Directors of the Institute of Public Administration of Canada's Toronto Region Chapter (IPAC Toronto) and as co-chair of Future Leaders of Ontario (FLO), the inter-departmental network for new and young federal public servants based in Ontario. Through these leadership roles, Khadeja has co-led many initiatives including two mentorship programs, the organizing of IPAC Toronto’s flagship event, the Emerging Leaders Conference and launched IPAC Toronto’s Emerging New Professional Award, an award that recognizes emerging leaders in the GTHA’s public sector. Khadeja has also led many communications and outreach initiatives within the public sector, and co-organized many learning and networking events that aim to facilitate horizontal collaboration and the cross-pollination of knowledge to create opportunities for professional development. In addition, Khadeja assists with organizing community events and fundraising initiatives across North America for Molham Volunteering Team, a Syrian grassroots charity dedicated to supporting Syrians and Arabs in need across the Arab region.

Ketaki Gadre (MF ’21)

Ketaki Gadre is a finance and accounting professional, educator and published author. Ketaki’s expertise spans financial due diligence, risk assessment, control environment development and auditing. As an instructor at Fleming College, she nurtures the next generation of professionals through advanced finance/accounting education, infusing fresh perspectives as one of the youngest instructors in her college. She encourages interactive learning methods and makes frequent use of case studies. Beyond the classroom, she has contributed articles to scholarly journals, that include "Farm Loan Waiver – A Real Solution to Agricultural Enigma?" and "Feasibility of Bitcoin in India – A Discussion.” Ketaki also serves as a reviewer for prestigious journals such as the Asian Journal of Economics, Business and Accounting and the Journal of Economics, Management, and Trade. By providing constructive feedback as a reviewer for academic journals, she actively contributes to elevating the quality of published research, reinforcing their commitment to enhance the capability of the academic community and the positive changes it can bring about in the knowledge pool.

_{This is a collage of our Grad Studies Top 30 under 30 winners of 2024}

John Lau (BA ’17, MES ’19)

John Lau is a senior advisor at the Ontario Energy Board's Energy Transition department. After graduating from 91��ɫ, John Lau helped combat climate change by working on energy and environment policy at Natural Resources Canada. John monitored and analyzed international and domestic clean energy policies and led cooperation between federal and provincial governments to report on the progress of clean energy policy implementation. John then joined the Natural Gas and Hydrogen team at Natural Resources Canada where he has led the federal government's policy and market analysis related to gaseous fuels. John also spearheaded projects focused on natural gas sector decarbonization and advancing progress toward net-zero emissions for Canada and its allies. John has been featured as a presenter at many conferences on climate change mitigation. These include conferences hosted by the International Renewable Energy Agency (IRENA) and the Hydrogen Heating Network (HHN). John was also an independent expert reviewer for International Energy Agency (IEA) publications. John has been working to ensure that Canada’s clean-energy transition is successful and enlists participation and support from all Canadians and stakeholders. In 2020, John was recognized as one of Corporate Knight Magazine's Top 30 Under 30 Sustainability Leaders.

Sara Pishdadian (MA ’18, PhD ’23)

Sara Pishdadian works at the Centre for Addiction and Mental Health (CAMH) in the Geriatrics Mental Health, Neuropsychology Assessment and Cognitive-Behavioural Therapy for Psychosis services providing clinical services and conducting research. Her dissertation research investigated memory and spatial navigation abilities in older adults and individuals with amnesia and was recognized with a 91��ɫ Dissertation Prize. Sara held many leadership and advocacy roles at 91��ɫ including co-founding the Psychology Undergraduate Mentorship Program (PUMP), co-chairing the Psychology Graduate Students’ Association (PGSA), and being an active member of the Psychology department’s Justice, Equity, Diversity and Inclusion (JEDI) committee. She is an active member of Health Care Providers Against Poverty (HPAP) and has contributed to national initiatives focused on equity and inclusion regarding psychology residency salaries. Sara also mentors graduate students through the American Arab, Middle Eastern, and North African (AMENA) Psychological Association. Sara is a passionate clinician, researcher and advocate for providing high quality mental health care, particularly to underserved individuals such as older adults and individuals with severe and persistent mental illness.

Sam Rockbrune (MA ’19)

Samantha (Sam) Rockbrune (she/her) is a leader in the non-profit sector with nearly ten years of experience in social and climate justice locally and nationally. She is a graduate of 91��ɫ's Master of Arts in Socio-Legal Studies in which her research took a critical stance on law and policy. She is a co-founder and former board director of Students for Consent Culture Canada, a national non-profit working to end campus sexual violence and promote cultures of consent. Currently, Sam is the executive director for the Kawartha World Issues Centre (KWIC), an award-winning charity focused on connecting global issues to local initiatives in the Nogojiwanong area of Peterborough, Ontario. Under her leadership, KWIC has undertaken impactful community projects to advance and amplify gender equality locally and support youth climate justice projects. In 2023, Sam was also the interim executive director for. The Trent Aboriginal Cultural Knowledges and Sciences (TRACKS) youth program, facilitating dynamic, land-based youth programming that braids multiple scientific approaches by centring Indigenous ways of knowing and being.

Congratulations to this year’s crop of dedicated, ambitioous, innovative and creative young minds who are creating meaningful change and working to right the future in significant ways. These motivated leaders highlight the many life paths made possible with a 91��ɫ degree.

With one of the largest and finest cohorts of graduate students in the country, 91��ɫ has the resources and ambition to provide a first-rate student experience. Future scholars can discover over 100 different programs including Management Practice, Design, Interdisciplinary Studies, Education, and Science & Technology Studies with full and part time options available.

This winter's virtual event features sessions by FGS and also some sessions with graduate program representatives. These will provide the necessary tips and tricks for putting your best foot forward in your graduate studies application. International students can learn more about applying for a visa/study permit and what it’s like to study in Canada. Additionally, undergraduate students who still have a few years to go before formally applying can learn how to best prepare for graduate school applications.

Some of our noteworthy sessions include:

Tuesday, February 21:

• Program Session - Development Studies
• Graduate Admissions in Environmental & Urban Change
• Program Session - Specialized Masters Programs in Schulich
• Graduate Admissions in Liberal Arts & Professional Studies

Wednesday, February 22:

• Graduate Scholarships at 91��ɫ with Associate Director, Research, Scholarships & Awards
• How to Write a Statement of Interest with Dean and Associate Vice-Provost Graduate Thomas Loebel
• Visas, Study Permits, Work Permits and More with 91��ɫ International
• Looking Ahead: Applying to Grad School in 2023

Thursday, February 23:

• Program Session - Management Practice
• I Don't Think I'll Get In to Graduate School: Now What?
• Program Session - PhD in Global Health ** NEW PROGRAM **
• Indigenous Graduate Student Panel

Do you want your research and scholarship to reach beyond the confines of the university and make a difference in the world? Get started by registering for Experience Grad 91��ɫ at yorku.ca/gradstudies/egy/. For more information, reach out to the Graduate Recruitment Team at fgsinfo@yorku.ca.

Suzanna Alsayed (MDEM '20)

In 2019, Suzanna Alsayed founded Hilt International Security, her first venture, a holistic security firm with the goal to protect people and assets worldwide. Moreover, in mid-2020, she established Evolutz Inc., an independent global brand, design, copy and website development agency. She received numerous accolades from experts and professionals in the field, which demonstrate her high level of engagement in the industry. In addition to her professional success, Suzanna strives to promote positive change in her community. Since 2020, she is a member of Women in Defence and Security (WiDS) which focuses on advancing the careers of women in defence and security fields.

Sayjon Ariyarathnam (JD/MBA '20)

Sayjon Ariyarathnam is a banking and finance lawyer at Blake, Cassels & Graydon LLP. He is also a board member with the Community Legal Clinic of 91��ɫ Region, a not-for-profit organization that promotes universal access to justice and poverty elimination. Additionally, Sayjon is dedicated to creating a positive difference by passionately promoting access to resources and opportunities outside of his profession. He is actively involved with Law in Action Within Schools as a mentor to students who face personal and systemic barriers to success. Through his engagement in sessions aimed at exposing students to law and justice through workshops, mentorship and employment, he is helping many vulnerable students reach their goals.

Elijah Bawuah (MES '21)

Jc Elijah (Eli) M. Bawuah is a practicing urban planner and public consultant with multi-disciplinary experience gained by working in a spectrum of city and community-building roles. He is the co-founder of the Mentoring Initiative for Indigenous and Planners of Colour (MIIPOC) which focuses on establishing a national network between experienced and emerging planners from marginalized communities. Eli is also a committee member of the City of Toronto’s 2SLGBTQ+ Council Advisory Body, strategizing policies aimed at removing barriers faced by the queer community. Eli exemplifies a true leader by advocating and prioritizing goals that will help foster diversity and inclusion in urban planning.

Jonathan Clodman (MEd '20)

Jonathan Clodman is an elementary teacher with the Toronto District School Board who is always looking for new opportunities to help others. His work extends through a variety of classroom, camp and community experiences, including the boards of two community-based children’s non-profits. Jonathan was previously a co-director of Vaccine Hunters Canada, where he developed onboarding resources, supported volunteer responders and collaborated with a variety of educational stakeholders. As a teacher, Jonathan passes along his drive for meaningful change to the younger generation by encouraging his students to get involved with their community.

Bri Darboh (MA '19)

Bri Darboh is a senior doctoral student in clinical psychology and neuropsychology at 91��ɫ, as well as a part-time MBA student specializing in health industry management and organization studies at the Schulich School of Business. She is dedicated to creating progressive changes to healthcare by addressing pipeline issues resulting in BIPOC underrepresentation through contributing to several professional and community initiatives. She is an inaugural student representative of the Society for Black Neuropsychology as well as the co-president of 91��ɫ’s Black Students in Psychology (BSIP) organization. Bri has spearheaded BSIP’s recent efforts to expand the organization to the entire faculty of Health at 91��ɫ in order to ensure that all BIPOC students with a proclivity for healthcare are being effectively reached.

Osman Naqvi (MSTM '17)

Osman Naqvi works as an advisor, investor services at Invest in Canada—a global investment attraction and promotion agency that facilitates global investment into Canada. Osman’s work outside his profession focuses on serving many causes including youth, women, refugees and more, which has directly impacted thousands of families across Canada. Osman’s philanthropic journey began at 13 when he founded the Bayshore Youth Council. He continued serving his community and fostering positive change through numerous boards and charities before co-founding YOUth Heroes, a non-profit organization that provides mentorship and entrepreneurship education to marginalized youth. Osman has received accolades from all levels of government and various charitable organizations, such as Canada’s 150 award and United Way’s Community Builder award.

Jason Robinson (MES '19)

Jason’s current roles include data analyst for the Rural Ontario Institute and policy specialist for the Community Climate Council. As a leader of his community dedicated to fostering an inclusive environment, he co-founded Gradient Spaces, a place for BIPOC and 2SLGBTQ+ people passionate about making tech more equitable. Specifically, he works on collecting data to address the issues racialized and queer people face in the tech ecosystem. Moreover, Jason is a Youth Program Facilitator at Ecosource where he is recognized for bringing an environmental justice perspective to the monthly virtual workshops aimed at youth and adults to increase intergenerational conservation related to climate change.

Congratulations to this year’s group of dedicated young minds who are creating meaningful change and working to right the future in significant ways. These motivated leaders highlight the many life paths made possible with a 91��ɫ degree.