91亚色 is launching a three-year initiative to enhance the representation of Black youth at universities across Canada by supporting upper-year high-school students as they plan for their future, such as pursuing post-secondary education or work, and aiding in the transition and retention of those who pursue university. The initiative is led by , who is 91亚色鈥檚 Jean Augustine Chair in Education, Community and Diaspora in the Faculty of Education. James has focused on addressing systemic barriers and racial inequities for over a decade and a recent  from the RBC Foundation, as part of , is allowing this work to go national. 

The initiative will kick off on Oct. 6 with a national conversation hosted by 91亚色 and the RBC Student Success Initiative and Data Hub. This event, which runs from 7 to 8 p.m., will be livestreamed via YouTube . Questions can be submitted in advance to yuevent@yorku.ca.

鈥淲e鈥檙e starting to see some attention to streaming 鈥� the process of placing students into academic or non-academic oriented classes based on their assumed intellectual abilities.听The Ontario government鈥檚 announcement about ending academic streaming starting with the Grade 9 math curriculum this September as well as a ban on suspending young听students is an OK start. However, we have a long way to go. Black students across Canada continue to report racial inequities and experience barriers in the education system,鈥� says听James, whose 2017 groundbreaking research revealed Black students are being disproportionately streamed away from academic programs and suspended at significantly higher rates than white or other racialized students.听The report,听, used data to show poor outcomes for Black students and that current students were experiencing worse outcomes than their parents and grandparents.听

James is bringing together Kevin Hewitt, physics professor from Dalhousie University; Juliet Daniel, associate dean of research from McMaster University; Jennifer Adams, Canada Research Chair in Creativity and STEM and associate professor from the University of Calgary; and Annette Henry, professor, language and literacy education from the University of British Columbia, who share a commitment to addressing the educational issues of Black youth to further the systemic anti-Black racism work of individual institutions, including interventions and research. The research component will build on existing Canadian census data with a longitudinal study of Grade 11 and 12 students over a three-year period, informing the development of new community-based and student-support programs. It will, for the first time, facilitate the sharing of documentation and data across Canadian universities 鈥� allowing for geographical and contextual comparisons to be made. For example, James is particularly interested in the experience of second- and third-generation Black students and how the impact of generational status compares between Toronto and Halifax.

In 2020, RBC  to address the inequity and systemic bias that have disadvantaged Black, Indigenous and People of Colour (BIPOC) individuals and youth. As part of these actions, RBC committed to providing $50 million in focused funding through RBC Future Launch to create meaningful and transformative pathways to prosperity for 25,000 BIPOC youth by 2025.

鈥淓nsuring that Black students have equitable access to opportunity is critical to building strong, inclusive communities,鈥� says Mark Beckles, vice-president of social impact and innovation at RBC. 鈥淲e are working closely with our partners, including many BIPOC-serving organizations, to enable access. RBC鈥檚 support of the now national work of the Jean Augustine Chair will help to ensure that present and future generations of Black talent can reach their fullest potential.鈥�

The initiative will kick off on Oct. 6 with a national conversation hosted by 91亚色 and the RBC Student Success Initiative and Data Hub.听

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Equity was one of the first casualties of change when schools closed in March 2020 and teachers and students were suddenly physically separated from each other. This talk will describe the experiences of Ontario teachers and the students facing disproportionate academic, psychological and social consequences. These findings can inform how to best create equitable and inclusive classrooms online. 听

Brought to you by 91亚色鈥檚 Office of Alumni Engagement, the Scholars鈥� Hub @ Home speaker series features discussions on a broad range of topics, with engaging lectures from some of 91亚色鈥檚 best and brightest minds. Students, alumni and all members of the community are invited to attend. All sessions take place at noon via Zoom.

Events are held in partnership with Vaughan Public Libraries, Markham Public Library and Aurora Public Library.

To register for this event, visit听.

Courtesy of YFile.

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Appointed for one year, each of the recipients will work to enhance collegial capacity at an institutional level to advance the priorities of the University Academic Plan (UAP) in demonstrable ways. The Provostial Fellowships also provide an opportunity for a diverse group of tenured faculty to gain hands-on experience in university leadership.

鈥淚 am thrilled to have these four faculty members dedicating some of their time and energy to help lead the implementation of our UAP. The University will benefit from their expertise and ideas, and I hope they too will find this a valuable opportunity to grow and develop as leaders and institution builders,鈥� said Provost and Vice-President Academic Lisa Philipps. 鈥淭he launch of Building a Better Future: 91亚色 Academic Plan 2020-2025 established six exciting and important priorities for 91亚色. As a community, we now look to work together in advancing these.鈥�

Fellows will work with the provost and relevant members of the senior leadership on a project or initiative intended to advance one of the UAP priority areas at an institutional level.听Each project also seeks to enhance and intersect with the University-wide challenge to elevate institutional contributions to the听United Nations (UN) Sustainable Development Goals (SDGs).

Professor, Public Policy and Strategic Management
Schulich School of Business

Professor Eberlein鈥檚 project, 鈥�91亚色鈥檚 Journey toward Carbon Neutrality,鈥� seeks to identify and advance specific and impactful initiatives that the University can take to reduce its carbon emissions.

Associate Professor, Department of Biology
Faculty of Science

Professor Sharma鈥檚 project, 鈥淲orking Towards Equitable Access to Clean Water,鈥� looks to address the billions of people worldwide, including in Canada, who do not have access to clean freshwater. This project will seek student, faculty and staff collaborations across the University with a goal of raising awareness and identifying solutions to this critical issue, and will culminate with an event celebrating听.

Associate Professor, School of Nursing
Faculty of Health
Associate Professor, School of Gender, Sexuality and Women鈥檚 Studies/Children, Childhood & Youth Studies Program.
Faculty of Liberal Arts & Professional Studies

Professor van Daalen-Smith鈥檚 project, 鈥淢ore than Bees and Trees: Seeing the SDGs in our Curriculum 鈥� A Pan-University Community Development Initiative,鈥� seeks to track, weave, inspire and amplify curricular SDG initiatives and advance 91亚色鈥檚 commitment to interdisciplinarity.

Associate Professor
Faculty of Education

Professor Zha鈥檚 project, 鈥淩eimagining and Transforming Liberal Arts Education with a Trans-Continental Partnership,鈥� looks to explore a new model for practising liberal arts education in the current contexts of mass higher education, knowledge societies and globalization, including the prospects for infusing the concepts derived from the SDGs and promoting global competence.

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Each webinar will run one hour in an interactive format and present relevant information on teaching with Zoom. The series is organized through Contact North | Contact Nord, which offers training sessions and resources for faculty and instructors from Ontario鈥檚 public post-secondary education and training sectors.

Owston has hosted several webinars on effective use of Zoom for teaching. He is a University Professor Emeritus and senior scholar at 91亚色, as well as former dean of the Faculty of Education and founding director of the Institute for Research in Learning Technologies.

The webinars in the upcoming series are:

• 听鈥撎�Aug. 26,听 11 a.m. to 12 p.m. Register听.
• 听鈥撎�Sept. 17, 11 a.m. to 12 p.m. Register听.
• 听鈥撎�Oct. 13, 1 to 2 p.m. Register听.

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It promotes the centring of silenced knowledges and knowledge systems, so that transformative possibilities for leading and schooling can be imagined. It explores questions such as: what is leadership; who can be a leader; and what informs how leadership is enacted?

"Seemingly neutral and apolitical approaches to leadership have inadequately met the longstanding inequities and challenges in Ontario鈥檚 public education system," says project lead听, assistant professor in 91亚色's Faculty of Education. "The undeniable evidence from academic literature, policy, reports, and public outcry speaks to the need for urgent work in transforming systems that can respond to the diverse identities and needs of students and families in Ontario."

The UnLeading team 鈥� made up of Shah; 91亚色 Faculty of Education course directors听听补苍诲听;听and 91亚色 master of education student听Amanda Lima听鈥� was intentional about honouring and affirming the ways in which leadership operates in multiple spaces, within individuals, among collectives and organizations, through ideas and in all of the spaces in between. The intention of UnLeading is to turn leadership on its head and imagine the possibilities that emerge.

The UnLeading website contains the guiding questions that have helped the team to really frame what it is they are attempting to do with this project. The Systems of Oppression tab identifies some of the key logics in each of these systems that are often normalized and naturalized as the status quo. The website also contains teasers for the first set of podcast episodes.

The podcast series 鈥� launching on Aug. 31, with one new episode to be released each week thereafter 鈥� is designed for aspiring leaders and people currently in formal leadership positions, but it is also for those who don't see themselves as leaders and those who are actively resisting formal leadership roles because they are worried about how these roles might change them. Listeners will notice that the podcast鈥檚 guests come from the community, classrooms, schools, school districts and the academy, providing a range of perspectives and approaches to leadership. Podcast topics include: decolonizing and uncolonizing leadership, community-centred leadership, culturally relevant and anti-racist leadership, queering leadership and critical spirituality in leadership.

For more information about the project and the podcast, visit the UnLeading website at听.

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From Aug. 23 to 25, the Faculty of Education Summer Institute, FESI 2021 鈥� Reimagining and Restructuring Educational Pipelines, will explore the many ways that social hierarchies are reproduced within educational structures. Participants will reflect on all the different ways that students are sorted and stratified based on perceptions of their social identities. This year鈥檚 institute will not only raise questions of pervasive systems that serve to push students out of schools and limit possibilities, but also take a close look at schooling and education in the context of inequities exacerbated by COVID-19.

"While the Ontario government is making moves to de-stream select courses in the forthcoming school year, many students, parents and educators know there are a multitude of other ways our school system 'streams' students," said听Sultan Rana, co-chair and organizer of FESI and course director in the Faculty of Education. "Furthermore, many of us have always known it has been predicated on the social identities these students hold. Be it special education, French immersion, gifted programs, parent councils or guidance counsellors, all are being discussed at this year's conference."

The FESI 2021 planning committee has envisioned a conference with a variety of entry points to meet the needs of the pandemic realities. This year鈥檚 conference will have the following format:

Day 1

The first day will focus on problematizing practices. Two pre-recorded keynotes/panels will address some of the large barriers we are faced with in allowing students to receive and experience liberatory education. Conference guests will be able to access these recordings on their own time throughout the day.

Day 2

On the second day, participants will engage in small workshop sessions to either explore the themes on a deeper level by revisioning practices, or to join others with similar job responsibilities to speak about tensions and solutions to challenges that pertain directly to their work. These sessions will run synchronously and will require pre-registration due to space limitations.

Day 3

The third day will involve a community viewing of Pushout 鈥� The Criminalization Of Black Girls In Schools, a feature-length documentary that takes a close look at the educational, judicial and societal disparities facing Black girls. The documentary confronts the ways in which the misunderstanding of Black girlhood has led to excessive punitive discipline, which in turn disrupts one of the most important factors in their lives: their education.

"We are excited for the ambitious digital field we are playing in this year," said Rana, "which will be a mix of Zoom and a new social utility tool called Bramble that will emulate a conference hall, allowing attendees, represented by a tiny avatar, to digitally walk around a virtual conference hall and walk up and speak to actual attendees in real time."

To register for FESI 2021, visit听yorku.ca/edu/fesi/register.

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La version fran莽aise suit la version anglaise.

Boozhoo, kwe kwe, bonjour and warm greetings,

I am delighted to announce the appointment of Professor Susan D. Dion to the inaugural role of associate vice-president Indigenous initiatives, effective Sept. 1.

Professor Dion is a Lenape and Potawatomi scholar with mixed Irish and French ancestry and was the first Indigenous tenure-track faculty member to be hired in the Faculty of Education at 91亚色. Professor Dion joined 91亚色 in 2001 and was appointed to the rank of full professor this year (2021).

Early in her time at 91亚色, Professor Dion demonstrated her commitment to supporting Indigenous initiatives. She worked with Indigenous students and the University administration to address student-identified needs and interests through her advocacy for and support of the establishment of Aboriginal Student Services and the Centre for Indigenous Students at 91亚色. She was a founding member of 91亚色鈥檚 Aboriginal Education Council (presently 91亚色鈥檚 Indigenous Council) and served as co-Chair for three terms between 2004 and 2015. In 2014, Professor Dion served as the first academic director for the Centre for Aboriginal Student Services.

In the Faculty of Education, Professor Dion has led development of the Wuleelham: Indigenous Education Initiatives including the Urban Indigenous Education MEd Cohort, an Indigenous PhD Cohort and the Waaban Indigenous Teacher Education Program. With a focus on Urban Indigenous Education, decolonizing systems of education, and most recently education sovereignty, her teaching, research and service deepens understanding of Indigenous epistemologies and ontologies; addresses gaps in educators鈥� knowledge of Indigenous peoples, histories, and cultures; and identifies and examines Indigenous students鈥� experiences, perspectives and hopes for education. Professor Dion has led numerous research projects including nIshnabek de'bwe wIn // telling our truths, (SSHRC, 2017) and inVISIBILITY INDIGENOUS IN THE CITY (SSHRC, 2013). She has followed up her successful book Braiding Histories: Learning from Aboriginal People鈥檚 Experiences and Perspectives (2009) with Braided Learning: Illuminating Indigenous Presence through Art and Story, expected out in January 2022. Professor Dion has expertise in the skillful cultivation of equitable and respectful relationships between Indigenous and non-Indigenous peoples.

Professor Dion holds a PhD, MEd and BEd from the University of Toronto, and a BA from the University of Waterloo. She is an internationally respected scholar and researcher in Indigenous relationships and education.

This is an important time for 91亚色 as it works to decolonize and address issues of racism, including anti-Indigenous racism, and strengthen the community to be more welcoming, equitable and inclusive. In the role of associate vice-president Indigenous initiatives, Professor Dion will draw on her expertise, experience and energy to drive the further implementation of 91亚色鈥檚 Indigenous Framework, support the implementation of the Decolonization of Research Administration Report recommendations, and several other Indigenous Initiatives across our campuses.

Please join me in welcoming Professor Dion to her new role. I look forward to working with her over the coming years as she works to advance Indigenous Initiatives across 91亚色 and with our community partners.

Miigwech, merci and thank you.

Sheila Cote-Meek
Vice-President Equity, People and Culture

Nomination de Susan D. Dion, toute premi猫re vice-pr茅sidente associ茅e aux initiatives autochtones

Boozhoo, kwe kwe, Bonjour, Warm Greetings,

J鈥檃i le plaisir d鈥檃nnoncer la nomination de听Susan D. Dion听(PhD) au poste nouvellement cr茅茅 de vice-pr茅sidente associ茅e aux initiatives autochtones 脿 compter du 1^er听septembre 2021.

Susan Dion est une universitaire lenape et potawatomi d鈥檃scendance mixte irlandaise et fran莽aise. Elle a 茅t茅 la premi猫re Autochtone du corps professoral 脿 锚tre embauch茅e pour un poste menant 脿 la permanence 脿 la Facult茅 de l鈥櫭ヾucation de l鈥橴niversit茅 91亚色. Madame Dion a rejoint les rangs de 91亚色 en 2001 et a obtenu le titre de professeure titulaire cette ann茅e (2021).

D猫s son arriv茅e 脿 91亚色, Susan Dion a d茅montr茅 son engagement 脿 appuyer les initiatives autochtones. Elle a travaill茅 avec les 茅tudiants autochtones et l鈥檃dministration de l鈥橴niversit茅 pour r茅pondre aux besoins et aux int茅r锚ts des 茅tudiants par son plaidoyer et son appui en faveur de l鈥櫭﹖ablissement 脿 l鈥橴niversit茅 91亚色 des Services de soutien aux 茅tudiants autochtones et du Centre pour les 茅tudiants autochtones. Elle a 茅t茅 membre fondatrice du Conseil autochtone de l鈥檈nseignement de 91亚色 (aujourd鈥檋ui Conseil autochtone de 91亚色), dont elle a 茅galement 茅t茅 la copr茅sidente pour trois mandats entre 2004 et 2015. En 2014, Susan Dion a 茅t茅 la premi猫re directrice aux 茅tudes du Centre de services aux 茅tudiants autochtones.

脌 la Facult茅 de l鈥櫭塪ucation, Susan Dion a dirig茅 la mise en place du cheminement 奥眉濒茅别濒丑补尘&苍产蝉辫;: Initiatives autochtones en enseignement, notamment la cohorte de ma卯trise en Enseignement autochtone urbain, une cohorte de doctorants autochtones, et le Programme Waaban de formation des enseignants autochtones. Ciblant l鈥檈nseignement autochtone urbain, la d茅colonisation des syst猫mes d鈥檈nseignement et, plus r茅cemment, la souverainet茅 en mati猫re de formation, son enseignement, ses travaux de recherche et ses services permettent d鈥檃pprofondir la compr茅hension des 茅pist茅mologies et des ontologies autochtones, comblent les lacunes des 茅ducateurs relativement aux peuples, aux histoires et aux cultures autochtones, et d茅terminent, en les analysant, les exp茅riences, les perspectives et les espoirs des 茅tudiants autochtones en mati猫re de formation. Susan Dion a dirig茅 de nombreux projets de recherche, parmi lesquels nIshnabek de'bwe wIn // telling our truths (CRSH, 2017) et inVISIBILITY INDIGENOUS IN THE CITY (CRSH, 2013). Apr猫s la publication de son livre 脿 succ猫s Braiding Histories: Learning from Aboriginal People鈥檚 Experiences and Perspectives (2009), elle a poursuivi avec Braided Learning: Illuminating Indigenous Presence through Art and Story, dont la publication est attendue pour janvier 2022. Susan Dion est une experte en culture ma卯tris茅e des relations respectueuses et 茅quitables entre les Autochtones et les personnes non autochtones.

Madame Dion d茅tient un baccalaur茅at, une ma卯trise et un doctorat en 茅ducation de l鈥橴niversit茅 de Toronto, ainsi qu鈥檜n baccalaur茅at 猫s arts de l鈥橴niversit茅 de Waterloo. Elle est une universitaire et une chercheuse internationalement respect茅e dans le domaine des relations et de la formation autochtones.

Cette nomination constitue un moment crucial pour l鈥橴niversit茅 91亚色, qui travaille 脿 la d茅colonisation et 脿 la r茅solution des probl猫mes relatifs au racisme, notamment au racisme anti-Autochtones, ainsi qu鈥櫭� un renforcement de la communaut茅 afin que celle-ci soit plus accueillante, 茅quitable et inclusive. Au poste de vice-pr茅sidente associ茅e aux initiatives autochtones, Susan Dion s鈥檃ppuiera sur son expertise, son exp茅rience et son 茅nergie afin de poursuivre plus avant la mise en 艙uvre du Cadre autochtone de l鈥橴niversit茅 91亚色, d鈥檃ppuyer la mise en 艙uvre de la d茅colonisation des recommandations du Rapport d鈥檃dministration des travaux de recherche, et de soutenir plusieurs autres initiatives autochtones sur l鈥檈nsemble de nos campus.

Veuillez vous joindre 脿 moi pour accueillir Susan Dion 脿 son nouveau poste. J鈥檃i h芒te de collaborer avec elle au cours des ann茅es 脿 venir dans le cadre de ses travaux pour faire progresser les initiatives autochtones sur l鈥檈nsemble de l鈥橴niversit茅 91亚色 et avec nos partenaires communautaires.

Miigwech, merci et thank you.

Sheila Cote-Meek
Vice-pr茅sidente de l鈥櫭﹒uit茅, des personnes et de la culture

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The President's University-Wide Teaching Awards are chosen from four categories: full-time faculty with 10 or more years of teaching experience, full-time faculty with less than 10 years of experience, contract and adjunct faculty, and teaching assistants. They are selected by the Senate Committee on Awards. The goal of the awards is to provide significant recognition for excellence in teaching, to encourage its pursuit, to publicize such excellence when achieved across the University and in the wider community, and to promote informed discussion of teaching and its improvement.

Receiving the awards this year are Hossam Ali-Hassan, Gordana Colby, Sofia Noori and Michael Kenny. They were chosen from numerous nominations received by the awards committee. Each award winner will have their names engraved on the University-Wide Teaching Awards plaques displayed in Vari Hall.

Glendon international studies Professor Hossam Ali-Hassan has been named the recipient of the 2021 President鈥檚 University-Wide Teaching Award in the full-time tenured faculty with 10 or more years full-time teaching experience category. Ali-Hassan鈥檚 nomination highlighted his balanced approach to teaching, with a mix of technology and human abilities, with approachability and generosity that inspires student success and well-being. In addition, his colleagues mention the complementary relationship between his research, teaching and service to the University in administrative roles. More broadly, his continual self-development through perfecting his pedagogical approach and updating courses to incorporate in-demand skills and real-life experience improve the student experience at 91亚色.

Gordana Colby, assistant professor of economics (teaching stream), is the recipient of the 2021 President's University-Wide Teaching Award in the full-time faculty with less than 10 years teaching experience category. A 91亚色 alumna, Colby is the Department of Economics鈥� first full-time faculty member in the teaching stream. In their submission to the awards committee, Colby鈥檚 nominators highlighted her passion for teaching and improving the student experience at 91亚色, which they note promotes excellence in teaching and learning. Her nominators spoke of her commitment to enhancing student experience and engagement in academics and curricular activities. They praised the many innovative and transformative ways she has fostered student success while promoting 91亚色鈥檚 instructional priorities in first-year experience and e-learning.

The 2021 President's University-Wide Teaching Award in the contract and adjunct faculty category has been awarded to Sofia Noori, a course director in the Faculty of Education. Noori was praised by her nominators for her commitment to creating an academically rigorous learning environment that is also a safe and inclusive space for students to express and hear a wide range of perspectives. Student letters in support of her nomination for the award speak about how Noori鈥檚 approach to teaching has inspired them to further their critical and imaginative capacities in ways that cultivate social and political awareness and justice. More broadly, her nominators spoke of her exemplary commitment to curricular development, innovative teaching and inclusive student engagements, all of which promote excellence at 91亚色.

91亚色 Teaching Assistant听Michael Kenny听received the 2021 President's University-Wide Teaching Award in the teaching assistant category. Kenny is a PhD candidate in the Faculty of Education and a research associate with the Robarts Centre for Canadian Studies. In their submission to the awards committee, Kenny鈥檚 nominators praised his leadership as a teaching assistant and his ability to empower his students to seek positive change in addressing today鈥檚 environmental and social concerns through advocacy, policy change and community service. His nominators expressed their high regard for his support of students by fostering a respectful and inclusive environment in his classrooms, and despite the challenges of the pandemic, promoting excellence among his students.

Courtesy of YFile.

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This annual celebration was cancelled in 2020 due to the emerging crisis of the COVID-19 pandemic. One year later, mass vaccinations are hinting that there will be an end of the pandemic. Organizers decided to proceed with the celebration, which was offered over Zoom and co-hosted by the Office of the President and the Office of the Vice-President Research & Innovation.

Welcome remarks were delivered by President and Vice-Chancellor Rhonda L. Lenton and Vice-President Research and Innovation . Lenton presented each of the 2020 President's Research Awards. The 2021 award recipients were announced by Asif. The celebration also included a series of videos, which featured all of the 140 recipients from 2019 and 2020. Faculty of Health Professor , associate vice-president research, MCed the celebration.

The recipients of the 2020 President鈥檚 Research Awards are:

, School of Kinesiology & Health Science, Faculty of Health, was selected for the President鈥檚 Emerging Research Leadership Award (PERLA) in Cluster 1: Engineering, Science, Technology, Health and Biomedicine, as a reflection of his outstanding leadership in and contribution to the fields of exercise physiology, metabolism and skeletal muscle health.

Since 2012, when he came to 91亚色, Perry has contributed significantly to the success of the University, both internally and externally. He established the only human muscle biopsy lab at 91亚色, where he investigates the basic cellular mechanisms of muscle fitness and applies these discoveries toward developing novel therapies to treat muscle weakness disorders.

In 2016, he was elected to serve as a director, academic, for the Canadian Society for Exercise Physiology, Canada鈥檚 major authority in exercise science and prescription. This society focuses on integrating state-of-the-art research into best practice. It comprises professionals interested and involved in the scientific study of exercise physiology, exercise biochemistry, fitness and health.

Perry was the recipient of the 2017 Faculty of Health Research Award (early career). He has also received multiple internal and external awards, including funding from the Canada Foundation for Innovation, the Ontario Research Fund, the Natural Sciences & Engineering Research Council of Canada, the James H. Cummings Foundation, the Rare Disease Foundation and industry funding.

, Schulich School of Business, was chosen for the President鈥檚 Emerging Research Leadership Award (PERLA) in Cluster 2: Social Science, Art & Design, Humanities, Business, Law and Education Cluster), for his extraordinary leadership and contribution to the fields of marketing and consumer studies. As the Canada Research Chair in Entrepreneurial Innovation and the Public Good, he develops insights that inform business and policy-makers about the benefits of effectively communicated innovation and the potential costs to susceptible consumers and society. He examines how marketers can better communicate product and service innovations to maximize adoption and awareness. This work focuses on new product design and innovation, as well as product categorization, category ambiguity and visual processing.

In 2012, Noseworthy was appointed scientific director of the NOESIS Innovation, Design & Consumption Laboratory, a world-class behavioural lab at Schulich, to extend his primary research programs. The NOESIS lab is intended to foster innovative research into consumption, consumer behaviour and design. Noseworthy has developed this lab with the specific goal of conducting high-quality research, training skilled personnel and facilitating knowledge mobilization. Broadly speaking, Noseworthy鈥檚 research program is designed to help combat Canada鈥檚 innovation deficit by helping the private sector transfer knowledge into commercialized products and services to grow the economy.

, Department of Psychology, Faculty of Health, was selected for the President鈥檚 Research Impact Award (PRIA) for her innovative contributions to psychology and mental health in the areas of bullying, aggression and violence, especially among marginalized children, youth and families.

In recognition of these contributions, Pepler was named an Officer of the Order of Canada by the Governor General. She is the only psychologist recognized by the Canadian Psychological Association for distinguished contributions to both psychology as a science and public or community service.

Pepler received a Network of Centres of Excellence grant to establish PREVNet 鈥� Promoting Relationships & Eliminating Violence Network, funded from 2006-19. She built this interdisciplinary network with her former PhD student Wendy Craig (Queen鈥檚 University), with over 120 researchers, 150 graduate students and 62 national organizations. PREVNet鈥檚 researchers and partners co-created over 150 resources for bullying prevention and healthy relationships. PREVNet was the culmination of Pepler鈥檚 decades of research linking science with practice and public policy for children鈥檚 healthy development and healthy relationships.

Pepler鈥檚 research embedded in clinical and community settings has real impact on the lives of children, youth and families. She has a strong publication record, having written or co-edited 10 books and more than 200 journal articles, chapters, and reports. In 2007, Pepler was recognized as a Distinguished Research Professor by 91亚色 for her groundbreaking research.

, Department of Physics & Astronomy, Faculty of Science, was chosen to receive the President鈥檚 Research Excellence Award (PREA) in the Engineering, Science, Technology, Health and Biomedicine Cluster, for his exceptional contribution to atomic, molecular and optical physics.

Hessels, 91亚色 Research Chair in Atomic Physics and a 91亚色 Distinguished Research Professor, has led numerous research projects that have far-reaching consequences for the understanding of the laws of physics. He is leading a collaboration whose goal it is to use ultraprecise measurements of the electron to study one of the fundamental unresolved questions of physics.

In 2019, Hessels led a study published in the esteemed journal Science, which found a new measurement for the size of the proton at just under one trillionth of a millimetre. The study confirmed the 2010 finding that the proton is smaller than previously believed. The year before, Hessels led a team that achieved the most precise measurement of the fine structure of helium ever recorded. His researchers had been working on this for eight years.

Hessels is now leading a collaboration (EDMcubed) that is attempting to measure the shape of the electron 鈥� or, more specifically, whether its charge is evenly distributed. This measurement will try to shed light on one of the fundamental mysteries of physics: why the universe is made entirely of matter (electrons, protons etc.) and, unexpectedly, has no antimatter (anti-electrons, antiprotons etc.).

The recipients of the 2021 President鈥檚 Research Excellence Awards are:

, Department of Mechanical Engineering, Lassonde School of Engineering, was selected as the recipient of the President鈥檚 Emerging Research Leadership Award (PERLA) in Cluster 1: Engineering, Science, Technology, Health and Biomedicine.

The award demonstrates the complexity and relevance of Rezai鈥檚 research in utilizing science and engineering concepts built on the fundamentals of fluid mechanics, material engineering, electronics and microbiology to tackle pressing global challenges in both the health and safety sector, and in the field of bioengineering. His impact on his discipline is demonstrated by his receipt of funding as a principal investigator that spans Tri-Council, industry and provincial sources.

His research has resulted in 47 journal papers, seven book chapters, two issued and two submitted United States patents and 50 conference papers. His achievements were recognized by the prestigious Early Researcher Award from the Ministry of Economic Development, Job Creation & Trade in 2019 as well as the I. W. Smith Award from the Canadian Society for Mechanical Engineering in 2021.

Rezai joined 91亚色 in 2013 and initiated a graduate program in Mechanical Engineering at Lassonde in 2015 while serving as the graduate program director since 2015. His work has earned four competitive best paper conference awards, the Natural Sciences & Engineering Research Council of Canada Visiting Fellowship in 2012, and multiple awards obtained by his students in the past five years. His work has also been recognized in 2017 and 2018 by the Early Researcher Lassonde Innovation Award and the Early Researcher Lassonde Innovation Fund. He provides leadership in his innovative research program and his mentorship and supervision. He has built international connections and his engagement has raised 91亚色鈥檚 research profile.

, School of Kinesiology & Health Science, Faculty of Health, is the recipient of the President鈥檚 Emerging Research Leadership Award (PERLA) in Cluster 2: Social Sciences, Art & Design, Humanities, Business, Law and Education. The award illustrates her leadership in the field of research on the promotion of physical activity among children with disabilities.

Bassett-Gunter has developed an interdisciplinary program of research that has made contributions to the fields of behaviour change psychology, physical activity promotion, health communication and knowledge translation.

Since joining 91亚色 in 2013, she has published 42 papers in leading journals, and she has shared her research at numerous conferences throughout Canada and internationally. In 2018, she earned the prestigious Early Researcher Award from the Ontario Ministry of Research & Innovation.

Bassett-Gunter has secured significant external research funding in competitive, peer-reviewed grants as both a principal investigator and co-investigator from major granting agencies, including the Social Sciences & Humanities Research Council and the Canadian Institutes of Health Research. Her mentorship impact is evidenced by the success of her students, many of whom have had their research published in leading journals and have secured Tri-Council and other funding. Bassett-Gunter provides leadership in her innovative research programs and in her mentorship and supervision. She has built international connections and her engagement has raised the research profile of 91亚色.

, the Jean Augustine Chair in Education, Community and Diaspora, Faculty of Education, was selected as the recipient of the President鈥檚 Research Impact Award (PRIA). James is the senior advisor on equity and representation in the Office of the Vice-President of Equity, People & Culture.

James is a leading Canadian scholar and researcher in the areas of equity and inclusivity in education, community development, immigration policies and settlement, and critical ethnography. In relentlessly documenting and addressing inequities related to Black and other marginalized groups, James has become internationally renowned for tackling and naming issues of racial inequity, and forging evidence-based policies and actions through innovative participatory research.

His track record clearly speaks to his strong success in designing and carrying out funded programs of research, including ministry, Tri-Council, corporate, school board, foundation, and community-based grants and contracts. He successfully engages his graduate students, involving them in writing and presentations, as co-authors of scholarly work and as active partners in knowledge mobilization activities.

In 2008, he founded the 91亚色 Centre for Education & Communities, which he directed until 2018. James鈥� impressive scholarly output includes over 20 authored and co-authored, edited and co-edited books; over 130 book chapters and articles in refereed journals; reports, reviews and educational resources; and hundreds of presentations and workshops. With research that reaches a wide range of audiences, from scholars to policy-makers to the public, and that has undoubtedly enhanced 91亚色鈥檚 research reputation, James is most deserving of the 2021 PRIA.

, Faculty of Environmental & Urban Change, was selected as the recipient of the President鈥檚 Research Excellence Award (PREA). The award is in recognition of her outstanding accomplishments and leadership as an internationally recognized scholar of human displacement, humanitarian response, feminist geopolitics and refugee subjectivity.

In January 2021, she was appointed associate vice-president research in the Office of the Vice-President Research & Innovation. Hyndman has been an exceptional leader in building research programs at 91亚色 and in training the next generation of scholars. From 2013 to 2019, she served as director of 91亚色鈥檚 Centre for Refugee Studies, expanding its mandate and strongly supporting faculty to compete successfully for funds to facilitate innovative research and publish in top peer-reviewed journals and books.

Hyndman is a prolific scholar whose list of publications 鈥� in peer-reviewed journals and with esteemed book publishers 鈥� is extensive. Most recently, she co-authored, with 91亚色 Professor Emerita Wenona Giles, Refugees in Extended Exile: Living on the Edge (Routledge, 2017). She has two monographs, Managing Displacement: Refugees and the Politics of Humanitarianism (Minnesota University Press, 2000) and Dual Disasters: Humanitarian Aid after the 2004 Tsunami (Kumarian Press, 2011), plus a co-edited volume with Giles, Sites of Violence: Gender and Conflict Zones (University of California Press, 2004). She has conducted community-based research, applied work for the United Nations and governments, and is one of 91亚色鈥檚 most highly cited scholars in the social sciences and humanities.

To view the program for the 2020 Research Awards Celebration, click here. To view the program for the 2021 Research Awards Celebration, click here.

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Britzman is the Tier 1 91亚色 Research Chair in Pedagogy and Psycho-Social Transformation and focuses her research on the histories of psychoanalysis with education.

Anticipating Education is addressed to teachers, professors and students engaged in the critical, conceptual study of subjectivity at the heart of education. Britzman writes of education as if it could be conducted as an uncertain search for concepts, ideas, histories, emotional situations, and states of becoming.

Readers will encounter surprising narratives, studied as lost memories, predicaments of trying to know, and desires for greater freedom, all treated as touchstones of old and new conflicts affecting university life.

Four themes of teaching and learning are analyzed: phantasies of education; difficult knowledge; transforming subjects; and psychoanalysis with education. Britzman joins the tenders of emotional situations of pedagogy as stretching from historical trauma, social change, sexuality, learning inhibitions, and dynamics of love and hate in group life. The book furthers Britzman鈥檚 highly influential and groundbreaking contributions to thinking broadly on the reach and limits of having education.

In her introduction, 'Late Education,鈥� Britzman writes, 鈥淚f one could return to the sources of education, to where it all began, where would one be and with whom? What causes could be remembered? Such questions imagine education as a state of mind and the object of our search...鈥�

As one of the most cited and prolific scholars in education, Britzman is internationally known for her erudite writing in the fields of philosophy, psychology, history, teacher education, critical theory, and literary studies and for taking on the difficult knowledge of our time.

In addition to earning the Tier 1 91亚色 Chair, Pedagogy and Psychosocial Transformations in 2017, Britzman has previously earned awards and recognition, including: Fellow of the Royal Society of Canada; and Hans Loewald Memorial Reward, Internal Forum for Psychoanalytic Eduction (2015).

For more on the book, visit this听.

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