91��ɫ

Five members of the 91��ɫ community were honoured during Spring Convocation with the University's most prestigious awards in teaching and research: President’s University-Wide Teaching Awards and Distinguished Research Professor.

The recognition are among 91��ɫ’s highest academic honours, recognizing achievement that strengthens teaching and advances research across the institution.

This year’s recipients represent a wide range of disciplines and approaches, demonstrating excellence through innovative pedagogy, mentorship, research impact and a dedication to inclusive, engaged learning.

Distinguished Research Professorship

This title is awarded to a faculty member whose research has made a significant and lasting impact at 91��ɫ and beyond. It recognizes a sustained record of scholarly distinction and leadership that has shaped fields of study and strengthened the University’s academic reputation.

This year’s recipient is Professor Poonam Puri of , who holds the 91��ɫ Research Chair in Corporate Governance, Investor Protection and Financial Markets.

Puri is an internationally recognized scholar of corporate law and governance, securities regulation and investor protection whose research has shaped law, policy and practice in Canada and across the world. Over three decades at 91��ɫ, she has produced more than 100 publications, advancing understanding of corporate accountability, financial markets and the role of law in society.

Puri is also the co-founder and director of the Osgoode Investor Protection Clinic, which provides free legal assistance to people who have suffered investment losses and cannot afford a lawyer. This model has secured millions in external funding, expanded access to justice and trained more than 100 students, while generating research that informs policy in real time.

Puri also founded and co-leads the Business Law LLM at Osgoode Professional Development, bringing academic, regulatory and practical expertise into a professional learning environment.

Beyond academia, Puri's expertise has been sought out by regulators, governments and international organizations, and continues to influence global conversations on corporate governance, investor protection and business responsibilities.

At 91��ɫ, Puri has made a significant institutional impact, having served as Osgoode’s associate dean and associate dean of research, graduate studies and institutional relations. She has also chaired Osgoode’s Faculty Council several times and served as Chair of 91��ɫ’s Senate.

“I am touched and honoured to be recognized as a Distinguished Research Professor,” says Puri. “My home faculty, Osgoode Hall Law School, and 91��ɫ have been tremendous environments for pursuing meaningful work for close to 30 years.”

President's University-Wide Teaching Awards

These awards, selected by the 91��ɫ Senate, recognize faculty and teaching assistants who have made significant contributions to student learning through excellence in teaching. They span four categories: full-time senior 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.

Each recipient was honoured during a Spring Convocation ceremony and will have their name engraved on plaques in Vari Hall on the Keele Campus.

Full-time tenured faculty with 10 or more years full-time teaching experience

Nicole Nivillac, associate professor in the Faculty of Science, was honoured for her commitment to student learning, inclusivity and reflective teaching practice.

Nivillac, who primarily teaches first- and third-year courses in cell, molecular and microbiology, was praised by nominators for her evidence-based pedagogy, including interactive lectures, peer discussion and real-time feedback, alongside thoughtful curriculum design and mentorship that makes biology accessible, engaging and relevant.

Students, in particular, highlighted her ability to treat every question as a learning opportunity, working through areas of confusion to make complex ideas clear from multiple angles.

Professor Paula Wilson, who nominated Nivillac, stressed that this is all the more impressive given the scale of her classes. “She has an ability to talk to 500 students as if she is talking to each person individually,” says Wilson.

Nivillac was also singled out for her mentorship of teaching assistants. As undergraduate program director in the Department of Biology, she co-designed and co-hosts the department’s annual TA training to promote instructional consistency, equitable grading and student success across courses.

For Nivillac, the award represents a recognition of the teaching values she brings to the classroom. “It reinforces my belief in the transformative potential of teaching and the privilege of supporting students in their intellectual and personal growth,” she says.

Full-time faculty (tenured/tenure stream/CLA) with less than 10 years teaching experience

Andrew Skelton, associate professor in the Department of Mathematics and Statistics in the Faculty of Science, was recognized for his ability to engage students and create a welcoming learning environment.

Student nominators, in particular, praised Skelton for fostering a classroom environment where students feel comfortable asking questions, working through confusion and taking initiative in their learning.

They also described a teaching approach that emphasizes collaboration and discussion, with small-group work and multiple ways of approaching problems to enable different styles of learning.

He was further cited for teaching initiatives that support first-year students in their transition to university, including the integration of learning skills modules that address study habits, motivation and academic confidence.

He is particularly dedicated to mentoring undergraduate students, having supervised 72 in research and leadership roles.

Reflecting on the award, Skelton expresses gratitude for 91��ɫ, as well as the space and encouragement he has received to explore his teaching practice and grow as an educator.

He adds: “I’m thankful for the students I have had the pleasure of working with. I have taught, supervised, mentored and coached many students in and out of the classroom during my time at 91��ɫ, and I am consistently inspired and encouraged by their capacity.”

Contract and adjunct faculty

Wahid Khan, a course director in the Faculty of Education and a doctoral student in Kinesiology and Health Sciences, was selected for his commitment to creating inclusive learning environments where every voice, identity and experience is valued.

Supporters of his nomination highlighted his ability to foster deep learning by challenging deficit-based narratives and empowering teacher candidates to develop confidence, critical thinking and a strong sense of ethical responsibility as they prepare to enter the profession.

Across courses in mathematics education, health and physical education and professional studies, he connects theory to classroom practice through experiential learning, reflective inquiry and community-based activities, including practicum advising and real classroom scenario analysis, helping students see teaching as both a pedagogical and social responsibility.

For Khan, the honour reflects his focus on teaching as a relational practice. “This award affirms my belief that teaching is fundamentally relational. Some of the most meaningful moments in my career have come from students who have shared their stories, identities and experiences with courage and honesty,” he says. “I am grateful to work alongside remarkable students and colleagues whose curiosity, resilience and commitment to social justice inspire me every day.”

Teaching assistants

Prilly Bicknell‑Hersco, a PhD candidate in the Faculty of Education, was selected for recognition for her work as a teaching assistant supporting courses in Black studies focused on the experiences of Black communities.

Students and colleagues noted her inclusive, discussion-based approach to teaching. In tutorials, she creates spaces where students feel comfortable engaging in complex discussions, often guiding conversations in large classes of 150 to 200 students, about power, race and identity, while prioritizing diverse learning needs and encouraging active participation.

She was also commended for contributing to course development, including advocating for the integration of disability-focused content and delivering guest lectures that connect theoretical frameworks to real-world issues.

She is especially valued for presenting complex material in ways that are accessible without sacrificing intellectual rigour.

“To be recognized for creating classrooms where students feel seen, supported and empowered is an honour I will carry with me always,” she says.

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