The program highlights contributions that position 91亚色 as an instutition for research excellence and transformative innovations. 

Research contributed by more than 60 faculty members reflect the breadth of the University's research strengths, spanning sustainability, law, AI, chemistry and the social sciences.

"I am exceedingly proud to be part of an institution that contains the kind of excellence we are celebrating," says Lisa Philipps, interim president and vice-chancellor. "91亚色 is an institution that offers educational experiences to our students that are informed by this deep research, scholarly and creative excellence; and a place where we also make it part of our mission to reach outside the metaphorical walls of the University to share and collaborate with communities, industry, policy-makers, the media and the wider public."

The recipients demonstrate the purposeful research that is fundamental to real-world change, says Amir Asif, vice-president, research and innovation

The annual awards program serves as an opportunity to recognize the excellence, creativity and ingenuity of 91亚色' research community.

Awards

President鈥檚 Emerging Research Leadership Award (PERLA)
Christopher Caputo, associate professor in the Faculty of Science, received this award for his contributions to sustainable chemistry and materials science. His research advances the use of Earth鈥慳bundant elements as alternatives to rare and precious metals, addressing key environmental and sustainability challenges while influencing catalytic and materials science.

A Tier II Canada Research Chair and recipient of the John Charles Polanyi Prize in Chemistry, Caputo has secured more than $4 million in research funding. His work has resulted in 21 patents and strong industry engagement, demonstrating the translation of discovery into application.  

The President鈥檚 Emerging Research Leadership Award was also awarded to Emily Kidd White, associate professor at , for her pioneering scholarship at the intersection of law, emotion and constitutional theory. Her work applies the philosophy of emotion to legal analysis, examining the gap between formal legal reasoning and the lived realities of legal practice, particularly in international law. 

Her research has shaped scholarly conversations across disciplines and established her as a thinker of global influence, strengthening 91亚色鈥檚 research profile and academic mission. 

President鈥檚 Research Excellence Award
Presented to Jimmy Huang, professor in the Faculty of Liberal Arts & Professional Studies, this award recognizes his contributions to information retrieval, data mining, AI and natural language processing. A Tier 1 91亚色 Research Chair and founding director of the Information Retrieval and Knowledge Management Research Lab, Huang has played a leading role in shaping the future of AI research, including some of the earliest systematic evaluations of large language models.

Huang has secured more than $7 million in external research funding and his work has influenced practice across industry and health care. His mentorship record includes supervising 16 postdoctoral fellows, 23 doctoral students and 32 master鈥檚 students, many of whom have gone on to academic careers.  

President鈥檚 Research Impact Award
Kerry Kawakami, professor in the , received this award聽for the influence and reach of her scholarship on unconscious bias. Her research has reshaped how systemic inequality is understood across academic,聽legal聽and institutional contexts, extending well beyond the聽post-secondary聽sector.

Kawakami鈥檚 work has informed legal practice and judicial decision鈥憁aking, including professional development programs for the Law Society of Ontario, expert testimony and keynote addresses. Her research has been cited in multiple U.S. Supreme Court decisions, demonstrating its impact on public understanding, policy and the pursuit of justice. 

The awards ceremony also highlighted faculty in other categories. 

Book Awards, Literary and Artistic Achievements
Six honourees received this award for their books, creative works and exhibitions that received national or international recognition from peers and leading cultural institutions. 

Major Grants
Recognition for researchers leading significant, externally funded research initiatives that advance knowledge and address complex societal challenges was awarded to seven honourees. 

Other Learned Societies, Fellowships and Awards
91亚色 awarded 12 honourees with this award for their leadership and contributions that have been recognized through election to learned societies, prestigious medals, professional fellowships and national or international honours. 

Outstanding Early Career Awards
Four honourees earned this award to recognize the notable achievements of 91亚色鈥檚 early-career researchers whose work shows strong promise and leadership within their fields. 

Significant Knowledge Mobilization &Impact Awards
For knowledge mobilization and impact outside of academia, 14 honourees were recognized with this award. 

91亚色 Research Chairs, Canada Research Chairs and Distinguished Research Professors
Fifteen honourees were celebrated for these appointments that support research excellence and scholarly leadership at the highest level in their respective fields. 

Royal Society of Canada & Governor General Awards
Two honourees earned this distinction, recognizing faculty who have made remarkable contributions in their research pursuits related to science, humanities and the arts. 

View the slide deck below to see a full list of recipients. 

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Now in its 14th year, the award honours Robert J. Tiffin, who served as 91亚色鈥檚 vice-president, students, for nine years. University community members nominate individuals who demonstrate leadership and make valuable contributions to 91亚色.   

This year鈥檚 recipients represent a wide range of disciplines and leadership pathways, says Yvette Munro, vice-provost, students. 

鈥淭he depth and breadth of leadership shown by our students is remarkable and we continue to see the meaningful ways they contribute to 91亚色," says Munro. 鈥淲hether they are supporting students across the University, within their Faculty or in groups built around shared interests or lived experiences, their leadership helps strengthen the 91亚色 community.鈥� 

Recipients of the award play a vital role in shaping the 91亚色 student experience and enhancing the character of 91亚色, says Tiffin. 鈥淭hey have led, not because they were asked, but because they cared enough to step forward. Through their contributions they have nurtured a 91亚色 tradition of a university that embraces new ideas and innovative thinking.鈥� 

The winners were celebrated on May 6 at 91亚色鈥檚 Keele Campus. 

2026 Robert J. Tiffin Student Leadership Award recipients

Devonte Ellis, bachelor of education

Ellis has made extensive contributions to 91亚色's Music department and the Faculty of Education. He has been a festival coordinator, president of the Music Education Students鈥� Association and previous Chair of music's leadership council. He is also the founder and director of the Lions drumline and marching band. Additionally, Ellis has worked in student governance across the University in multiple positions and says one of his most impactful achievements has been as president of the Faculty of Education Students鈥� Association.

Isabella Gouveia, bachelor of arts (specialized honours) in history and concurrent education

Gouveia has been actively involved in student engagement at 91亚色. She began as an Orientation Week lead captain for Founders College, followed by the Orientation director of partnerships and integration. In this role, she built relationships with various departments and staff and supported transitioning students across the University. Her orientation involvement also led her to serve as president of Founders College Student Council for two years.

Anaum Fatima Iqbal, bachelor of education

Iqbal has been a long-standing active participant of Calumet College and is now president of Calumet College Council. She actively spearheads new initiatives for the council, including converting one of the college鈥檚 spaces into a multi-faith prayer space and tacking food insecurity by providing free monthly breakfasts to college members. Iqbal has also been the vice-president of athletics and a student success mentor lead for the college.

Dipanpreet Kaur, bachelor of arts (honours) in English and professional writing

Kaur has been involved across campus since her first year, with involvement across the Faculty of Liberal Arts & Professional Studies (LA&PS) and 91亚色鈥檚 international community. She is the president of the International Student Association of 91亚色, a council member of the Dean鈥檚 Circle of Student Scholars and was the marketing director for Peace by PEACE. Kaur says her most meaningful contribution has been supporting international students as they adjusted to university life, which inspired her to step into larger leadership roles.

Rubaljeet Kaur, bachelor of commerce (specialized honours) in accounting

Kaur is dedicated to creating spaces at 91亚色 where others can feel seen and have their voices heard. She is the founder and president of the Asian Women in Commerce Association, a community of more than 30 members that addresses representation gaps in business leadership, and hosts the Women in Law Association podcast. Kaur also holds leadership roles with the Social Work Students鈥� Association, LA&PS, 91亚色 International and 91亚色's Asian Youth Network.

Jaryeon Lee, master of science in kinesiology and health science

Lee鈥檚 passion for health sciences is apparent through her leadership in the field. As president of the Kinesiology and Health Sciences Graduate Student Association, Lee expanded outreach, strengthened the academic and professional community within the department and launched a new mentor-mentee program. She was also a graduate student representative on the Academic Council of Kinesiology and Health Science and is currently a representative for the Kinesiology and Health Science Curriculum Exercise meetings.

Nikan Movahedi, bachelor of science (specialized honours) in kinesiology and health science

Movahedi has led numerous initiatives at 91亚色 focused on health research and education. He is a coordinator for the largest health-oriented conference dedicated to undergraduate researchers in Canada and established the 91亚色 Blood Initiative, 91亚色鈥檚 first structured transportation system to local donation centres. Additionally, Movahedi is a student health ambassador and a student representative for the and has been both a volunteer research assistant and mentor.

Simone Elizabeth Pimenta, bachelor of business administration (honours) specialization in marketing and strategic management

Inspired after attending Orientation Week in her first year, Pimenta decided to serve as an Orientation Week executive the following year, followed by Orientation Week Chair for the Schulich School of Business. Pimenta has been heavily involved with the as the current president of the Undergraduate Business Society, as a former mentor for Schulich Women in Leadership and as a senior advisor for the Schulich Business Law Association.

Tariq Salim, bachelor of electrical engineering

Salim has been very involved in the throughout his degree. He has served as a WeekZer0 leader and vice-chair, where he executed programming and created an inclusive environment for new students to feel comfortable and confident. Salim has been an electrical engineering program representative within Lassonde, advocating for student concerns, and is currently the Lassonde representative for Bethune College Council.

Cheyenne Schmidt-Harlick, bachelor of arts (honours), double major in psychology and Indigenous studies

Schmidt-Harlick has made a lasting impact on Indigenous student support and representation across the University. During her time as president of the Indigenous Students Association at 91亚色 and as a student success mentor for Indigenous Student Services, she created welcoming spaces through advocacy, programming and relationship building. Additionally, Schmidt-Harlick held roles as a marketing coordinator for the Undergraduate Psychology Students Association and as a student health ambassador.

Amy Yeung, bachelor of science in kinesiology and health science

Yeung, a kung-fu practitioner for more than 16 years, revived and rebuilt the Martial Arts Club at 91亚色, which now has more than 75 members. Through the club, Yeung shares cultural traditions, community building and provides an accessible space for physical activity. Inclusivity is at the forefront of Yeung鈥檚 leadership practices within the Martial Arts Club, where the needs of women, 2SLGBTQIA+, BIPOC and differently abled members are continuously advocated for.

Niemat Yusuf, bachelor of arts (specialized honours) in psychology

As president of Black Students in Psychology, Yusuf successfully restructured the organization and scaled the executive team from six members to 24. She also expanded cross-campus partnerships and launched a peer mentorship initiative to support upper-year Black psychology students. Yusuf has volunteered in peer advocacy and mentorship roles for the Centre for Sexual Violence, Response, Support & Education, the Black Student Mentorship Program and the Undergraduate Psychology Student Association.

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An associate professor of math education at 91亚色鈥檚 Faculty of Education, Osibodu focuses her research on how Black students experience math and how education systems can better support equity.

鈥淚 want Black learners who enter a mathematics classroom to be fully, completely themselves instead of feeling like they don鈥檛 belong,鈥� says Osibodu, who is keenly aware of the persistent and unfounded stereotypes about Black learners鈥� abilities in math 鈥� and how those beliefs intersect with Canada鈥檚 colonial legacy and history of immigration.

Osibodu鈥檚 teaching experience across three continents has fuelled her interest in and passion for addressing challenges faced by Black students in Canada. Before joining 91亚色, she taught secondary school mathematics in South Africa and later taught mathematics and mathematics education courses in the U.S. and Canada. Her research has since documented a range of obstacles faced by Black students in Canadian classrooms.

鈥淚t鈥檚 impossible to look at course syllabi without realizing that it鈥檚 important for equity to be at the core of the teaching practice,鈥� she says. 鈥淢y ultimate goal is to create math education where Black learners are thriving.鈥�

A key aspect of her work is understanding how Black students experience math, which, in Canada, requires knowledge of the population鈥檚 demography. As her colleague Carl James, the Jean Augustine Chair in Education, Community and Diaspora at 91亚色, has long emphasized, the Canadian Black community is diverse 鈥� including descendants who arrived via the Underground Railroad, families who immigrated from the Caribbean decades ago and more recent immigrants from sub-Saharan Africa 鈥� leading to a variety of educational experiences.

鈥淚t鈥檚 something I hope to explore,鈥� Osibodu says. 鈥淚n the United States, many scholars in mathematics education have studied the racialized experiences of Black learners and can trace these experiences through generations. In Canada, that isn鈥檛 the experience of most Africans, who are largely first-generation immigrants with a fairly young population.

African-born parents tend to be trusting of education systems, she notes. 鈥淚 want to understand how these parents navigate the mathematics education of their children in the Canadian system. I want to collaborate with and support these parents with more tools to advocate for their children better.鈥�

Osibodu is also examining how math education can address broader social and economic realities. Together with Alexandre Cavalcante at the Ontario Institute for Studies in Education at the University of Toronto, she has findings from their Social Sciences & Humanities Research Council of Canada Insight Development Grant exploring critical financial literacy among Black youth. The work highlights the importance of teaching financial literacy in response to Ontario鈥檚 2020 mathematics curriculum, which introduced financial literacy expectations.

The research emphasizes that financial literacy should be taught through a systemic lens (e.g. discussing barriers to financial systems) rather than focusing exclusively on personal responsibility (e.g. budgeting).

Osibodu鈥檚 scholarship often draws on decoloniality as a theoretical and analytical lens, particularly for work directly connected to sub-Saharan Africa. One of her examined the impact of coloniality through the widespread use of the British-developed Cambridge Assessment International Education curriculum throughout anglophone Africa.

Across her work, Osibodu returns to the same principle for math education worldwide.

鈥淚t is imperative for equity to be at the core of a mathematics education practice and to constantly challenge deficit narratives about who belongs and who doesn鈥檛,鈥� Osibodu says. 鈥淲e need to be very intentional in pushing against those narratives.鈥�

With files from Elaine Smith

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When Lakeshore Teachers鈥� College was absorbed into 91亚色 in 1971, McCarthy was among those who became founding members of the Faculty of Education at 91亚色.

She brought to the University a holistic approach to teaching, focused on all aspects of the child 鈥� including home and community 鈥� and grounded in a belief, increasingly shared at the time, that strong teacher-student relationships were central to learning.

She spoke to this in a 1969 article in Catholic News Service, saying: 鈥淭he teacher has to be prepared to reveal his own self 鈥� his own moral viewpoints, so long as he does not seem to impose them. Otherwise there is no relationship, no feedback."

Colleagues remember McCarthy for her approach to teaching. 鈥淪he shared her deep passion for teaching with her BEd students,鈥� says Professor Emeritus Ron Owston.

鈥淪he was also a warm, caring colleague,鈥� adds Owston. Professor Emeritus Donald Dippo also remembers her for the value she placed on creating connections not just with students, but within the Faculty. He recalls her as the first person to greet him when he joined 91亚色 in 1987, and how until her retirement, she hosted a year-end event at her home. 鈥淚t served as a rare and important opportunity for colleagues to engage as more than people passing in a corridor,鈥� he says.

McCarthy taught at 91亚色 for more than 25 years, demonstrating deep dedication to the success of her students 鈥� one eventually recognized through the MarySue McCarthy Bursary, established by the Faculty of Education Alumni Association in her honour. Since 2000, 49 recipients have been supported through the award.

In this way, she lives on in the students she taught, in those who have received awards in her name.

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The guide builds on the team鈥檚 2025 study of programming and practices at children鈥檚 museums in Canada and the United States.

Farley says museum educators are navigating increasingly constrained environments when addressing equity, diversity, accessibility and inclusion with young audiences. Often, the idea of 鈥渃hildhood innocence鈥� is cited as a reason to censor or downplay controversial and challenging ideas.

At the same time, Farley says, "children live within the social and political world, and are themselves subjects of and/or witnesses to injustices, violences and inequities."

She adds that the question then becomes "not how to protect them from difficult knowledge, but what it can mean to facilitate meaningful engagements.鈥�

Farley and her colleagues, including 91亚色鈥檚 Gillian Parekh, associate professor of education and doctoral candidate Suad Ahmed, conducted the original study in partnership with the Association of Children鈥檚 Museums (ACM). Their research found that while many children鈥檚 museums focus on exploration, play or self-expression, addressing social and historical issues with young audiences were secondary.

However, they also found that this trend is changing.

鈥淢useum programmers and educators are thinking carefully about how to better address topics that might conventionally be considered difficult for younger audiences,鈥� Farley says. 鈥淲e found a strong desire among educators for resources that can support their efforts to represent difficult knowledge in truthful ways, while also recognizing the unique considerations involved in working with children.鈥�

The new reflection guide is a collection of resources chosen for their currency, relevance and accessibility. Articles, videos, strategies and frameworks provide questions, issues and/or examples of programming and practices that represent controversial, diverse and/or difficult knowledge.

For example, the Canadian Museum of Human Rights offers frameworks and strategies for addressing such topics as 2SLGBTQIA+ rights, war and genocide, systemic racism and wrongful convictions, while the Museum of Toronto suggests resources to help museums become good allies in learning from Canada鈥檚 Indigenous communities.

There are also curricula developed to teach children about topics such as Black history and life, and articles offering guidance about how to broach painful experiences, such as grief and loss, with children in an age-appropriate manner.

Farley hopes the reflection guide will support museum decision-makers, exhibition creators and educators to engage difficult knowledge while also opening possibilities for children to become new people in relation to the legacies they inherit. The content of the guide has been informed by the team鈥檚 research along with the participating children鈥檚 museums.

Farley, who is also a member of the LaMarsh Centre for Child & Youth Resources at 91亚色, says childhood is a theme that runs through all of her research.

The project reflects her broader commitment to research that engages directly with communities, she says, and her drive to understand how scholarly work can support educators traversing complex issues.

鈥淚 began my career doing individual research with child psychoanalysis to foreground a productive tension between emotional conflict and transformation. The psychoanalysis part hasn鈥檛 changed, but I have branched out to work in collaboration with childhood scholars in Canada and the United States, and in this particular project, expanded my scope to include a community partner,鈥� she says. 鈥淚 was excited to see where impact can happen in community, and specifically how the scholarly interests of our research team could serve museum educators in thinking about the significance of their work.鈥�

With files from Elaine Smith

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From 2021-24, Silver was principal investigator on a project that explored how global discourse around gendered risk during the COVID-19 pandemic did 鈥� or did not 鈥� relate to the lived experiences of young people in Malawi. At that time, the small African country was also contending with the 2020 decision by the U.K. 鈥� one of several countries providing educational aid to Malawi 鈥� to cut a significant portion of its support as part of austerity measures.

Silver, is also a faculty affiliate in the Faculty of Graduate Studies Development Studies program and examines power dynamics in international development and humanitarian aid structures. She had the opportunity to observe how funding reductions ripple through relationships in schools and programs, which inspired a larger project: investigating how Malawians working in the education sector navigate shifts in austerity.

Silver and her colleagues also wondered what new possibilities for funding, partnerships and education might exist in the wake of these changes.

In December 2024, Silver returned to Malawi to meet with colleagues and explore research focused on post-aid futures. They piloted the study through interviews and discussions with local educators and then, something unprecedented happened, she says.

In March 2025, President Donald Trump shuttered the U.S. Agency for International Development, the world鈥檚 largest bilateral funder of education, removing support accounting for more than 13 per cent of Malawi鈥檚 2024-25 national budget.

These events prompted a paper 鈥� 鈥� funded in part by the 2025 Seed Grants in Critical Social Science Perspectives in Global Health Research.

The study examined the emerging impacts of aid cuts and found that while aid can improve lives, it often reinforces unequal power dynamics rooted in colonial histories. Conducted by a transnational team, the pilot explored whether such cuts could open space to rethink international development and support more locally driven approaches.

Silver, however, wanted to take the project further and has now received funding from the Spencer Foundation. The U.S.-based organization that supports education research will provide more than $500,000 for a three-year study entitled Reconfigurations and Refusals: Forging Futures Beyond Aid in Malawi鈥檚 Education Sector, allowing Silver to expand on the 2025 paper.

鈥淲e were pretty shocked and elated,鈥� Silver says, noting that only nine projects out of 380 submitted for consideration received funding. 鈥淚t feels very meaningful to be able to do this.鈥�

The research will include three longitudinal case studies involving Malawian educational organizations: a girls鈥� education NGO, a university and a basic education NGO. Silver and her partners will conduct an extensive interviews with individuals across government and the non-profit sector, capturing a broad range of perspectives from Malawi鈥檚 education landscape. The funding will also support local collaborators and enable the hiring of graduate students from 91亚色 and Malawi-based institutions, ensuring the research remains collaborative and grounded in the communities it studies.

The goal is to further understand how educational organizations and communities in Malawi respond to evolving pressures from international donors. 鈥淭he consequences of aid cuts are very harmful,鈥� says Silver, 鈥渂ut there is also much to be learned from how people respond, as it presents a chance to reimagine possibilities.鈥�

New opportunities may emerge if organizations are no longer required to align closely with donor priorities. The project will examine how these changes create space for local actors to set their own agendas, explore new approaches and potentially redefine education in Malawi. Early insights point to several pathways, including shifting decision-making and funding power to local organizations, developing alternative financing models such as regional partnerships, diaspora support, and private capital and diversifying funding sources to reduce reliance on U.S. aid.

Silver hopes the work will amplify how Malawian organizations are navigating this period of uncertainty and that insights will inform responses from remaining funders, including the Canadian government and international NGOs.

She also aims for the research to reach Canadian, North American and global audiences, offering new perspectives on how education systems can be designed and delivered in times of change. She notes that this is especially important in the current moment of global uncertainty. 鈥淭hinking about aid, responsibility and power 鈥� and how our world operates 鈥� is always important, but it is particularly crucial at this moment of rupture and change,鈥� she says, noting that austerity measures are affecting countries beyond the U.S., including the U.K. Germany.

Despite the potential global reach of the work, for Silver there is also a personal dimension. She has conducted research in Malawi since 2012 and the country holds significance for her. Initially drawn to Malawi as a space to reconsider international development because of the high concentration of international interventions relative to its size, she has come to appreciate how those in the country navigate an inequitable playing field 鈥� with lessons that may now serve as a model for the world.

鈥淪eeing how people are navigating this period and the creative ideas they鈥檙e developing is both interesting and meaningful to me,鈥� she says.

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Published in the , the study responds to the United Nations Decade of Healthy Ageing, an international framework aimed at improving the lives of older adults through age-friendly environments, better care systems and efforts to combat ageism. While these priorities are important, Balyasnikova and her co-authors 鈥� all co-conveners of the Educational Gerontology Special Interest Group at the British Society of Gerontology 鈥� felt it reflected a recurring gap.

鈥淎cross global health and aging policy frameworks, learning is largely absent or treated as peripheral,鈥� she says. 鈥淲e wanted to examine this omission more systematically and, importantly, to offer examples that demonstrate how participation in learning environments contributes to healthy aging and well-being.鈥�

To do so, the researchers turned to three real-world learning initiatives in Canada and the U.K. 鈥� projects they helped design, lead or facilitate. This first-hand involvement allowed them to analyze participant experiences in depth, rather than observe programs from a distance.

In Canada, older immigrants participated in the Seniors Storytelling Club, a 10鈥憇ession, arts-based language-learning program where learners created oral, written and multimodal stories while building community with peers. In the U.K., the team examined two initiatives: a one-day intergenerational co-creation workshop that used movement, drawing and collaborative activities to explore sustainability; and the Ageing Well Public Talks, an ongoing public education series launched in 2019 that has reached more than 90,000 participants worldwide.

Because the researchers were embedded directly in these initiatives, they collected varied forms of data. For the storytelling club, this included in鈥慶lass narrative work and follow鈥憉p interviews conducted over several months. The one鈥慸ay workshop was video recorded, supplemented by participants鈥� immediate reflections and post鈥慹vent surveys. The public talks incorporated continuous feedback loops 鈥� short surveys after each session, annual questionnaires and voluntary testimonials 鈥� creating a multi鈥憏ear record of participants鈥� learning experiences.

Taken together, these cases offered insight across different time scales: from a single immersive day to a multi-week program to an ongoing, multi-year public learning platform.

Across all three, Balyasnikova explains, they found that 鈥渙lder learners pursue education for diverse purposes, often closely tied to well-being and social engagement.鈥� The study did not measure clinical outcomes such as physical health or functional ability; instead, it focused on perceived improvements in social connectedness, cognitive engagement, empowerment and sense of belonging.

Participants consistently reported increased confidence, stronger social ties and a renewed sense of purpose. Learning later in life, the study shows, supports cognitive, emotional and social growth 鈥� helping older adults challenge age-related stereotypes, remain mentally active and participate more fully in their communities.

The findings challenge the dominant policy perspective shaped in part by the World Health Organization, which defines healthy aging primarily in terms of maintaining functional ability. Balyasnikova says this narrow focus contributes to reductive narratives about older adults.

鈥淒ominant narratives continue to cast older adults either as privileged individuals seeking only leisure or as vulnerable people in cognitive decline,鈥� she says. 鈥淭hese framings obscure the richness of learning later in life.鈥�

The study argues that overlooking learning as a core component of healthy aging is a missed opportunity in global policy. When learning does take place, it is often framed narrowly in terms of workforce participation rather than as a tool for well鈥慴eing and inclusion.

Balyasnikova emphasizes the broader implications of the work. 鈥淢ajor policy frameworks on healthy aging rarely engage seriously with education. Addressing this gap is essential for rethinking what learning can look like across the life course,鈥� she says.

By calling for learning to be explicitly integrated into global frameworks, Balyasnikova and the study advocates for a more holistic, inclusive approach to policy.

鈥淚 hope the article contributes to shifting both policy and practice,鈥� she adds. 鈥淚t makes the case for recognizing learning as integral to healthy aging frameworks and offers language to support advocacy for programming. But overall, we hope to add our voices to the growing global dialogue challenging reductive narratives about older adults.鈥�

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The study, published in , examined what insights two of the most commonly used English鈥憀anguage proficiency assessments 鈥� IELTS Academic and TOEFL iBT 鈥� offer in predicting how undergraduates perform in university studies.

Because universities around the world accept multiple tests as equivalent demonstrations of readiness, Barkaoui, who teaches in the Faculty of Education, wanted to determine whether IELTS and TOEFL function similarly in correlations with academic achievements. He did so by exploring new ground.

鈥淭here is a lot of research looking at the relationship between English-language proficiency (ELP) and academic achievement for international students in English-speaking universities, but most of it looks at this relationship in the first year or semester of study,鈥� he explains.

Barkaoui sought longer-term understanding of the correlation as it can influence the resourcees they need and receive. 鈥淯nderstanding these long-term effects has important implications for university admissions policies and policies regarding English-language support for international students,鈥� he says.

Barkaoui used archival data of 6,481 undergraduates over as many as 10 semesters, analyzing grade point averages alongside language assessments scores, prior scholarly performance and academic programs. He then examined how performance changed as their studies progressed in relation to the ELP test used for admission.

The results show that initial assessment scores do not always indicate learning outcomes in the same way. IELTS scores were more closely linked to first-semester grades and to how students鈥� scholarly performance changed over time, with lower scores often corresponding to early dips and higher scores to more stable results. In contrast, TOEFL results were only weakly associated with academic results and did not reliably predict either first-semester grades or longer-term GPA trends, suggesting the two tests capture different aspects of language readiness.

This underscore that success is multi-faceted and shaped by more than language alone, says Barkaoui. In programs with heavier reading and writing demands, such as social sciences and humanities, proficiency scores were more strongly tied to grades. In quantitatively oriented fields, such as business and economics, the relationship was weaker or sometimes negative, pointing to the role of discipline鈥憇pecific skills. Other factors 鈥� such as prior education experiences, program requirements and support networks 鈥� also contribute to how students navigate university.

For that reason, Barkaoui鈥檚 conclusion points toward helping institutions continue to refine how and when academic and language鈥憀earning supports are offered. The study suggests that undergraduate who enter with lower English-language proficiency may benefit from services that extend across multiple semesters, and that those resources may need to differ over time.

The research highlights why understanding IELTS- or TOEFL鈥憇pecific patterns matters. If universities understand how each test relates to learning experiences, staff supporting students can proactively tailor resources that foster success for all learners.

鈥淯nderstanding the long-term effects of ELP on academic success in different fields of study can inform policies regarding the use of ELP tests for admission and English-language support for these students and when it needs to be provided 鈥� whether early in their studies or throughout,鈥� Barkaoui says.

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Genomic Evidence for Precision Medicine for Selected Chronic Diseases Among Black Peoples in Canada 鈥� developed through collaboration with the Centre for Applied Genomics, at SickKids Hospital and McGill Genome Centre 鈥� is an effort to sequence the genomes of 10,000 Black Canadians to ensure equitable health care for an often-understudied population.

By sequencing the nucleotides that make up the participants鈥� DNA and RNA, researchers will gain a better understanding of how diseases affect Canada鈥檚 Black population and develop better precision medicines to target their conditions.

鈥淲e need to encourage these approaches for research, since medical studies often miss the racial diversity of health care recipients,鈥� says James, a renowned sociologist with a research focus on race and ethnic relations. 鈥淚n fact, we need to understand differences in all populations.鈥�

The study is led by four prominent medical researchers: Upton Allen, division head at SickKids Hospital鈥檚 Infectious Diseases and professor at the University of Toronto; Loydie Jerome-Majewska, McGill University Department of Pediatrics professor and co-founder/program lead for the Canadian Black Scientists鈥� Network (CSBN); Juliet Daniel, McMaster University cell biologist and cancer researcher; and OmiSoore Dryden, professor in the Faculty of Medicine, Dalhousie University.

James鈥� contributions are rooted in his strengths in public education and work on the diversity of Black communities in Canada. He will work toward strengthening community outreach and participant recruitment, helping to ensure that diversity among Black community members is reflected in the project. Additionally, he will help disseminate findings to Black communities and assist in developing education programs based on those findings.

The invitiation to join the project aligns closely with James鈥� work, as he is finalizing the fifth edition of his seminal textbook, Seeing Ourselves: Exploring Race, Ethnicity and Culture, due out in October 2026.

In the textbook, he reminds students that reporting one鈥檚 race as Black or white, for example, does not tell us about their genetic makeup, because race as a social construct materializes in individuals鈥� lives in different ways. Researchers have found that race as 鈥渁 biological marker鈥� 鈥� and related experiences with stress based on trauma, discrimination and economic hardship 鈥� contribute to higher levels of inflammation and poor health, he writes.

At the project launch on Jan. 27, Jean Augustine volunteered to enrol in the study and expressed appreciation for James鈥� involvement, noting that programs like these advance community education and health, which speak to her vision for the holder of the endowed Chair in her name.

As the project unfolds, James says, 鈥淚 want to make sure we pay attention to the heterogeneity within the Black community in Canada. For example, third-plus-generation Black Canadians聽are most likely聽to be of Caribbean descent, while most first- and second-generation Black Canadians are likely continental Africans. There are cultural and environmental differences that likely account for genetic differences.鈥�

Once the 10,000 genomes are sequenced and the results analyzed, researchers will be able to offer medical professionals, researchers and Black community members more information on disease patterns. The new data can be used to inform health education programs, as well as health screening and treatment.

鈥淭he ultimate goal is to address some of the social disparities and gain cultural understanding and treatment and to improve Black health,鈥� says James.

With files from Elaine Smith

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Through oration, folk tales, music, dance and even cooking, mothers have continued to impart cultural knowledge across generations.

It鈥檚 no surprise then, that as the inaugural assistant professor of Black thriving and education at 91亚色, Fearon wanted to explore the ways Black mothers come together with their children to cultivate leadership and literacy skills within education systems and beyond.

Inspired by her grandmother and grandaunts, who came to Canada from Jamaica in the 1960s with limited access to educational opportunities, Fearon鈥檚 research studies how Black mothers use storytelling in community-based literacy programs.鈥�

With an understanding of the barriers these women face in academic research spaces, Fearon was careful to develop a collaborative approach where Black mothers feel valued.

鈥淭hey鈥檝e complained, lamented, about the extractive nature of the research process,鈥� she says. 鈥淎nd when we look at the histories and the current relationships between researchers in academia and Black communities, it's not positive.鈥�

Fearon centres Black mothers as partners in the research process, grounding her work in respect and co-creation. To honour the cultural significance of storytelling, she uses an arts-informed approach that allows her to reimagine educational research as collaborative and cultural.

鈥淢y studies involve participants throughout all phases of the inquiry process 鈥� from helping conceptualize the study to determining how insights are disseminated, reimagining how research can be for us and by us,鈥� she says. The arts, including storytelling, play a prominent role in the daily lives of Black mothers who use it to impart knowledge, deepen relationships and make sense of the world around them.

Fearon facilitates this by expressing her findings visually, through artforms like graphic narratives and short stories. It鈥檚 an intentional approach, she says, because 鈥渢he mothers I work with help determine the best way to engage in any particular research study.鈥�

She notes that Black storytelling is鈥痠nextricably鈥痗ollaborative, built on relationships, engagement and dialogue between storytellers and listeners. Because of this, studying storytelling and related practices requires rethinking traditional research methods to reach deeper, more authentic understandings.

She sees her creative approach as a way to honour traditions safeguarded and cultivated by Black matriarchs, including her own grandmother and grandaunts. Their stories help to create an archive of the Black experience.

鈥淢y dream is that my creative approaches to research serve as an example of how the artistic lives of Black people can be upheld throughout the inquiry process,鈥� she says. 鈥淚 hope my work inspires other scholars, especially Black mother scholars, to reimagine research methods in ways that is creative, relational and relevant to participants."鈥�

Her vision, however, exists alongside a long history of challenges faced by Black communities and scholars in academic spaces, such as systemic racism, sexism and classism.

But the growing number of Black scholars being hired by universities affirms that her work 鈥� and engaging in different ways of thinking and researching 鈥� strengthen meaningful contributions to research and scholarship.

鈥�91亚色 enjoys a legacy of Black students, scholars and community members gathering throughout the year, but especially in February. We continue to gather on-campus and in the wider community in ways that affirm the complexities, beauty and everydayness of Black life and Black living in Canada,鈥� she says. 鈥淲e come together to dream, to organize and to remake academia and the world around us.鈥�

Fearon recently received a 91亚色 Black Research Seed Grant and a Social Sciences and Humanities Research Council grant, and will use the funding to widen her research scope. The seed grant will support research on the creative lives of Black teenaged girls, while the SSRCH grant will fund a study on the culturally specific leadership approaches of Black women principals and how it nurtures the well-being of elementary-aged Black children.

She鈥檚 also started a writing program for Black mothers who are showing up as scholars.

鈥淒r. Fearon has made an impressive start to her academic career at 91亚色 with this important research, first obtaining competitive federal and other funds and then embarking on work that鈥檚 impactful, necessary and transforming in nature,鈥� says Faculty of Education Dean Robert Savage. 鈥淲e, in the Faculty of Education, are delighted to support Stephanie in continuing her important work here, which has cascading impacts in and beyond the University, to empower diverse Black communities.鈥�

Her work is also a legacy project she hopes will open doors for her own children.

鈥淚'm already working to remake the university environment,鈥� she says. 鈥淢y dream is that my children can walk into academic spaces as their full selves and they can just be, knowing that they belong.鈥�

With files from Robin Heron

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