I am pleased to inform the 91亚色 community that Beth Herbel-Eisenmann has been appointed dean of the Faculty of Education effective Jan. 1, 2027, following a national and international search process.

Herbel-Eisenmann joins 91亚色 from Michigan State University, a globally top-ranked Faculty of Education, where she is a Red Cedar Distinguished Professor in Teacher Education and director of the Program in Mathematics Education. She also holds a part-time appointment as a professor at the University of South-Eastern Norway.

Herbel-Eisenmann earned a PhD from Michigan State University in curriculum, teaching and educational policy, specializing in mathematics education and teacher education. She held prior faculty appointments at the University of Wyoming, the Ontario Institute for Studies in Education at the University of Toronto and Iowa State University before returning to Michigan State University in 2008.

Equity, power and voice sit at the centre of Herbel-Eisenmann's scholarship. Her research examines how language and discourse in mathematics classrooms and informal education spaces can reproduce or disrupt systems of privilege and oppression.

A distinctive feature of Herbel-Eisenmann's administrative leadership record is her service as a program officer at the U.S. National Science Foundation (NSF) from 2019 to 2022, where she managed large portfolios of grants, facilitated U.S. national workshops and contributed to internal policy and process improvements. Among her most notable achievements in this role was collaborating on a small team to co-design and launch the U.S. National Science Foundation's Racial Equity in STEM program, for which the team received the NSF Director's Award for Superior Accomplishment in 2022.

Herbel-Eisenmann is an internationally recognized and active scholar, with more than 100 peer-reviewed publications, including in many leading journals in mathematics education and education research. She has edited multiple books and journal special issues and contributed extensively to international research handbooks and professional resources for educators.

Her research has attracted more than US$12.5 million in funded research, including a prestigious NSF CAREER award, and focuses on equity, strengths-based pedagogies and community-engaged research.

 Through sustained partnerships with school boards and communities across Canada, the United States and Norway, she has led collaborative projects centred on Indigenous and newcomer education and advanced the integration of human rights principles into mathematics teacher education.

Her contributions have been recognized through numerous honours, including the 2023 Distinguished Scholar Award from the American Educational Research Association, the 2016 Journal of Research on Leadership Education Best Article Award and the 2010 Early Career Award from the Association of Mathematics Teacher Educators.

Her record of service reflects deep experience in mentoring and building inclusive cultures and extends to community engagement, including volunteering to facilitate a Youth Voice and Action Council at a local high school and serving on the board of directors and education committee for South Haven LGBTQ+ Advocacy. She has received awards from Michigan State University for her work as a mentor and community-engaged scholar.

I extend my thanks to the members of the search committee for their commitment and guidance throughout this process. I also thank Sarah Barrett for her leadership and service as interim dean of the Faculty of Education during this transition period.

Sincerely,

Lisa Philipps
Interim President and Vice-Chancellor

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Announced July 21, SSHRC will provide funding through three of its programs: Insight Development Grants: February 2026 Competition; Partnership Development Grants: 2025 Competition; and Connection Grants: May 2026 Competition.

More than $2.5 million will support 33 91亚色-led Insight Development Grants for early-stage projects and help researchers pursue innovative questions, methods and approaches that can lay the groundwork for larger research programs.

Close to $1 million will support five 91亚色-led Partnership Development Grants, helping researchers build new collaborations with universities, community organizations, governments and industry partners. Knowledge mobilization will also be supported through Connection Grants, with close to $50,000 for a 91亚色 initiative.

The projects cover a wide range of topics, including Indigenous health and decolonization, democratic discourse, climate adaptation, financial vulnerability, labour and social justice, migration, cultural identity and AI.

"These investments in research are investments in our collective future," says Amir Asif, vice-president research and innovation. "These projects empower researchers to test new ideas, forge meaningful partnerships and generate knowledge that addresses complex societal challenges. Together, they are laying the foundations for discoveries and innovations that will create meaningful benefits for communities in Canada and around the world."

The projects reflect 91亚色鈥檚 commitment to community-engaged research, interdisciplinary collaboration and generating knowledge that addresses real-world challenges.

Insight Development Grants

The 33 Insight Development Grants demonstrate the diversity and breadth of emerging research underway across the University. Among the funded projects are those that examine topics such as Indigenous knowledge systems, public health, democratic discourse, AI and financial vulnerability:

• Dayna Scott () 鈥� Visualizing Cumulative Effects: Anishinaabe Counter-Mapping on the Extractive Frontier
• Emily Kuang () 鈥� Multicultural and Multilingual Family Bonding and Knowledge Sharing Across Generations: A Culturally Responsive Approach to Generative AI Application
• R茅mi Viv猫s (Glendon College) 鈥� Measuring Populist Discourse: Canada in Comparative Perspective
• Ashley Day () 鈥� Wiisokotaatiwin 鈥� gathering to re-imagine decolonial health education
• Peiya Cao (Faculty of Health) 鈥� Intergenerational Minority Stress and Child Well-Being in LGBTQ+ Families: A National Census-Linked Study in Canada
• Zissis Paraskevas Poulos (Faculty of Liberal Arts & Professional Studies) 鈥� Risk-Sensitive Learning and Tacit Coordination in Algorithmic Financial Markets

Other initiatives examine corporate accountability, Black Canadian history, labour law, climate resilience in public infrastructure, machine ethics, innovation and entrepreneurship, disability rights, migration, Indigenous knowledge systems and social inclusion. View the of recipients and their projects.

Partnership Development Grants

The six 91亚色-led Partnership Development Grants will support collaborations focused on financial vulnerability, youth in care, planetary health, workers鈥� education and Canadian computing heritage and include:

• Ida Ferrara 鈥� (LA&PS) Addressing Financial Vulnerability Through Inclusive Insurance
• Jennine Rawana (Faculty of Health) 鈥� Exploring the Needs of Youth Transitioning Out of the Care of Child Welfare Agencies
• Kate Tilleczek (Faculty of Education) 鈥� Planetary Health Partnership: Mapuche-Williche Youth-Led Research as Practices of K眉me Mogen
• Katherine Nastovski (LA&PS) 鈥� Re-Imagining Workers鈥� Education in the 21st Century
• Mark Hayward (LA&PS) 鈥� Preserving, Promoting and Researching Canadian Computing Heritage
• Sarah Rotz (Faculty of Environmental & Urban Change) 鈥� Confronting Financialization, Consolidation, and Settler-colonial Agri-food Land Governance in Canada

91亚色 researchers are also directly involved as co-applicants for six other Partnership Development Grants totaling $1.19 million. See the of projects and recipients.

鈥淭he awards underscore 91亚色's leadership in advancing research that connects disciplines, sectors and communities in pursuit of positive social change. By fostering collaborations across local, national and international networks, our researchers are generating knowledge and solutions that help build a more resilient, inclusive and sustainable future for all,鈥� says Asif.

Connection Grants

SSHRC鈥檚 Connection Grants competition, which funds short-term knowledge mobilization initiatives, will provide $49,974 to Richard Saunders (LA&PS) to examine the social and environmental dimensions of critical mineral extraction through knowledge-sharing and public engagement activities through his project Image as Voice: Perspectives on Lithium Extraction in Argentina and Zimbabwe. 

Two other projects that focus on aging and Asian Canadian studies include co-applicants from 91亚色. View the  of recipients. 

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Each Faculty will receive $5,000 a year over five years for the scholarship, reflecting a total gift amount of $75,000.

The donor, an engineer by training, understands that many university students are finding it increasingly difficult to fund their education given challenging economic times, changes to the Ontario Student Assistance Program (OSAP) and the uncertainty of clear career paths after graduation.

鈥淭his scholarship represents an important opportunity to give back to the community and to support the next generation of students and leaders,鈥� he said in an interview. 鈥淢y desire is to provide funding for three programs which are socially critical but are often economically undervalued.鈥�

The donor believes that increasing access to education is essential and warrants support.

鈥淚鈥檝e benefited a lot from great teachers,鈥� he said. 鈥淚 value what a great teacher can do for a class or even for one student. 鈥楾o teach is to touch鈥� and the impact a teacher can have on someone is enduring and profound.鈥�

Professor Robert Savage, dean of the Faculty of Education at 91亚色, said, 鈥淚 salute our donor鈥檚 generosity, as well as his deep understanding that good educators have a foundational impact on student success at all levels.

鈥淚n helping to remove financial barriers for talented students, he is creating opportunities for not only those students, but also the generations of others who will be influenced by these future teachers鈥� skills, knowledge and values. The ripple effect will touch people far beyond the Faculty of Education.鈥�

The donor also aims to help students in the arts and in psychology. As a patron and supporter of the arts, he believes art can challenge people to think deeply about themselves and society. In addition, mental health support should extend to everyone, he said, because 鈥渁 great mental health practitioner can make a real and lasting impact on someone鈥檚 life.鈥�

鈥淏eginning University is a significant milestone, and support during this important transition can have a lasting impact on a student鈥檚 confidence, success and academic journey,鈥� says Faculty of Health Dean David Peters. 鈥淭his generous gift recognizes the value of psychology education and will help our students thrive at 91亚色."

Brandon Vickerd, dean of AMPD, says the donor鈥檚 investment in student success across multiple disciplines reflects a deep commitment to the transformative power of education.

鈥淏y supporting students at a pivotal stage in their academic journeys, this gift will help foster creativity, leadership and meaningful community impact. We are grateful for the donor鈥檚 vision and generosity,鈥� he says.

The scholarships, named the Wild Rose Awards after the donor鈥檚 native Alberta, are open to first-year undergraduates in each field. Applicants must demonstrate financial need and a strong dedication to leadership through volunteer work, student leadership roles or other community involvement, as well as a demonstrated commitment to advancing women in their field or community through leadership, advocacy or engagement.

Those interested are asked to submit a brief statement about themselves with their application.

鈥淭hese scholarships are intended to enable students to pursue leadership opportunities, refine their craft and access training that they are passionate about,鈥� the donor said. 鈥淚 hope that this scholarship allows recipients to create something beautiful, whether through understanding, insight, creativity or by paying it forward to others.鈥�

For additional information about the Wild Rose Awards, visit .

With files from Elaine Smith

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Awarded through the Social Sciences and Humanities Research Council's (SSHRC) Insight Grants program, the funding supports medium- and long-term research initiatives over four to six years.

The projects, led by 91亚色 researchers across multiple Faculties and research units, address issues affecting communities in Canada and around the world with research topics that explore a range of issues with local, national and global significance.

"SSHRC Insight Grants enable researchers to pursue ambitious, long-term programs of inquiry that deepen understanding of complex social issues and generate knowledge with real-world relevance," says Amir Asif, vice-president research and innovation. "This year's funded projects demonstrate the remarkable breadth of 91亚色's research strengths, spanning health and well-being, artificial intelligence and emerging technologies, Indigenous knowledge and cultural resurgence, education, labour markets, environmental and climate challenges, social inclusion, governance and public policy. Together these projects will generate new insights that help inform policy, practice and public dialogue in Canada and around the world."

Among the largest grants is a six-year, $463,646 project led by Stephanie Ben-Ishai () examining the financial and psychological effects of insolvency. Ann Marie Murnaghan (Faculty of Liberal Arts & Professional Studies) received $459,784 for a six-year project focused on cultural resurgence in Witsuwit'en territories, while Michael Kalu () received $456,501 for research examining the needs of Black older adults and developing Afrocentric-informed strategies.

Other significant awards include Andrea Emberly's (LA&PS) six-year study exploring community connection and musical arts among young people, funded at $435,379, and Shital Desai's () six-year, $417,127 project investigating approaches to strengthening communication and relationships in dementia care. Enakshi Dua (LA&PS) received $411,890 for a five-year project that explores the changing landscape of diversity, equity, inclusion and decolonization initiatives.

Several funded projects examine the social implications of artificial intelligence and emerging technologies. Christo El Morr (Faculty of Health) received $396,562 for Mapping Workplace Racism in Canada: A Community-Driven AI Platform Grounded in Ontario, while sava saheli singh's (Faculty of Education) Machine Learning or Learning Machines: Critical AI Futures in Education received $111,678. Isha Sharma (LA&PS) received $123,659 to study the adoption and impact of agentic AI in financial crime compliance.

Health and social well-being are also prominent themes. Mary Fox (Faculty of Health) received $400,708 to develop an e-learning intervention aimed at disrupting ageism in social work education, while Nazilla Khanlou's (Faculty of Health) $390,389 project will examine supports for racialized families of children and youth with developmental disabilities. Kerry Scott (Faculty of Health) received $286,282 to investigate public trust and engagement with Ontario's health system.

Other projects, listed below, explore immigrant inequality, labour market barriers, disability and education policy, climate and energy transitions, Indigenous resurgence, entrepreneurship in the age of AI, anti-human trafficking and cultural heritage, and more, reflecting the breadth of 91亚色's research strengths.

Russ Patrick P. Alcedo, AMPD
Project: From Field to Stage: Choreographing for Theatre Philippine Folk Dance Practices through Ethnographic Research
Funding: $163,951

Lalaie Ameeriar, LA&PS
Project: We Inherit Each Other: Racialized Care Work and Reproductive Labour during and after COVID-19
Funding: $109,580

Ilya Archakov, LA&PS
Project: Measuring and Modeling Economic Correlations: Robust, Valid, and Large-Scale
Funding: $59,770

Godfred O. Boateng, Faculty of Health
Project: A Cross-Cultural Validation of Housing Insecurity Scale in Slums and Informal Settlements
Funding: $362,992

Rebecca Caines, AMPD
Project: Interfacing, Playtesting, Resetting: Reframing Technology Use Through Improvised Creative Technologies
Funding: $118,750

Barnali Choudhury, Osgoode Hall Law School
Project: Improving Modern Slavery Reporting in Canada: Legal Ripple Effects and Insights from Australia
Funding: $185,789

Elicia A. Clements, LA&PS
Project: Interventions in Early Twentieth-Century Opera: Gender, Race, Coloniality
Funding: $104,553

Matias Cortes, LA&PS
Project: The Role of Firms in Lifecycle Earnings Growth and Inequality
Funding: $109,052

David B. Goldstein, LA&PS
Project: Imagined Tables: Eating and the Articulation of Community
Funding: $111,875

Luann M. Good Gingrich, LA&PS
Project: Places and Spaces of Social Inclusion: A Contextual Analysis of Immigrant Inequality in Canada
Funding: $254,831

Philip A. Harland, LA&PS
Project: Criminalization of Minorities and Subject Peoples in Antiquity
Funding: $116,231

Robert J. Heynen, LA&PS
Project: Mediations of Anti-Human Trafficking: Technology, Securitization, and Policing at the Border
Funding: $218,627

Alice J. Hovorka,
Project: Animal Performativity: 鈥楤ecoming Primate鈥� in Human Society
Funding: $207,650

Hong Kal, AMPD
Project: Grievable Images: Visualizing State Violence and Resistance in South Korea Since 1948
Funding: $115,556

Magdalena J. Kazubowski-Houston, AMPD
Project: Performing Eco-Grief: Youth, Theatre, and Climate Mourning in Canada and Poland
Funding: $217,657

脡tienne Lal茅, LA&PS
Project: Foot Traffic, Consumer Spending, and Employment: New Insights from Cell Phone Data
Funding: $105,346

Margaret E. MacDonald, LA&PS
Project: Governing Reproduction in Senegal: Discourses and Images in the Postcolonial Archive
Funding: $105,490

Raymond A. Mar, Faculty of Health
Project: Learning Social Content from Stories
Funding: $124,843

Yuka Nakamura, Faculty of Health
Project: Community and Connection: Understanding the Growth and Social Impact of Ethnic, Cultural and Religious Sport Organizations in Toronto
Funding: $172,229

Lilian K. Ng,
Project: Giving Where They Operate: Biodiversity Governance and Corporate Philanthropy
Funding: $161,035

Ken Ogata, LA&PS
Project: Legitimacy and the Hierarchy of Artefacts Along the Entrepreneurial Journey: Evidence from the Introduction of Third-Party Certification Agencies into the Collectible Comic Books Industry
Funding: $101,646

Nathanael Ojong, LA&PS
Project: Entrepreneurship and the Sustainable Development Goals in the Age of AI
Funding: $286,219

Salewa Olawoye, LA&PS
Project: Towards An Inclusive Monetary Theory: African Entrepreneurship and Money Creation
Funding: $124,927

Oyemolade Osibodu, Faculty of Education
Project: Navigating Blackness: Sub-Saharan African Immigrant Parents' and Youth's Perspectives on the Racialization of Mathematics Education
Funding: $106,237

Gillian Parekh, Faculty of Education
Project: Constructing Disability in Education: Disability Identity, Policy Enactment and Academic Outcomes
Funding: $342,757

Jennifer R. Pybus, LA&PS
Project: Extracting Intimacy: FemTech, Surveillance, and Sovereignty
Funding: $98,892

Amanda Ricci, Glendon College
Project: At the Heart of the City: A History of the Garment Industry in Montreal, 1930鈥�1990
Funding: $81,855

Perry Sadorsky, Schulich School of Business
Project: Energy Transition Systemic Risk in Times of Uncertainty
Funding: $109,082

Akolisa Ufodike, LA&PS
Project: Gatekeeping Growth: Immigration, Credentialing, and the Hidden Drivers of Canada's Productivity Decline
Funding: $375,300

Daniel J. Wigfield, LA&PS
Project: Systemic Integrity: Institutional Logics and Misconduct in Federated Sport Governance
Funding: $242,431

91亚色 researchers are also directly involved as co-applicants for 15 other projects awarded a total of $3.85 million. See the of projects and recipients.

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outlines priorities for higher education institutions as they work to advance sustainable development and contribute to discussions about sustainable development beyond 2030.

Introduced July 13 during the Global Higher Education Symposium at United Nations Headquarters in New 91亚色, the work was developed through a drafting process including global consultation led by Katrin Kohl, co-chair of the UNESCO Chair in Reorienting Education towards Sustainability at 91亚色.

The project brought together partners including UNESCO, United Nations Academic Impact, the United Nations Institute for Training and Research (UNITAR), the International Association of Universities and the International Science Council to build consensus around the role of higher education as a catalyst for positive change.

鈥淯niversities have an important role to play in helping society respond to global challenges, including climate change, inequality and emerging technologies,鈥� says Kohl. 鈥淭his statement brings together voices from around the world to identify how higher education can contribute to building a more sustainable future."

Perspectives from higher education leaders, researchers, international organizations, students and policymakers shaped a shared vision for priorities in higher education. The priorities include integrating sustainability across teaching, research and operations; strengthening democratic values and public trust; advancing inclusion and decolonization; using science and emerging technologies responsibly; and supporting changes to governance and funding systems.

UNESCO Chairholder Charles Hopkins says the initiative originated at 91亚色 and grew into an international collaboration with UN agencies concerned with higher education that resulted in the consensus statement.

The final document emerged from a global consultation process involving participants from around the world to build agreement on higher education's role in creating more sustainable, equitable and resilient societies.

The launch marks the latest contribution from 91亚色's UNESCO Chair in Reorienting Education towards Sustainability, established in 1999 as the first UNESCO Chair dedicated to education for sustainable development. For more than two decades, the Chair has worked with governments, international organizations, educators and institutions around the world to advance sustainability through education.

Hopkins says the statement represents an opportunity to strengthen the role of universities as partners in addressing complex issues beyond 2030 as conversations are beginning to emerge.

鈥淭he challenges the world faces do not exist in isolation, and neither can the solutions,鈥� says Hopkins. 鈥淯niversities have an important role to play as conveners, collaborators and catalysts for change.鈥�

The statement is expected to inform ongoing international discussions about the future of higher education and sustainable development and provide a framework for institutions seeking to strengthen their contributions to social, environmental and economic well-being.

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The Partnership Grants funding, announced by SSHRC on July 21, supports large-scale partnerships that bring together universities, governments, community organizations and international collaborators to address complex social, environmental and policy challenges.

The funded projects focus on issues ranging from refugee rights and climate resilience to healthy aging, youth well-being, homelessness and human-animal connections.

Leading 91亚色's participation is Sean Rehaag (), whose seven-year Algorithmic Justice for Refugees Research Network project received $2,499,995 to investigate the growing use of algorithms, AI and other digital technologies in refugee and migration systems.

The international partnership includes researchers and organizations across Canada, Europe, Africa, Australia and the Middle East and will examine how emerging technologies affect refugee rights, access to protection and government accountability.

91亚色 Interim President and Vice-Chancellor Lisa Philipps says the project shows the impact that long-term investment in interdisciplinary reseach can have. "The project grew from years of interdisciplinary research and the strong foundation provided by the Centre for Refugee Studies, one of 91亚色's Organized Research Units to make it possible. 91亚色 is proud to stand with Professor Rehaag and his partners on this meaningful project."

91亚色 researchers are also co-applicants on five additional partnership grants that received funding ranging from $2.4 million to $2.5 million each. Together, the projects position 91亚色 researchers within some of Canada's largest and most ambitious social sciences and humanities research collaborations.

"91亚色 researchers continue to demonstrate leadership in building research partnerships that聽bring together聽scholars,聽governments and organizations to address聽complex challenges facing communities in Canada and around the world,鈥� says聽Amir Asif, 91亚色鈥檚 vice-president research and innovation. 鈥淭hese聽projects聽reflect 91亚色's聽strengths in interdisciplinary, community-engaged research and聽demonstrate how collaboration can聽generate聽knowledge that informs policy, supports聽decision-making聽and聽contributes to聽positive social change."聽

The funded partnerships involving 91亚色 researchers include:

鈥� Aging in the Margins: Building Inclusivity and Goodwill (AIM BIG), funded at $2,500,000 over seven years, with Natalia Balyasnikova (Faculty of Education) serving as a co-applicant. The project will examine the experiences of aging among marginalized populations in Canada and internationally.

鈥� (Re)Thinking Sustainability: Research Network for Global Environmental Humanities, funded at $2,499,814 over seven years, with Andil Gosine () and Jean-Thomas Tremblay (Faculty of Liberal Arts & Professional Studies) as co-applicants. The network will explore environmental challenges through humanities-based research and public engagement.

鈥� Connecting to Place Through Disaster Response: New Opportunities for Community-Campus Partnerships, funded at $2,417,600 over five years, with Ali Asgary and Eva Bogdan (LA&PS) serving as co-applicants. The project focuses on strengthening community resilience and disaster response through collaborative research.

鈥� Establishing a Network for Human-Animal Connections Research and Collaboration, funded at $2,500,000 over five years, with Cheryl van Daalen-Smith (Faculty of Graduate Studies) serving as a co-applicant and Leesa Fawcett (EUC) as a collaborator. The partnership will examine the role of human-animal relationships in health and well-being across diverse settings.

鈥� Pathways from Child Welfare and Community Services to Stable or Precarious Living Conditions, funded at $2,500,000 over seven years, with Stephen Gaetz (Faculty of Education) serving as a co-applicant. The project will investigate the experiences of young people transitioning from child welfare systems and community services and identify pathways to long-term stability and well-being.

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That question is at the heart of 91亚色 PhD student Ayesha Menezes鈥� doctoral research. Through her work, Menezes explores how mud play helps children see themselves as part of the natural world, fostering care, responsibility and belonging.

Her research comes as many children have fewer opportunities for unstructured outdoor play and engagement with nature. Risk-averse settings and busy urban lifestyles have reduced interaction with the natural world, prompting Menezes to understand how learning might look different if it emerged through children鈥檚 relationships with the land, water, weather and natural materials around them.

To explore this idea, Menezes took her research outside the University for Mud Day 2026, an event developed as part of her doctoral work. Held at Evergreen Brick Works children鈥檚 garden, the Mud Day invited children and caregivers to explore and create with mud.

Instead of planning structured activities with predetermined outcomes, the event invited children to engage in open-ended play experiences that included a mud kitchen, construction site, gardening, seed bomb making, beading and a collaborative mural. An interactive performance also encouraged participants to explore relationships between the sun, wind, rain and mud.

For Menezes, the goal was to encourage outdoor play and shift how children experience the natural world.

鈥淚nstead of learning about nature, participants were learning with nature,鈥� she says. 鈥淐hildren shaped their own experiences by choosing the activities they wanted to participate in.鈥�

The event demonstrated how nature-based play can strengthen relationships and foster a sense of belonging. Menezes observed that children who typically play independently began playing collaboratively, while parents engaged as co-creators rather than observers.

Parents noted the atmosphere nurtured connections among children, caregivers, educators as well as the natural materials and environment.

Menezes says that of the 47 participating children 鈥� ranging in ages from 11 months to 11 years 鈥� only one had previously experienced muddy play. This, she says, shows how uncommon the experience is and reinforces the importance of spaces where children can explore freely, take manageable risks and build relationships with their environment.

The activities also encouraged children to see themselves as active participants in caring for the environment, says Menezes, which resulted in a child-led land acknowledgement during the event鈥檚 closing circle 鈥� a moment that one parent described as particularly meaningful.

鈥淩eflections shared during the鈥痗losing circle suggested that children left with a greater sense of connection to their environment,鈥� she says.鈥�

Developed as part of Menezes' doctoral research and dissertation, Mud Day 2026 was supported by a cross-Faculty team of 91亚色 student collaborators from the Faculty of Graduate Studies, the Faculty of Education and the Faculty of Science, with mentorship from Professor Lucy Angus and support from Evergreen Brick Works. Collaborators also included undergraduate, master鈥檚 and doctoral students: Ari Para, Catalina Ramirez, Ian Chan, Tristan Castro Pozo, Elise Nicolas and Rachel Leveille.

Moving forward, Menezes is working to develop what she calls a 鈥渃urriculum of muddy worlding鈥� 鈥� a relational framework that reimagines learning through children鈥檚 encounters with mud and the natural world. She is also expanding the Mud Day model into a co-design approach that brings together educators, researchers, families and local communities.

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This appointment will continue at least to Dec. 31, 2026, with a possible appointment to June 30, 2027, or until the appointment of the next dean of the Faculty, whichever comes first.

Dr. Barrett is a full professor in the Faculty of Education where she has served as associate dean, academic, since 2025. In that role, she has spearheaded the revision of the BEd program in response to Ontario鈥檚 change to the Initial Teacher Education Framework.

From 2023-25, Dr. Barrett held the role of affirmative action, equity and inclusivity officer for the University Faculty Association and has twice served as associate dean, academic.

Professor Barrett鈥檚 newest book, After the Before Times: Teachers鈥� Experiences of Pandemic Pedagogy, was published in June 2026 in print and open-access formats. It is informed by her prior experience as a classroom teacher and reflects her recent research on emergency remote teaching and learning in the context of the shutdowns necessitated by the COVID-19 pandemic.

Professor Barrett received the Faculty of Education鈥檚 2022 Dean鈥檚 Research Impact Award, for which her interdisciplinary approach and attention to the social conditions of teaching and learning were recognized. Her 2021 report, 鈥淓mergency Distance Education During the COVID-19 Pandemic,鈥� is among the first of its kind to offer a comprehensive analysis of teachers鈥� experiences at one of the most difficult times in the profession.

Professor Barrett holds a PhD from the Ontario Institute for Studies on Education at the University of Toronto. She is a Faculty fellow of the Harriet Tubman Institute for Research on Africa and its Diasporas and is a member of the Canadian Society for Studies in Education, the Canadian Black Scientists Association and the Science Teachers Association of Ontario.

Her research focuses on teachers鈥� experiences of how their values and beliefs influence their practice, the ethical aspects of environmental education, teaching science for social justice, science teacher education and developing more inclusive high school science curricula.

I look forward to welcoming Dr. Barrett as the Faculty of Education鈥檚 interim dean this fall.

Lisa Philipps
Interim President and Vice-Chancellor

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The recognition are among 91亚色鈥檚 highest academic honours, recognizing achievement that strengthens teaching and advances research across the institution.

This year鈥檚 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亚色 and beyond. It recognizes a sustained record of scholarly distinction and leadership that has shaped fields of study and strengthened the University鈥檚 academic reputation.

This year鈥檚 recipient is Professor Poonam Puri of , who holds the 91亚色 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亚色, 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亚色, Puri has made a significant institutional impact, having served as Osgoode鈥檚 associate dean and associate dean of research, graduate studies and institutional relations. She has also chaired Osgoode鈥檚 Faculty Council several times and served as Chair of 91亚色鈥檚 Senate.

鈥淚 am touched and honoured to be recognized as a Distinguished Research Professor,鈥� says Puri. 鈥淢y home faculty, Osgoode Hall Law School, and 91亚色 have been tremendous environments for pursuing meaningful work for close to 30 years.鈥�

President's University-Wide Teaching Awards

These awards, selected by the 91亚色 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. 鈥淪he has an ability to talk to 500 students as if she is talking to each person individually,鈥� 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鈥檚 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. 鈥淚t reinforces my belief in the transformative potential of teaching and the privilege of supporting students in their intellectual and personal growth,鈥� 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亚色, as well as the space and encouragement he has received to explore his teaching practice and grow as an educator.

He adds: 鈥淚鈥檓 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亚色, and I am consistently inspired and encouraged by their capacity.鈥�

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. 鈥淭his 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,鈥� he says. 鈥淚 am grateful to work alongside remarkable students and colleagues whose curiosity, resilience and commitment to social justice inspire me every day.鈥�

Teaching assistants

Prilly Bicknell鈥慔ersco, 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.

鈥淭o be recognized for creating classrooms where students feel seen, supported and empowered is an honour I will carry with me always,鈥� she says.

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Bratty, president of land development and investments at the Remington Group, was introduced by Faculty of Education Dean Robert Savage as a distinguished real estate executive and philanthropist whose work has helped shape urban development and support education across Ontario.

Savage also highlighted his longstanding connection to 91亚色, including through the RP Bratty Family Foundation鈥檚 $10-million gift to help establish the University鈥檚 Markham Campus, as well as its support for initiatives in health care, the arts and education.

Bratty began his address to Faculty of Education graduands by recalling a formative moment from nearly 40 years ago, when he said he was a similar age to many of the graduating students.

At that time, he and his brother had started a home building company, building and selling six houses. 鈥淚n the process, we made more money than we ever thought we鈥檇 make in our whole lives, and we were astounded by that,鈥� Bratty said.

Flush with achievement, they made a conscious decision not to, as he put it, 鈥渇all prey to material trappings.鈥� They did not spend the money on cars, watches or trips, instead keeping it and investing it back into their business.

The following year, however, brought a reversal. A real estate crash left them with three of the houses returned and they found themselves back in the same financial position they had started from.

鈥淭he point of the story is that you need to be prepared in your life going forward for both success and adversity,鈥� he told graduands. 鈥淭hose are the things that are going to come to you, that鈥檚 the only thing I can guarantee will happen in your life.鈥�

Reflecting on that experience, Bratty said he learned to be wary of the characteristics that can follow success, noting they are not always the qualities worth striving for.

He also emphasized the role of adversity in shaping how people respond to challenges. 鈥淚t鈥檚 the adversity that teaches you where you need to be headed, where you need to go and how to overcome the challenges in your life.鈥�

From that setback, he said he learned humility and adaptability, as well as resilience, describing it as an opportunity to be resilient in the way of the world.

Looking ahead, Bratty told graduands that navigating difficult times will be one of life鈥檚 central challenges. He encouraged them to remember that 鈥減ersistence is greater than force,鈥� adding that 鈥渢he great rivers of the world teach us all that.鈥�

He prompted students to take on challenges and to do things they may be hesitant to try. 鈥淚 urge you to try things that are difficult. I urge you to do things you鈥檙e afraid of doing, because all of those things will make you stronger,鈥� he said.

Closing his remarks, Bratty said he was excited to see what graduates would make of their lives and how they would shape the world.

He ended with a final reflection: 鈥淭here鈥檚 three kinds of people in the world: those that make it happen, those that watch it happen, and those that say, 鈥榃hat the heck just happened?鈥欌��

He encouraged graduands to be among those who 鈥渕ake it happen.鈥�

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