As a member of 91亚色鈥檚 Glendon College, where she works closely with current and future FSL educators, P茅guret has seen a clear trend emerge in recent years: growing strain and burnout among educators who face increasingly complex classroom demands.

鈥淢uch of that strain comes from the time it takes to find and adapt classroom resources,鈥� says P茅guret. "Teachers often navigate a mix of textbooks, digital platforms and supplementary materials that may be outdated, costly or not aligned with Ontario鈥檚 curriculum."

These challenges are compounded by a fragmented online landscape, where materials vary in quality and rules around how they can be used and shared are not always clear. This can result in an overreliance on American-based marketplaces, says P茅guret, which rank materials by popularity instead of quality or local relevance, leading educators to resources that can be inappropriate or ineffective.

To address this, P茅guret collaborated with co-lead and research associate Mirela Cherciov to create , an open, Canadian platform for teachers to share, discover and adapt classroom materials. Educators can upload their own materials, find resources created by colleagues and adapt them for their classrooms, with clear guidance on how content can be used and reshared.

The goal, says Cherciov, is to ensure 鈥渢eachers no longer need to reinvent the wheel before each class.鈥�

The building of K鈥�12 Studio began after introduction to the open education movement by 91亚色鈥檚 Associate Dean (Digital Engagement and Strategy), Sarah Coysh, and Faculty of Liberal Arts & Professional Studies Associate Professor Dominique Scheffel鈥慏unand.

To better understand what could work in an Ontario K鈥�12 context, the team of linguists, educators and librarians examined similar initiatives and connected with Learnful Labs, a technology company with experience developing open education tools.

An early prototype, funded by Ontario Ministry of Education and Canadian Heritage, was developed to clarify specific needs of K-12 FSL teachers. Through consultations and testing, the team gathered insights to guide how the system should function and feedback to help define guiding principles.

The result is a platform built for instructor preparation, with clear licensing, straightforward language and quick access to Ontario鈥慳ligned resources. Features such as an AI鈥慳ssisted submission process, and tools to support collaboration, make sharing and adapting materials faster and more accessible.

The effort was not without its challenges. Because K鈥�12 Studio relies on teachers contributing and sharing their materials, it required a shift in how those resources are typically managed. Resources stored within internal school board systems limit access, and creates accessiblity challenges for others.

As well, some educators hesitate to share lesson plans more widely, unsure how to do so in ways that allow reuse while still crediting their work. This uncertainty 鈥� particularly around Creative Commons licensing 鈥� can limit participation and slow collaboration on the platform.

To address these barriers, the team focused on building educators鈥� confidence and capacity to share resources more openly. They offered training on open education tools and Creative Commons licensing, and partnered with school boards 鈥� including Halton and Thunder Bay Catholic 鈥� to support broader contribution and sharing, helping build early momentum for a more collaborative approach.

Since launching in March 2026, K鈥�12 Studio has gained traction. The repository reports more than 1,000 teacher鈥慶reated lessons covering upwards of 80 topics. The team reports hundreds of resource downloadeds as educators begin to build on and adapt these shared materials.

The platform continues to evolve based on how it is used. 鈥淲e made it a priority to develop an AI鈥憇upported submission form that takes teachers less than a minute to complete. This element is crucial if we want teachers to start contributing and building the sharing system,鈥� says P茅guret.

Partnerships have also played a key role in the platform鈥檚 development. The team collaborated with the international non鈥憄rofit competition Manie Musicale 鈥� which brings together thousands of French teachers to explore French鈥憀anguage songs 鈥� to create a dedicated hub on K鈥�12 Studio, making it easier for the Manie Musicale community to distribute and access content.

School boards are also increasingly partnering with the team and inviting them to present the platform to teachers. 鈥淪eeing school boards become more open to new ways of sharing and publishing resources is one of our recent successes,鈥� says Cherciov. 鈥淚t鈥檚 a significant step toward changing how resources are created, used and shared.鈥�

Future work on K鈥�12 Studio could include new AI applications and building partnerships with school boards and professional associations. Over time, the team hopes to extend the initiative beyond Ontario, and into other subject areas, while working toward a sustainable funding model.

鈥淎bove all, we would like to pioneer open education for the K鈥�12 community in Canada,鈥� says P茅guret. 鈥淭his includes adding our voice to federal and provincial policy discussions around the role of open education in K鈥�12 contexts.鈥�

Ultimately, the goal is to address pressures documented in FSL classrooms. 鈥淲e hope to have a positive impact on the K鈥�12 teaching community, so that teachers feel more valued by their colleagues and supported in their day鈥憈o鈥慸ay course preparation,鈥� says P茅guret.

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John Brown, a BEng mechanical engineering graduate who also completed a certificate in entrepreneurship, and Mehakdeep Singh, who earned a BSc (Honours) in computer science, are the 2026 recipients of the Bergeron Medal.

The award is presented by Lassonde and recognizes top graduating students who have demonstrated outstanding entrepreneurial achievement throughout their studies by applying their ideas through research, design and real-world work.

About the recipients

John Brown
Brown came to the University as a member of the 91亚色 Lions men鈥檚 basketball team. Off the court, he explored microfluidics projects, designing devices that produce tiny droplets to mimic cellular interactions. This focus has potential applications in medical and biological research.

鈥淚 do all this for a simple reason,鈥� he says. 鈥淚 want to understand how things work and find a way to leave some kind of impact on society while I am at it.鈥�

After three years on the varsity basketball team, Brown turned his attention to academic efforts, taking on research opportunities, securing grants and stepping into a leadership role with Lassonde Motorsports, a student-led Formula SAE team that designs, builds and competes with a race car. In his final year, he led the body and aerodynamics team as the club built its own chassis for the first time.

Brown finished top of his graduating class while building a record that included two conference papers and a patent filing on polymer science and microfluidic processes.

He also contributed to student-led innovation through initiatives such as TranReality, a virtual reality platform that helps new employees bridge the gap between knowledge and practical, on-the-job training.

Brown credits the scope of his accomplishments to the flexibility of 91亚色鈥檚 learning environment. 鈥�91亚色 gave me room to be a few things at once,鈥� Brown says. 鈥淣ot many schools would have let me be an athlete, a researcher and a builder at the same time.鈥�

He says balancing these roles wasn't always easy, making this recognition especially meaningful. 鈥淚 am honoured to receive this,鈥� Brown says of the Bergeron Medal. 鈥淚 think it reflects the effort I put into leaving a small mark on Lassonde, through seasons that ended in losses, research that failed more than it worked and plenty of late nights that went nowhere.鈥�

Brown sees the medal as a starting point rather than a culmination, saying it 鈥減oints toward where I am headed next, and I am at the start of that path, not the end. That is the part I am most excited about.鈥�

Now a mechanical engineering specialist at Ekstera, an early-stage energy startup, Brown hopes to learn firsthand about how companies are built. While he is also working toward his professional engineering licence, his longer-term goal is to found a company of his own.

Mehakdeep Singh
Singh joined 91亚色 with an interest in AI and machine learning. Through his studies, he became increasingly focused on how these systems often operate as 鈥渂lack boxes,鈥� where the inner workings and decision-making processes are not easily visible or fully understood by non-experts.

鈥淭his sparked my interest in understanding how AI systems function and how governance, accountability and transparency can be strengthened to support their responsible development and use,鈥� he says.

Singh explored these questions through a combination of research opportunities and experiential learning, including collaborating with other students during UNHack to apply his ideas to today's challenges. His academic achievements were also recognized through scholarships, including the Lassonde Entrance Scholarship and several continuing student awards.

鈥淭hese experiences allowed me to grow both academically and personally while building skills that will continue to serve me in my future career,鈥� he says.

Singh credits access to opportunities and an academic environment that enabled practical learning and professional development for his accomplishments at 91亚色 鈥� and for this award.

鈥淩eceiving the Bergeron Medal is a tremendous honour for me,鈥� Singh says. 鈥淭he award reflects not only my individual efforts, but also the support and mentorship I have received from faculty members, family and fellow students.鈥�

The award, he notes, has motivated him to pursue a master鈥檚 degree exploring AI governance and policy as evolving technologies continue to influence regulation and use. He hopes to develop frameworks that guide the responsible use of AI while balancing innovation with transparency, fairness and public accountability.

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Awarded by the Vector Institute, an Ontario-based AI research organization, the merit-based scholarships are support Ontario graduate students advanced studies in fields including business analytics, AI management, and computer engineering and science.

In addition to financial support, recipients are given access to networking opportunities with researchers and industry professionals, along with the Vector Institute鈥檚 Digital Talent Hub which connects AI specialists with potential employers.

About the recipients 

Mitali Chaudhary
Chaudhary is a graduate student in the Master of Business Analytics program at Schulich, with experience in building AI-ready data infrastructure and deploying scalable cloud-based solutions. Her work examines how AI can solve complex business problems and support decision-making, with a focus on generative AI and business applications.

鈥淩eceiving the聽Vector聽Institute Scholarship is both an honour and a strong validation of my work,鈥� she says. 鈥淚t motivates me to continue building impactful, real-world solutions using artificial intelligence and to contribute meaningfully to the growing AI ecosystem in Canada.鈥�

Romisaa El-Saidy
El-Saidy is pursuing graduate studies in computer engineering at Lassonde, focusing on AI applications. She has contributed to a range of applied AI and data-driven projects, including systems to predict geomagnetic storms using NASA data developed during international hackathons. She has also completed internships in research, development and 3D deep learning, supporting the design of AI-enabled applications and contributing to project planning and development. Her experience reflects a broad interest in using AI applications to address real-world challenges.

Harshit Gupta
Gupta recently completed an undergraduate degree in computer science focused on a AI, computer vision and graphics research. As he begins his MSc at 91亚色, his work will explore how AI can support the creation and understanding of 3D environments, with the goal of making immersive 3D experiences more accessible.

鈥淚 believe the next major shift in computing will be from 2D content to interactive 3D," he says. "My research focuses on making that transition possible by developing AI systems that can efficiently understand, represent and render 3D worlds. The Vector Scholarship helps me continue working toward that goal.鈥�

Amir Mohammad Jafari
Jafari is an incoming MSc student in computer science at Lassonde, where he will be supervised by Professor Ruth Urner. His research focuses on the safety of machine learning systems, including the robustness of large language models against adversarial attacks, with the goal of contributing to more reliable and trustworthy AI.

鈥淩eceiving the Vector Scholarship is a great honour and a strong motivation for me. It not only supports my graduate studies but also reinforces my commitment to advancing safe and reliable AI,鈥� Jafari says. 鈥淚鈥檓 especially excited to be part of the Vector community and to learn from researchers who are shaping the future of artificial intelligence.鈥�

Maxwell Levy
Levy is a graduate student in the Master of Management in Artificial Intelligence program at Schulich. Building on hands-on experience as an operations analyst at BNY Mellon, he is interested in how organizations can use AI and data analytics to improve decision-making and create competitive advantage.

鈥淚 chose Schulich because of its strong reputation and the depth of its AI programs,鈥� he says 鈥淣ow, being named a Vector Scholar not only supports my journey as an international student but also connects me to Canada鈥檚 growing AI community.鈥�

Fu Yao (Fuyao Q) Qiu
After working in the finance sector for several years, Qiu went back to being a student, now in the Master of Management in Artificial Intelligence program at Schulich. He focuses on designing AI systems that can support routine financial tasks and improve efficiency in corporate settings.

His aim is to design internal data-trained AI systems that handle tasks under human supervision, and to prepare for a future as an AI Implementor and product manager within corporate finance.

"Being named a聽Vector聽Scholar validates my transition back into academia and allows me to focus on building AI-driven financial solutions,鈥� he says.

Visit the for more information about its scholarship programs.

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Sarah Flicker, professor and 91亚色 Research Chair in Community-Based Participatory Research in the , is the principal investigator on the project, titled "Theatre Making Impact (TMI): Scaling-Up a Youth-Led HIV Prevention Play Across Ontario." Shira Taylor, adjunct professor at 91亚色 and director of TMI, is co-applicant and the program's founder. The OHTN funding will support the next phase of the program's expansion across Ontario, extending its reach into urban centres and northern Indigenous communities where HIV rates remain disproportionately high.

TMI 鈥� formerly known as SExT, or Sex Education by Theatre 鈥� is a trauma-informed, culturally responsive not-for-profit that uses peer education and theatre, alongside music, dance, rap and poetry, to engage youth in open conversations about sexual health, HIV prevention, mental health and healthy relationships.

Taylor founded the program in 2014 in Toronto's Thorncliffe Park and Flemingdon Park neighbourhoods as part of her doctoral thesis, and later expanded it through a postdoctoral fellowship at 91亚色 in collaboration with Flicker. To date, it has reached more than 12,000 young people across Canada, with a focus on communities most affected by HIV 鈥� including newcomer, Indigenous and 2SLGBTQIA+ youth.

"I really wanted to build an evidence-based program that put the youth voice centre stage on these topics," says Taylor.

What sets TMI apart is how it delivers that education. Instead of pamphlets or classroom lectures, the program uses peer-led performance, humour and storytelling to model difficult conversations and build skills in a lower-stakes environment 鈥� one that engages young people both intellectually and emotionally.

鈥淟ack of awareness usually isn鈥檛 the reason people don鈥檛 use condoms," says Taylor. "There's a peer pressure element, there's an emotional element. Theatre is uniquely positioned to take into account our full humanity."

The program also benefits from an intergenerational model that, over the last decade, has deepened. Many of the original cast members who joined as high schoolers 鈥� initially, Taylor jokes, for the free pizza 鈥� have stayed on and trained as trauma-informed peer mentors. They now co-facilitate the program alongside a new generation of youth from the same community, sharing similar cultural backgrounds and immigration experiences.

The evidence from a recent Toronto District School Board (TDSB) tour, co-led by Taylor and Flicker and supported by a LaMarsh Centre for Child and Youth Mental Health Catalyst Grant at 91亚色, underscores the approach's impact. Across eight performances at five TDSB high schools, 61 per cent of student audience members reported improved sexual health knowledge, 49 per cent felt more confident managing their own sexual health and 46 per cent reported greater awareness of where to access HIV and STI testing.

Mental health outcomes were also significant: 49 per cent reported improved mental health knowledge, 44 per cent indicated feeling more comfortable seeking help and 41 per cent reported using new coping strategies.

While the student audience feedback provides crucial insights, the program鈥檚 impact extends beyond statistics. During a tour to an Indigenous community in Saskatchewan, a youth performer's rap about navigating her identity and her family's cultural expectations moved a young audience member to share a poem she had written but never shown anyone.

"She had it stuffed in the back of her locker," Taylor recalls. "She'd been too scared to share it publicly. And we all gathered around as this young Indigenous girl read us this poem. I still remember the words."

With OHTN support, the project will reach youth beyond Toronto by bringing performances to urban centres and northern and Indigenous communities across Ontario over the coming year.

Taylor and Flicker are thrilled that the award allows the program to continue to reach young people across the province.

"It's really validating how much impact arts-based approaches can have in this sector," says Taylor, "and how important it is to empower community-based, culturally responsive, trauma-informed programs around these topics, which has been historically lacking in sex education."

With files from Mzwandile Poncana

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The Faculty of Graduate Studies recognizes outstanding research annually through its thesis and dissertation prizes.

The annual prizes 鈥� valued at $2,000 for doctoral dissertations and $1,000 for master鈥檚 theses 鈥� honour work defended in the previous calendar year that demonstrates originality, excellence and impact.

This year鈥檚 awards highlight six projects that explored pressing questions with implications for food security, AI, public health, aging, air quality and workplace accessibility. Together, the projects show how graduate research at 91亚色 connects scientific inquiry with real-world challenges.

Doctoral recipients 鈥� dissertation prize

Jie Lin (PhD, biology) examines how phytoalexin biosynthesis is regulated in soybean plants in her dissertation, Identifying missing glyceollin transcription factors in soybean.

Her research identifies and characterizes a network of transcription factors that control plant defence responses and introduces an improved soybean root transformation protocol that supports gene expression studies and research tools to the plant science community.

鈥淎ltogether, her work transformed the current views of regulatory networks controlling phytoalexin biosynthesis and introduced better tools that benefited the plant research community at large,鈥� says Associate Professor Peter Cheung.

Matthew Kowal (PhD, electrical engineering and computer science) studies how computer vision models interpret images and video in relation to AI.

His dissertation, Disentangling visual concepts across space and time: from image hierarchies to video dynamics, examines how visual concepts are represented, connected and evolve across data and time. His work introduces new frameworks for analyzing learned representations, helping researchers better understand how AI systems make decisions.

鈥淗is dissertation represents an exceptional and cohesive body of groundbreaking work on interpretable and concept-based representations in modern computer vision models,鈥� says Professor Michael Brown.

Congjie Shi (PhD, mathematics and statistics) developed the Information鈥揅ognition鈥揈pidemic (ICE) model, a multilayer network framework that integrates mechanisms of information flow, including rumour transmission and correction. Her dissertation, Integrating cognitive factors in network models of epidemiology with applications to disease control, examines how these dynamics affect disease spread.

The findings show that warning individuals and correcting misinformation can improve epidemic control while accounting for variation in behaviour and access to information.

鈥淚n every way 鈥� originality, methodological skill, academic impact and relevance to societal challenges 鈥� Dr. Shi's thesis surpasses expectations,鈥� says Professor Dong Liang, graduate program director.

Master鈥檚 recipients 鈥� thesis prize

Yashar Ebrahimi-Iranpour (MSc, chemistry) developed a one-dimensional atmospheric chemistry model to investigate the origin and distribution of nitrous acid, a key factor in air quality.

His thesis, Vertical structure and surface interactions of nitrous acid using a 1D model, integrates surface interactions, meteorology and atmospheric transport to better understand atmospheric processes.

鈥淭his thesis substantially exceeds the normative expectations of an MSc degree and approaches the level of our strongest doctoral work,鈥� says Professor Ryan Hili, graduate program director.

In psychology, Patrick Hewan (MA) examines how age-related differences in brain structure affect decision-making in older adults. His thesis, Prefrontal brain microstructural integrity is related to an exploitation bias in older adulthood, explores the relationship between prefrontal brain microstructure and exploitation bias using cognitive neuroscience approaches.

The findings contribute to understanding how brain changes influence behaviour in ageing.

鈥淗is committee went so far as to say this was 鈥榞roundbreaking and even paradigm-shifting for the broader field of cognitive neuroscience,鈥欌�� says Professor Adrienne Perry, graduate program director.

Grace Pawliw-Fry (MA, geography) studies how neurodivergent workers navigate precarious labour markets in Ontario. The thesis, Teetering on the edge of surplus: neurodivergent work, social reproduction and bodyminds in the Ontario labour market, examines the intersections of work, disability and social reproduction.

It contributes to scholarship in labour geography, critical disability studies and workplace accessibility.

鈥淭his is a sophisticated and beautifully argued MA thesis, which integrates several literatures with very rich empirical data,鈥� says Professor Alison Bain, graduate program director.

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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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91亚色 alumna Randa Qashoa鈥檚 journey from the to a career advancing space technology highlights the growing impact of women in shaping the future of engineering.

Today, Qashoa (BEng 鈥�21, PhD 鈥�25) is a systems engineer at Honeywell Aerospace, where she works on the assembly, integration and testing of quantum communication payloads. While still early in her career, she is already contributing to technologies that could play an important role in the future of secure communications in space.

Her path into the industry was shaped by the people and opportunities she encountered at Lassonde.

"My experience at Lassonde was instrumental in helping me pursue a career in the space sector," Qashoa says. "The main driver was the wealth of experience in space engineering that Lassonde faculty carry."

Exposure to faculty-led research gave her firsthand insight into how engineering can tackle complex challenges and create meaningful impact beyond academia. Seeing professors lead innovative projects inspired her to pursue a career that contributes to advancements in the field.

That goal became reality when she joined Honeywell Aerospace 鈥� one of the world鈥檚 largest suppliers of aviation and defense systems. Among her proudest accomplishments is the opportunity to work on flight hardware that is planned for future operations in space.

Her experience also highlights the importance of mentorship and community in the study of engineering. Throughout her time at 91亚色, and now early in her career, she noticed she was often the only female on a project team or in a meeting. Rather than viewing this as a barrier, she stayed focused on contributing her skills and expertise while building a network of mentors and peers with shared experiences.

One of those mentors was Professor Regina Lee, who supervised Qashoa鈥檚 PhD studies and helped her navigate the transition from academia to industry.

That support, says Qashoa, provided valuable insight into the realities of the engineering workforce 鈥� and continued in a new way after graduation.

Through Honeywell Aerospace's mentorship program for women in engineering, she was paired with a more senior colleague who offers advice and career guidance.

Together, those experiences reinforced the value of strong support networks in helping women thrive in technical fields.

As more women enter engineering and space-related professions, Qashoa expects the industry to benefit from a wider range of perspectives and experiences. Increased diversity, she believes, will help drive innovation and bring new ideas to some of the sector's most complex challenges.

For students considering a future in space engineering, her message is simple: persevere.

鈥淢y advice to current students is to never give up no matter how impossible the challenge,鈥� she says. 鈥淓ven if you are the only woman on your team now, you are bringing something valuable to the table.鈥�

She encourages students to stay confident, embrace challenges and recognize the impact they can make. As the industry continues to evolve, she sees increasing opportunities for women to help shape the future of space exploration.

Her path from Lassonde to work in aerospace highlights how education, research and mentorship can shape careers in emerging areas of engineering 鈥� especially for women.

Watch Qashoa discuss her Lassonde experience and what it means to contribute to the future of the space sector.

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The Murray G. Ross Award, established in honour of the University鈥檚 first president, is awarded annually to a graduating student in recognition of academic excellence and outstanding contributions to undergraduate student life.

鈥淚 feel honoured to have received such a prestigious award. It represents years of hard work and dedication,鈥� says Llaguno.

Her path to this recognition began four years ago, when she moved to Canada from Ecuador with the aim of becoming a physicist and gaining experience in the field.

When she was accepted to 91亚色, Llaguno received the 91亚色 Science Scholars Award (YSSA) for her scholarly achievements in high school. The award included a guaranteed summer research position, providing an early opportunity to conduct paid, hands-on work following her first year.

Through that opportunity, she joined the experimental atomic, molecular and optical physics group led by Professor Anantharaman Kumarakrishnan from the Department of Physics and Astronomy. It proved to be formative, she says, noting 鈥淚t was there that I discovered my passion for experimental physics."

Over the next four years, Llaguno continued to build on that interest through applied work experiences 鈥� supported in part by the Earle Nestmann Undergraduate Research Award (ENURA) in her second year and a Research at 91亚色 (RAY) position in her third 鈥� focused on designing and refining laser-based systems used to study the behaviour of atoms.

With guidance from Kumarakrishnan鈥檚 group, she presented her work at several physics conferences and co-authored published papers, reflecting the level of achievement she reached during her undergraduate studies.

During her time at 91亚色, Llaguno also sought out opportunities to be involved in her academic community and engage in outreach. In her second year, she became a Peer Assisted Study Sessions (PASS) leader, a role she held for two years, supporting first-year physics students.

The experience helped her discover a growing interest in teaching, and her students later nominated her for the Bethune College Academic Leadership and Community Building Scholarship.

She took on other roles across the University, serving on a Tenure and Promotion Committee and working as a science student ambassador, campus tour guide and laboratory tour guide. She also contributed to efforts to strengthen teaching and learning in the classroom, helping revise the PHYS 2020 (Electricity and Magnetism) curriculum for engineering students after the course had shown lower performance compared to its physics-major counterpart.

鈥淭hese experiences were motivated by my desire to give back to my community and share my enthusiasm for physics with prospective students,鈥� says Llaguno.

That combination of academic work and community contribution has now been recognized through the Murray G. Ross Award.

鈥淭his award is also a reminder that my passion has not gone unnoticed,鈥� says Llaguno.

Reflecting on the award, Llaguno credits the significant role her parents played in her journey. 鈥淚 am deeply grateful to my parents, who have always supported me, prioritized my education and taught me the value of learning,鈥� she says. She also expresses gratitude to her professors, her department and her research group, as well as the scholarships, bursaries and awards she received from 91亚色 that enabled her to continue her studies as an international student.

Llaguno has already begun the next stage of her studies, joining Kumarakrishnan鈥檚 group as a master鈥檚 student immediately after completing her bachelor degree. She plans to build on the projects she began as an undergraduate while also mentoring incoming students. But, her ambitions extend beyond her master鈥檚 studies. 鈥淢y long-term goal is to remain in academia and ultimately pursue a career as a faculty member, combining research with teaching and mentorship,鈥� she says.

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The Governor General's Academic Medals are the highest honour given to outstanding Canadian post-secondary scholars. This year鈥檚 awardees represent the University鈥檚 dedication to supporting students in achieving academic success.

Chimira Nicole Andres

While at 91亚色, Andres pursued her PhD in earth and space science and engineering at the . Her research explored the ice-rich landscapes across Earth and Mars, and work that led to the first detection of a terraced glacier on Mars.

Andres has contributed to major international space initiatives, serving the European Space Agency as lead on missions using a colour and stereo surface imaging system (CaSSIS), a high-resolution camera used to capture detailed images of Mars鈥� surface. She has also contributed as a scientist on Canadian Space Agency lunar rover projects.

Beyond her research, she has been active in mentorship and outreach, supporting youth education and space science initiatives across the world.

Andres chose 91亚色 for its leadership in earth and space science as well as its campus community, which she credits with supporting her through her studies.

鈥淩eceiving the Governor General鈥檚 Gold Medal is truly a great privilege and honour,鈥� says Andres. 鈥淭his is very meaningful and a full-circle moment for me.鈥�

Andres says the Inuktitut word 釔娽敧釔冡搻釗囜憰 (Ajuinnata) 鈥� which translates to 鈥減ersevere鈥� 鈥� that is inscribed on the medal resonates deeply with her academic journey.

鈥淚t feels very humbling for my ongoing research to be recognized, and it has motivated me to continue doing the work that I am most passionate about,鈥� she says.

Andres is currently a postdoctoral fellow at the University of Victoria, working with Indigenous community partners in Nunavut. Looking ahead, she hopes to contribute to future Canadian Earth Observation missions while remaining active in mentorship, outreach and science communication.

Nicholas Cheng

After completing his undergraduate degree in kinesiology at 91亚色, Cheng is now among this year鈥檚 Faculty of Health graduate students earning a MSc in the program. His graduate research focused on exercise science and nutrition. Building on a long-standing interest in sport and training, he worked with Associate Professor Andrea Josse examining how different post-exercise nutrition strategies can influence substances in the blood that indicate how bones are building up or breaking down.

His path into research began during his undergraduate studies, when he collaborated with Professor Tara Haas, sparking an interest in exploring questions related to optimizing health and exercise performance.

Cheng chose to remain at 91亚色 for his graduate studies because of the University鈥檚 supportive environment and community. He credits the close-knit kinesiology program, along with mentorship from faculty and peers, for fostering both his academic growth and personal development. He is especially grateful to Josse and his lab mates for their guidance and collaboration throughout his studies.

鈥淏eing selected for the Governor General鈥檚 Gold Medal is truly an honour,鈥� says Cheng, noting the recognition holds special meaning given the challenges and self-doubt he faced during his academic journey.

鈥淭his award feels like an affirmation to continue pursuing higher education and research,鈥� he says.

Cheng will continue his studies at 91亚色 this fall as a PhD student, expanding on his master鈥檚 research. He aims to pursue a career in academia, where he hopes to become a professor and lead a research program focused on exercise, nutrition and musculoskeletal health.

Joel Landan Prowting

Graduating with a PhD from the Faculty of Health, Prowting鈥檚 research examined the effects of dairy consumption on human physiology, particularly in response to exercise and diet. His academic journey culminated in his doctoral work exploring how dairy intake influences bone metabolism, inflammation and overall health.

Prowting says he chose 91亚色 to work with Josse, who also collaborated with fellow Governor General's Gold Medal recipient Cheng. Josse鈥檚 research aligned with Prowting interests while offering opportunities to expand his expertise.

Prowting highlights the collaborative environment within the School of Kinesiology and Health Science as a key part of his experience, allowing him to work closely with peers. He also had opportunity to access specialized methods, including muscle biopsy analysis, through collaboration with Professor Chris Perry, director of 91亚色鈥檚 Muscle Health Research Centre. He also credits the strong sense of community among lab members and colleagues for making his time at 91亚色 especially rewarding.

鈥淚鈥檓 very grateful to be recognized for this award, and proud of myself for maintaining a high level of quality despite the challenges I faced while writing my thesis,鈥� says Prowting. Some challenges were more unique than others, he notes. Completing his thesis coincided with a significant personal milestone: the birth of his daughter.

鈥淚 was writing my dissertation from midnight to 5 a.m. while she slept on my chest. It was hard but reminds me that I have the resilience to get things done.鈥�

Prowting is currently a postdoctoral fellow at McMaster University, where he is studying the effects of resistance training and protein intake. Looking toward his future goals, he remains open to both academic and non-academic career paths, building on the skills and connections developed during his time at 91亚色.

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At the 91亚色 Psychology Clinic, however, researchers and graduate students are working from a different premise: that understanding a child means understanding the family around them.

Heather Prime, a clinical psychologist and associate professor in the , is leading that effort with a team of graduate students.

At the clinic 鈥� a mental health care facility for families in the community and training centre for 91亚色鈥檚 emerging clinical psychologists 鈥� graduate students study family mental health while also engaging directly with clients. As part of their clinical training, the students deliver services and conduct supervised assessments with families.

PhD candidate Gillian Shoychet鈥檚 doctoral dissertation sits at the centre of this work: she is studying how to implement family assessments in a university clinic, using feedback from families to refine the model.

Their work, alongside researcher Maya Koven, is outlined in an published in JAMA Pediatrics which argues that family systems assessments remain underused in the care of older children and youth.

"The family system 鈥� all family members and the interactions between them 鈥� influences a child's development and mental health," says Shoychet. "Children's mental health does not exist in isolation."

The approach centres on the Lausanne Trilogue Play Paradigm, a structured assessment that originated in Lausanne, Switzerland. During the assessment, families complete tasks while clinicians film the sessions. In a follow-up meeting, clips are played back to the family and observations are discussed collaboratively.

"We don't say 鈥榟ere's what we learned, and here's what you need to do,鈥�" says Prime. "We say, 鈥榟ere's what we saw 鈥� how does that make sense to you?鈥�"

A key focus of this approach is the co-parenting relationship: the parenting team and how both caregivers work together to support their child. The team鈥檚 research states that this dimension is rarely examined in standard child mental health care, where assessments typically involve only one caregiver.

"We're interested in all those relationships that are co-occurring," says Shoychet. "Without observing all those different pieces, it's hard to get a full sense of the child in a holistic manner."

The assessment spans four sessions and concludes with a tip sheet compiled by the clinical team and a follow-up check-in. For some families, that is enough. For others, it becomes a roadmap 鈥� pointing toward individual therapy for the child, parental support or longer-term family therapy.

"It's really a broader systemic map of what services families might be able to access," says Prime.

Building that map required significant groundwork by Shoychet. With support from Koven and the graduate student team, Shoychet worked to merge two existing clinical manuals into a single program guide designed for the 91亚色 Psychology Clinic and its clinical, research and training teams.

"It takes a lot of time, a lot of attention to detail, a lot of patience,鈥� says Shoychet of that project. 鈥淎s a graduate student, I'm not just getting training to do this program 鈥� I'm supporting the implementation of it in my clinic, which is a very unique experience."

Graduate students are trained through a deliberate scaffolding approach. They begin by observing how Prime leads a case, then they work alongside her as co-therapists. Eventually, they take the lead themselves. Between sessions, the team gathers for group consultations 鈥� typically joined by collaborator Diane Philipp, a child psychiatrist at The Garry Hurvitz Centre for Community Mental Health at SickKids who was instrumental in bringing this training model to Canada.

"Even if the student isn't the primary clinician, students on the team can come watch, provide feedback and learn," says Shoychet. "It's a really beautiful learning opportunity."

Families are also active participants in shaping the program. Surveys provide meaningful feedback on time commitment, session satisfaction and whether families felt their clinician was supportive.

"We're not just evaluating outcomes," says Shoychet. "We're really trying to understand how the program works in this specific setting and what we need to change to meet the needs of the communities we serve."

"I actually get to see the value that this has for families and be part of changing it to make it more valuable," she adds. "That was one of my aspirations for coming into grad school."

Both Prime and Shoychet share the same vision for the program: to serve those in need while creating meaningful learning experiences for grad students.

Success would mean sustainable program, says Prime, characterized by ongoing training opportunities for graduate students to serve a continuous intake of families.

"We put so much heart and soul into this project," adds Shoychet. "I'm hopeful that people will know more about it."

With files from Mzwandile Poncana

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