鈥淐limate change is rapidly expanding habitats for ticks and mosquitoes across Canada, driving up rates of Lyme disease and introducing newer threats like anaplasmosis into regions where they weren't previously seen,鈥� says Tosato, who works through the Faculty of Science's Laboratory of Industrial and Applied Mathematics (LIAM).

As a result, researchers and public health officials are increasingly looking for ways to reduce tick populations and the diseases they spread.

One approach is the use of prescribed burns, also known as controlled fires. Previous research has shown they can reduce tick numbers, but whether those reductions translate into lower disease risk remains less clear. Researchers know less about how different fire regimes affect disease spread when accounting for the complex interactions between ticks, wildlife hosts and the pathogens they carry.

鈥淚f we want to predict disease risks down the line, we really need to understand how all these moving parts interact,鈥� says Tosato, whose previous work has evaluated different tick-control strategies such as acaricides and repellents.

Tosato and collaborator Kyeongah Nah, from the National Institute for Mathematical Sciences in South Korea, sought to address those questions. They wanted to better understand how controlled burns affect the spread of tick-borne diseases while accounting for factors that have received less attention in previous models, including the role of rodents and whether fire affects young and adult ticks differently.

, the study was supervised by Professor Jianhong Wu through the LIAM lab and used a mathematical model representing ticks, rodents and the diseases that can spread between them. The model simulated how tick populations change over time, how they interact with rodents and how infections move through those populations. It also distinguished between infected and uninfected ticks and rodents, allowing the team to track transmission under different conditions.

The researchers then introduced fire as a variable, simulating prescribed burns with different frequencies and effectiveness levels. This allowed them to test a wide range of hypothetical scenarios, including how disease spread might change if burns occurred more or less frequently, or removed larger or smaller proportions of tick and rodent populations. By running thousands of simulations, the team could compare different fire-management approaches and their potential effect on disease risk.

Before evaluating the effectiveness of controlled burns, the simulation revealed several factors that play an outsized role in disease spread.

One practical finding was that not all ticks contribute equally to transmission. The researchers found that adult ticks and rodents played especially important roles in driving disease transmission. That suggests control strategies targeting those populations may have the greatest impact on limiting transmission.

The model also highlighted the importance of a lesser-understood transmission pathway known as co-feeding. This occurs when infected and uninfected ticks feed close together on the same animal, allowing disease to spread directly between the ticks even if the host itself is not infected. When the researchers incorporated this process into their modelling approach, disease became considerably harder to control. Infections persisted under conditions where they otherwise would have disappeared.

With those transmission dynamics established, the researchers examined how prescribed burns influence disease risk.

The simulations suggested that prescribed fire can substantially reduce the spread of tick-borne diseases, particularly when carried out regularly. The modelling also highlighted the importance of burn frequency. Relatively modest reductions in tick populations achieved through annual burns produced effects comparable to much more aggressive interventions carried out less often.

At the same time, the model suggested that completely eliminating tick populations would be difficult. Doing so would require highly effective burns at frequent intervals, conditions that may be impractical or potentially harmful to natural ecosystems. Instead, reducing disease risk may be a more realistic goal.

The researchers conclude that prescribed fire could serve as a flexible management tool that supports both ecosystem stewardship and public health goals. However, they caution that its effectiveness depends on factors such as local ecological conditions, the characteristics of the disease being targeted and how frequently burns are conducted.

The team also recommends further research examining how prescribed burns compare with other tick-control strategies, including repellents and acaricides, as well as how longer-term environmental changes caused by burning, such as shifts in vegetation cover and humidity, affect tick survival and disease transmission.

For Tosato, the study demonstrates the importance of understanding the connection between environmental change and disease risk.

鈥淚 hope it highlights how fire dynamics and land management can influence these systems, encouraging a broader perspective on how environmental changes and disease transmission connect,鈥� he says.

The work also underscores the role mathematics can play in addressing emerging public-health challenges. By simulating complex ecological interactions that are difficult to study directly, mathematical models can help researchers anticipate future risks and evaluate potential responses.

鈥淎s changing environmental conditions allow ticks and new pathogens to establish themselves in regions where they previously couldn't survive, a close collaboration between mathematics and public health is essential to generate actionable insights that allow us to stay ahead of emerging threats,鈥� Tosato says.

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Coukell received a bachelor of science, master of science and PhD from the University of British Columbia before completing postdoctoral appointments at Stanford University and the University of Oxford. In 1972, he was recruited to help build 91亚色's then-nascent Department of Biology.

He remained at 91亚色 until his retirement in 2005. During his career, he conducted research in genetics, biochemistry and developmental biology, studying how cells communicate and coordinate their activities. Using a microorganism as the biological system for his research, his work helped advance understanding of fundamental biological processes.

Coukell was widely regarded as a leader in his field, as was his wife, Anne, an accomplished microbiologist who worked at 91亚色 as a research associate and laboratory manager for 28 years. Anne contributed extensively to the laboratory's research activities and co-authored many publications alongside her husband.

Beyond his research achievements, Coukell was deeply respected by colleagues and students alike. He taught large introductory undergraduate courses, offered upper-level biology classes and supervised numerous graduate students throughout his career.

When he received a Faculty of Graduate Studies Teaching Award in 2003, colleagues praised his ability to help students develop as independent researchers by fostering critical and creative thinking, problem-solving skills, perseverance, effective communication and intellectual curiosity.

Former students remember him for his approachability, kindness and unwavering commitment to scientific integrity. Both Coukell and Anne were known for their generosity, often welcoming students into their home and treating them like extended family.

Even after retirement, supporting students remained important to the couple. Through a legacy gift to 91亚色, they established the Milton Barrie Coukell and Anne Maureen Coukell Scholarship, which supports undergraduate students in science and engineering as well as graduate students in 91亚色's biology program.

In a 2009 interview with 91亚色 U Legacies, reflecting on the scholarship and the legacy he hoped to leave, Coukell emphasized the transformative power of education. "It's important to train people to think for themselves; to think critically and scientifically. I can't think of anything more important," he said.

The sentiment reflects a legacy remembered by generations of students whose lives and careers were shaped by Coukell's guidance, generosity and commitment to education.

Besides his commitment to science and to education, Barrie was devoted to his family which besides his wife Anne included his daughter Suzanne, her husband and his granddaughter Kate.

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Awarded through CIHR's Project Grant program, the funding supports researchers and trainees pursing projects across the health research spectrum, from foundational discovery to applied research and knowledge mobilization.

The four 91亚色-funded projects span neuroscience, mental health, autoimmune disease and Indigenous health, and position the University as a leader in research that focuses on building healthy lives, communities and environments through interdisciplinary collaboration and innovation.

"This investment reflects the excellence, breadth and growing impact of health research at 91亚色 and the ,鈥� says Dean David Peters. These CIHR-funded projects bring together researchers, trainees and community partners to improve care, inform policy and advance the health and well-being of individuals and communities.鈥�

Ali Abdul Sater, associate professor at the Faculty of Health, received $1,017,450 to investigate the role of a protein known as TRAF1 in rheumatoid arthritis. The  aims to identify new ways of targeting inflammation while preserving protective immune functions, with the goal of informing the development of more precise treatments for the autoimmune disease. 

Kate Dunn, assistant professor at the Faculty of Health, was awarded $761,174 to work with First Nations communities on culturally grounded approaches to liver wellness and hepatitis C awareness, screening and care. Building on previous CIHR-funded research, and working with a team of co-investigators including 91亚色鈥檚 Mia Biondi, Karen Campbell, Tarama Barnett and Ashley Day, the  will co-design community-integrated pathways that combine Indigenous knowledge, creative engagement and clinical access to improve awareness and access to services.  

Also at the Faculty of Health, Jonathan Weiss, a professor in the Department of Psychology, was awarded $730,576 together with co-principal investigator Yona Lunsky (The Centre for Addiction and Mental Health) for a project exploring therapeutic photography as a mental health intervention for youth with intellectual disabilities. Co-designed with young people and their families, the  will test whether photography can provide an accessible means of self-expression and support mental well-being. The project includes several co-investigators, with 91亚色鈥檚 Shital Desai, Nazilla Khanlou, Georges Monette, Paul Ritvo and Kate Tilleczek among the group. 

At the Faculty of Science,听Jeffrey Schall, a professor in the Department of Biology, received $1,059,526 for research examining how the brain's prefrontal cortex supports attention and decision-making.聽The聽聽will use advanced brain imaging and monitoring techniques to advancing understanding with potential applications for conditions that affect these functions.聽

础苍辞迟丑别谤听聽at University Health Network聽(UHN)聽will be聽co-led by 91亚色 assistant professor聽Divya Sharma, Faculty of Science and carried out at the University. 聽With聽$726,752聽in funding聽to聽UHN, the team of researchers will聽investigate the use of AI聽to聽analyze聽biological聽differences among聽people聽with knee osteoarthritis. The work aims聽to聽better predict who is most likely to聽benefit聽from knee replacement surgery聽and聽could help guide more personalized treatments and patient outcomes.聽

"Addressing today's pressing health challenges requires inspired collaboration across fields, linking excellence in fundamental science to practice at the bedside," says Faculty of Science Dean Maydianne Andrade. "These federally funded projects are emblematic of the research at 91亚色 and the Faculty of Science, advancing our ability to translate complex data into innovative models and decision tools that can transform lives."

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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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The award honours the team behind the project First-Year Engineering Block Model 鈥� a NEW Way of Teaching, led by Associate Professor Jeffrey Harris at the .

The project introduces a modular, block-based teaching structure that fundamentally restructures how students engage with courses by supporting student learning, reducing cognitive load and improving well-being. It was selected as one of five recipients through a national adjudication process recognizing collaborative innovation in post-secondary education.

The 91亚色 initiative brings together faculty and staff across multiple disciplines and roles and reflects the award鈥檚 emphasis on collaborative teaching innovation. Developed through Lassonde in collaboration with the Faculty of Science, the block model restructures the traditional course system, delivering courses in intensive, sequential formats rather than concurrently.

鈥淥ur project brings together expertise from engineering, mathematics, physics and computing to redesign the structure of the first-year experience,鈥� says Harris. 鈥淭his work is deeply collaborative and highlights what is possible when faculty are supported through educational development and instructional design.鈥�

Harris says the design responds to structural challenges students were facing 鈥� such as commuting, employment commitments and heavy workloads 鈥� by redistributing academic demands across the term.

Piloted in Fall 2023 with 63 students, the initiative has expanded to include 120 participants with plans to reach 250 students by the 2026-27 academic year.

Across three years of implementation (2023-25), students in the model achieved higher success rates compared to those in the traditional delivery model. Students also reported stronger peer connections, increased interaction with instructors and improved clarity on learning goals and assessments.

It has also led to increased collaboration across faculties and strengthened teaching practices through shared design.

鈥淏y focusing on how learning is delivered, we鈥檝e demonstrated that meaningful, large-scale academic transformation is possible within institutional and accreditation requirements,鈥� says Harris. 鈥淭he next phase builds on this foundation, with a new curriculum that expands the model into an integrated first-year experience launching in Fall 2026.鈥�

The team聽receiving the award聽includes Lassonde colleagues Associate Professor聽Mojgan Jadidi, Assistant Professor聽Kai Zhuang, Tanveer Bhimani, instructional and learning designer, and聽Saskia van Beers, research associate along with Faculty of Science Professor聽Matthew George聽and Associate Professor聽Andrew Skelton. The team also includes Patrick Molicard-Chartier from the Universit茅 de l鈥橭ntario Fran莽ais.

The project was supported in part by 91亚色鈥檚 Academic Innovation Fund.

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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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Tsoukanova joined 91亚色 in 2004 as an assistant professor, where she taught undergraduate and graduate courses in chemistry.

Tsoukanova鈥檚 teaching emphasized the relevance of chemistry to biological and medical challenges, connecting fundamental principles to real-world applications. Colleagues say she also had a gift for helping students grasp difficult material. 鈥淪he approached teaching with exceptional care, thoughtfully preparing her lectures and presenting complex concepts in a way that students could understand and absorb,鈥� says Professor Dasantila Golemi-Kotra, a colleague in the Faculty of Science.

This approach reflected a compassionate, attentive teaching style. She was always willing to offer guidance and encouragement, and remained committed to supporting her students鈥� academic and career aspirations.

Tsoukanova was also a respected researcher. 鈥淲hat distinguished Valeria as a researcher was her rigorous attention to detail and her unwavering commitment to fundamental scientific principles,鈥� says Golemi-Kotra.

Her research focused on how extremely thin layers of molecules behave when they form on surfaces, similar to coatings on medical implants. She was particularly interested in how these molecules organize into membrane-like structures that mimic biological membranes. Her work advanced the understanding and design of biomimetic surfaces and materials, with applications in biomedical technologies including drug delivery systems and artificial membranes.

Her research, frequently supported by the Natural Sciences and Engineering Research Council of Canada (NSERC), helped guide the development of coatings that reduce protein buildup, allowing medical devices to function more reliably. It also informed the design of drug carriers that can move more effectively through the body. Together, this work contributed to the development of materials better suited for use in biomedical applications.

This integration of fundamental understanding and practical application defined her approach to research. 鈥淲hile pursuing a deep understanding of the mechanisms underlying molecular self-assembly, she consistently recognized the broader practical significance of this knowledge,鈥� Golemi-Kotra says.

She sought to pass this perspective on to her students. According to Golemi-Kotra, Tsoukanova saw the training and mentorship of the next generation of researchers as an essential part of her scientific contribution and legacy.

Colleagues say this legacy extended beyond her academic contributions to her relationships with others. Positive, sensitive and unfailingly supportive, she offered encouragement to those around her. Golemi-Kotra and others will remember her for her intelligence, compassion and remarkable sense of humour, and for the encouragement she offered to colleagues and students alike.

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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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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 awards are the country鈥檚 highest academic honour for Canadian post-secondary scholars. This year's recipients represent the University's dedication to empowering students to achieve academic excellence across disciplines.

Faisal Ahmed Alakoozi

Alakoozi graduates with an honours bachelor of arts in political science. His academic work in the Faculty of Liberal Arts & Professional Studies (LA&PS) explored the intersections of law, policy and social justice. A focus on migration and refugee governance, as well as critical political economy was especially meaningful to him.

鈥淎s the child of Afghan refugees, my academic work has been shaped by both personal experience and intellectual curiosity,鈥� says Alakoozi.

At 91亚色, Alakoozi found an environment that encouraged critical thinking and intellectual growth. He credits the support of professors and teaching assistants for challenging him to deepen his analysis, while opportunities for research engagement helped him grow as both a student and a thinker.

鈥淩eceiving the Governor General鈥檚 Medal is incredibly meaningful to me,鈥� says Alakoozi. 鈥淚t represents not just academic achievement, but a much longer and more difficult journey defined by persistence, discipline and overcoming significant physical and mental barriers.鈥�

He adds that the recognition offers a moment of reflection and a source of motivation to continue pursuing questions of justice, inequality and belonging with even greater commitment.

This fall, he will begin a master's degree in criminology and social justice at Toronto Metropolitan University, where he plans to continue his research on migration, borders and governance.

Joshua Max Levine

Levine graduates with a degree in statistics, after pursuing his interest in how mathematics is applied to real-world applications. During his studies in the Faculty of Science, he explored differential privacy, an approach that allows researchers to draw insights from data while safeguarding personal information.

He did so, in part, through an Natural Sciences and Engineering Research Council of Canada (NSERC) Undergraduate Student Research Award, allowing him to conduct research under the guidance of Assistant Professor Kelly Ramsay.

While Levine was first drawn to the University for its proximity to home and strong student support, he found a wide range of opportunities for academic and professional growth. He was actively involved in the Actuarial Student Association, serving as director of education, and credits his mentors, including Ramsay and Professor Ed Furman, for encouraging him to challenge himself and expand his ambitions.

鈥淚t is an immense honour to be awarded the Governor General鈥檚 Silver Medal,鈥� says Levine. 鈥淚 see it as a reminder of what I can achieve with many years of hard work and commitment.鈥�

Levine recently joined Canada Life Reinsurance as an actuarial analyst and is working toward becoming a fully credentialed actuary. Looking ahead, he is eager to continue his learning journey and gain experience across a variety of teams and projects within the actuarial profession.

Vanessa Otello

Otello completed her undergraduate studies in LA&PS, combining coursework in sociology and business with a bachelor of education. As an aspiring educator, she developed an interest in the role of technology and AI in student learning and its impact on educational environments.

Throughout her time at 91亚色, Otello found a supportive and engaging community. She credits her professors for inspiring her to continue her studies and pushing her to reach her full potential.

鈥淚鈥檝e had the opportunity to meet so many amazing people who supported me throughout my academic journey and inspired me to continue my education,鈥� Otello says.

In addition to academics at 91亚色, she was a work-study student for four years, where she connected with peers and contributed to enhancing the student experience. She also received several academic scholarships recognizing her dedication to her studies and involvement in the 91亚色 community.

鈥淩eceiving this award is an honour and a representation of years of dedication, hard work, growth and the connections I鈥檝e built along the way,鈥� says Otello.

This fall, she will begin a master鈥檚 of education at the University of Toronto, specializing in higher education. Looking toward the future, she hopes to build a career empowering students in post-secondary settings and remains committed to continued academic exploration.

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