The five-year , funded by the Canadian Institutes of Health Research (CIHR), brought together more than 61 Inuit youth researchers, Elders, cultural advisors, musicians, artists and voice actors to co-create a psycho-educational video game grounded in Inuit knowledge and culture.

Led by Professor Yvonne Bohr at 91亚色's , the initiative was developed in partnership with communities across Nunavut and was guided by Inuit youth for everything from the game's story and artwork to its music, voice acting and wellness content.

Inspired by Inuit Qaggiq, a traditional Inuit gathering space for learning and community renewal, the game combines Western therapeutic strategies (such as cognitive behavioural therapy) with Inuit Qaujimajatuqangit (IQ), a set values based on Inuit philosophy, Elder teachings and other tactics shared by Inuit youth.

During the game, players follow a young protagonist named Alaasua through seven quests exploring wellness topics identified as important to Inuit youth, including interpersonal conflict, substance use and relationship loss. 

Between October 2025 and July 2026, 276 Inuit youth from 37 communities across Canada tested the game and provided feedback through surveys, interviews and evaluation workshops. 

Bohr says the findings suggest the game is both safe and beneficial for participating youth. The research team found improvements in participants' confidence and ability to manage difficult emotions, challenge negative thoughts and use coping strategies such as seeking support from others. 

For many involved, the impact extended beyond gameplay. Inuit youth who co-created the game gained experience in research, leadership and mental health advocacy, while sharing Inuit culture and advancing traditional IQ principles.

"We have learned that young people in Nunavut have a great passion for supporting mental wellness in their communities," says Bohr. "While youth leaders and Elders are eager to evaluate Western mental health interventions for youth, Inuit knowledge about healing must be front and centre in those interventions. Ideally, any mental health intervention should be developed by youth themselves with the support of their communities."

The game鈥檚 success is attracting attention. Earlier this month, Virtual Qaggiq was featured by CBC News for its innovative approach to supporting Inuit youth mental health through culturally relevant digital spaces. 

"What excites me most about the Virtual Qaggiq project is the promise the game has shown as a culturally grounded mental health resource for Inuit youth," says project coordinator and 91亚色 research assistant Yogita Singh. "Seeing Inuit youth on the team grow from project council members into research assistants and emerging leaders in mental health and research has been incredibly inspiring." 

The research team is working with the Nunavut Department of Education to explore making Virtual Qaggiq available to youth through schools and afterschool programs across the territory. The team is also considering future initiatives that build on the project's community-led model to address other priorities identified by Inuit youth. 

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To answer this, 91亚色 researcher Jonathan Michaels is investigating how the brain recognizes rhythm, anticipates patterns and coordinates movement with sound, work that has earned him a Brain Canada Future Leaders in Canadian Brain Research award.

Michaels is one of 26 early-career researchers across Canada selected for the program, which supports emerging scientists pursuing high-risk, high-reward research with the potential to improve brain and health outcomes. The program is supported by the Azrieli Foundation and Brain Canada through the Canada Brain Research Fund, a partnership with the Government of Canada (Health Canada). 

鈥淭his award gives our lab the freedom to pursue an ambitious question about how learning changes the brain,鈥� says Michaels. 鈥淎s an early-career researcher, having support to follow an unexpected finding and test where it leads is especially valuable. I鈥檓 grateful to Brain Canada and its partners for making that possible.鈥� 

The $100,000 award will fund his project 鈥�,鈥� which investigates how reward helps the brain turn rhythmic sounds into predictions that guide movement.听

An assistant professor at 91亚色鈥檚 , Michaels will study this learning process through experiments with monkeys, tracking how the animals learn to anticipate sounds and timing their movements. By studying activity across multiple brain regions, he hopes to identify how rhythm-processing signals emerge and spread throughout the brain.

In a preliminary experiment, a monkey listened to repeated tones paired with small juice rewards. Brain regions involved in movement and motivation began responding to the rhythm. Even more interesting, he says, is that the brain can continue tracking the rhythm after the reward is gone, suggesting that learning had changed how the brain responded to the sounds. 

This is foundational research into how the brain learns to connect sound and movement, says Michaels. In the longer term, that understanding could inform approaches to movement rehabilitation. 

鈥淚'm excited to continue building knowledge that could have meaningful impacts on health and well-being,鈥� says Michaels. 鈥淏eing recognized alongside outstanding researchers from across Canada is both an honour and a motivation.鈥� 

This is the second recognition for Michaels this year; his contributions to the study of neuroscience earned him a Brain Star Award from the Canadian Association for Neuroscience for his research investigating the power of prediction. 

He is the principal investigator at the at 91亚色, where he leads a team of researchers on work to understand how the brain learns and controls skilled movement with the goal of improving recovery from injury and disease.听

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Marketers and policymakers often assume people sense, think, feel and relate in broadly similar, stable ways. However, new research argues that consumer experiences are shaped by a range of internal and external factors. Stress, sleep loss, aging and illness can all influence how people processes information and navigate marketplaces, leading to hard-to-read fine print, overwhelming store and app experiences and rushed decisions made under pressure.

The argument is set out in 鈥�" published in the Journal of Public Policy & Marketing. The study was co-authored by Raisa T. Zaman, a PhD candidate at Schulich, together with an international team of scholars from Canada, the U.S., the U.K. and Europe.

Drawing on research from psychiatry, neuroscience and neurodiversity studies, the authors argue that variation in how people process the world is universal and constantly shifting, not limited to the one-in-five people who identify as neurodivergent.

鈥淢arketers and policymakers often design for one 'average' mind,鈥� says Zaman, who is conducting her PhD studies under the supervision of Professors Ela Veresui and Russell Belk. 鈥淲hen a store, an app or an ad overwhelms us, we tend to blame ourselves. Our research shows that this is a design error and one that can be avoided.鈥�

To address this, the researchers introduce the STAR (sense, think, affect and relate) framework, which helps practitioners and policymakers identify where marketplace design assumes everyone processes information the same way. They also propose neuropluralist design, a set of eight principles for building more flexible and accessible consumer experiences, including tactics such as adjustable sensory input, multiple ways to engage and self-paced interaction.

The team illustrates the framework using influencer marketing, a global industry valued at more than U.S. $40 billion and one where consumer safeguards can be limited. For example, a sponsorship disclosure can meet legal requirements and still go unnoticed by consumers who are scrolling quickly, multitasking or experiencing fatigue.

The researchers argue that regulators ask not only whether disclosures exist, but whether people can actually notice, understand and act on them.

鈥淲e believe the era of designing for the mythical 'average' consumer has reached its limits,鈥� concludes Zaman. 鈥淲hen systems are designed for variability, they become more inclusive, resilient and effective for everyone.鈥�

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Shital Desai, an associate professor at the , has been appointed to the Standards Council of Canada's mirror committee for the International Electrotechnical Commission Systems Committee on Active Assisted Living (IEC/SyC AAL).

Through the appointment, Desai will contribute community-engaged research insights and subject matter expertise to Canada鈥檚 participation in the development of international standards for accessible assistive technologies.

The committee supports the development of standards for technologies, products and services that promote independent living, accessibility and quality of life for people of all ages and abilities, including older adults, people with disabilities and people living with dementia.

As a member, Desai will review standards documents, provide subject-matter expertise and help develop consensus based Canadian positions on international standards initiatives.

"This appointment is an opportunity for me to bring 91亚色's expertise and commitment to inclusive innovation into international standards development," says Desai.

"I look forward to collaborating with experts from Canada and around the world to help shape technologies and systems that are accessible, responsible and responsive to people's needs."

The appointment reflects Desai's longstanding research in accessible interaction design, inclusive and assistive technologies, aging and dementia, as well as participatory approaches that engage older adults and people with disabilities in the design process. Her participation on the committee will also create opportunities to bring emerging international standards into both her research and teaching.

She plans to incorporate insights from the committee's work into course content and experiential learning opportunities, giving students exposure to the standards and requirements that shape technologies from design through implementation. Desai says students will also be encouraged to explore how accessibility-focused innovations can be translated into socially responsible and commercially viable solutions that address community needs.   

"This role will allow me to introduce students to standards-informed design and show them how international standards influence the development, evaluation and adoption of accessible and assistive technologies," says Desai.

Beyond student learning, Desai sees the appointment as an opportunity to extend the global reach of her community-engaged research by helping to ensure accessibility and lived experience remain central considerations in standards development.

"Older adults, people with disabilities and people living with dementia often encounter usability and adoption barriers when technologies do not reflect their needs, abilities and everyday contexts," she says.

"When their perspectives and lived experiences inform standards, and standards subsequently guide the design and development process, technologies and services are more likely to be accessible, useful, interoperable and adopted in practice."

Desai hopes to help ensure that diverse perspectives are reflected in global standards development while demonstrating 91亚色's leadership in inclusive innovation.

"Ultimately, I hope this work contributes to technologies and services that support independence, participation and quality of life in Canada and around the world."

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The project 鈥淒eveloping LGBTQI+ Health Surveillance Capacity in Canada: Longitudinal Linked-Data Analyses of Primary Care, Prevention, Chronic Disease, Disability, and Unmet Need鈥� aims to generate evidence that can help reduce health inequities and improve health care services, programs and policies for sexually and gender-diverse communities. 

The study is led by Antony Chum, associate professor in 91亚色's , with co-principal applicant Yihong Bai (University of Manitoba) and co-principal knowledge user Jennifer Rayner (Alliance for Healthier Communities). The team also includes co-investigators from 91亚色 and partner institutions, including 91亚色 graduate鈥嬧�� Alex Abramovich and 91亚色 postdoctoral research fellow Peiya Cao, as well as Brittany A. Jakubiec, Caley B. Shukalek, David Brennan, Devan Nambiar and June Lam. 

Previous research on 2SLGBTQIA+ care has largely focused on mental health and sexually transmitted and blood-borne infections, including HIV. As a result broader health needs remain understudied. Addressing this gap is important because stigma, discrimination and barriers to inclusive care can delay screening and treatment, contributing to poorer outcomes, says Chum. 

The project aims to develop public health surveillance capacity for 2SLGBTQIA+ populations in Canada using census, survey and health administrative data, the team will track the outcomes of millions of Canadians over periods of up to 20 years. The findings will provide a comprehensive picture of their health and examining primary care access, cancer screening and incidence, vaccination, chronic disease, disability, and preventable emergency department visits and hospitalizations. 

The findings will identify when and where gaps in care emerge and who is most affected. Working with community and health system partners, the team will use this evidence to inform improvements in primary care, preventive services and chronic disease management for 2SLGBTQIA+ people across Canada. 

The funding was awarded through CIHR鈥檚 Advancing 2S/LGBTQI+ Health Through Research program. 

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His commitment to equitable and culturally responsive teaching and learning 鈥� a defining focus of his work as course director and instructor at the Faculty of Education 鈥� has earned him national honour as a recipient of the 2026 PHE Canada Impact Award.听

"It's deeply humbling," says Khan, who is pursuing a PhD at the . "I see this award as a recognition of the students, families, teacher candidates and communities who have shaped my thinking, and as an affirmation that equity and diversity belong at the centre of physical and health education, not at its margins."

The national award follows Khan鈥檚 receipt of 91亚色鈥檚 2026 President's University-Wide Teaching Award, underscoring the impact of his teaching, curriculum development and advocacy both at 91亚色 and beyond. 

At 91亚色, Khan works to advance inclusive and culturally responsive practice in education. His approach is informed by years of experience as an elementary and secondary educator and, more recently, as a course director preparing the next generation of teachers. 

"I saw how often students from racialized, marginalized and newcomer communities felt that physical education wasn't designed with them in mind," says Khan.  

"Whether it was dress, fasting, language or simply not seeing themselves reflected, many were opting out of something that should belong to everyone." 

His experience shapes the foundation of Khan's teaching, research and advocacy work, leading him to explore how educators can create environments where every student feels welcomed, represented and empowered to participate. 

Among the initiatives Khan is most proud of is 鈥淟earning from the Land,鈥� which invites teacher-candidates to walk the Huron-Wendat Trail at 91亚色's Keele Campus and engage with Indigenous histories, relationships to place and the diverse populations that make up the 91亚色 community. 

"These walks remind future teachers that land, place and community are powerful teachers in their own right, and that culturally responsive practice begins with understanding where we stand," says Khan. 

Khan also partners with OPHEA (Ontario Physical Activity Standards in Education) to deliver workshops on gender-based violence prevention, preparing future educators with the knowledge and confidence to address complex issues in health and physical education settings. 

Khan says the award affirms the importance of culturally responsive practice across classrooms, curricula and community partnerships. 

"It reinforces a conviction that runs through everything I do: teaching, research and advocacy are inseparable," he says.听聽

"Whether I'm preparing teacher candidates, developing curriculum, conducting research, or working alongside community partners, the goal is the same, to ensure that culturally responsive practice isn't an add-on, but a foundation." 

As he continues his work at 91亚色 and beyond, Khan hopes other educators will be encouraged to embrace inclusive approaches and help ensure health and physical education reflects diverse identities. 

"I hope this recognition encourages more racialized and marginalized educators to take up space in health and physical education environments and affirm diverse identities in their classrooms."

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Presented by the Ontario Human Rights Commission (OHRC), the awards honour individuals whose work has made a significant impact in communities across Ontario. This year鈥檚 awards are presented to Distinguished Research Professor Carl E. James, student Tonny Muzira and alum Rana Espiritu Nasrazadani. 

Lifetime Achievement Award: Carl E. James, Distinguished Research Professor and Jean Augustine Chair in Education, Community & Diaspora at 91亚色 

Awarded to an individual for significant contributions over their lifetime to advance human rights. 

One of Canada's leading scholars on race, racialization and education, James has has spent decades examining the experiences of marginalized communities and the barriers they face in education and society. 

His research has shaped public policy and education practices across Canada. Notably, his report Towards Race Equity in Education: The Schooling of Black Students in the Greater Toronto Area helped spotlight inequities in Ontario's education system and informed discussions about academic streaming and student success. 

James holds the Jean Augustine Chair in Education, Community & Diaspora at 91亚色's Faculty of Education and has served as equity advisor to the dean. Through community partnerships and the national Securing Black Futures initiative, he works to improve educational experiences and expand pathways to post-secondary education for Black students.

鈥淚t is always a privilege to be recognized for contributions to community 鈥� particularly when the contribution helps to advance human rights and social justice," James says. "I am pleased to receive this recognition knowing that others have worked with me to make this possible.鈥� 

The Lifetime Achievement Award adds to numerous honours recognizing James' impact as a scholar, educator and community leader. His influence extends beyond research and is reflected in the generations of students, educators and community members he has inspired. 

Distinguished Service Award: Tonny Muzira, Bachelor of Public Administration

Awarded for outstanding contribution to advancing human rights.  

Muzira is an organizational policy and development specialist whose work focuses on housing, public health equity and community empowerment, particularly for Black immigrant and refugee communities in Ontario. 

During the 2023 Toronto refugee housing crisis, Muzira helped coordinate advocacy efforts that secured a federal commitment for emergency housing relief for hundreds of refugee claimants sleeping outdoors. He has since contributed policy recommendations to the City of Toronto on chronic homelessness. 

As co-founder of the Centre for Black Development Options Canada (CBDOC), Muzira has championed issues affecting Black immigrants and refugees, including organizing Toronto's first International Conference on Black Immigrants and Refugees in 2024. His work also supports HIV prevention and equitable access to sexual and reproductive health services for Black newcomers. 

"Receiving the Daniel G. Hill Human Rights Award is a profound honour," says Muzira, a student at the Faculty of Liberal Arts & Professional Studies.听"Daniel Hill showed that human rights are built through steady work in our communities, and I accept this award on behalf of the refugees, newcomers, youth and colleagues at the Centre for Black Development Options Canada who do that work every day. Housing, health and belonging are not charity. They are rights, and we will keep fighting until every person in Ontario can claim them."聽

Young Leader Award: Rana Espiritu Nasrazadani (BA 鈥�20, MPPAL 鈥�22), 91亚色 Senate representative, 91亚色 Alumni Board member 

Awarded to a person under age 30 for their outstanding contribution to advancing human rights.  

Nasrazadani is a disability rights advocate and policy advisor whose work focuses on accessibility, human rights and education. 

Drawing from her lived experience and professional expertise, she works to advance the rights of people with disabilities and address systemic barriers to equity and inclusion. Through her advocacy and policy development work, she has led initiatives and informed policies that strengthen accessibility, challenge ableism and foster inclusion in education and public policy.  

Recognized for her contributions to disability rights and accessibility, Nasrazadani was named one of 91亚色's inaugural Top 30 Alumni Under 30 in 2021. An active member of 91亚色's alumni community and a Senate representative, she has contributed to several University accessibility initiatives, including advising on the accessible design of the 91亚色 Markham Campus. 

"I am deeply honoured to receive this award," says Nasrazadani. "To be recognized alongside such inspiring leaders and changemakers is truly humbling. This recognition is deeply personal to me, reflecting both the progress made in advancing accessibility, inclusion and disability rights, and the work that continues ahead." 

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The ESR is a comprehensive review of 91亚色鈥檚 policies, practices and workplace culture. It aims to examine how systems across the employee lifecycle 鈥� from recruitment and hiring to career advancement and retention 鈥� guide equity outcomes. 

鈥淭he goal is to better understand where 91亚色 does well and where there remains room for improvements in our continuous efforts to foster an inclusive working environment,鈥� says Parissa Safai, interim vice-president equity, people and culture. 鈥淚nput from 91亚色鈥檚 faculty and staff is essential to advancing equity across the University.鈥� 

The survey provides an opportunity for employees to share experiences, observations and perspectives on how systems are working in practice, and insights will be used to inform recommendations related to employment equity. 

91亚色 staff and faculty members are invited to complete this survey regardless of whether they identify as a member of an equity-deserving group.  However, those who self-identify as part of five equity-deserving groups 鈥� women, racialized persons, Indigenous Peoples, persons with disabilities and members of the 2SLGBTQIA+ community 鈥� will have the opportunity to express interest in follow-up engagement opportunities, such as focus groups or one-on-one conversations.  

鈥淭he Employment Systems Review reflects 91亚色鈥檚 ongoing commitment to employment equity, human rights and continuous improvement, aligned with the University鈥檚 DEDI Strategy, the Action Plan on Black Inclusion and the Indigenous Framework,鈥� says Safai. 

The survey opens Oct. 5 and closes Nov. 5 and is available online.听

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Assistant Professor Maxxine Rattner and teaching assistant Pablo Roy-Rojas have been named 2026 recipients of the Ian Greene Award for Teaching Excellence presented by the Faculty of Liberal Arts & Professional Studies (LA&PS).

The annual award recognizes educators whose impact fosters student achievement, enriches learning experience and strengthens engagement in learning environments where students feel supported, challenged and encouraged to succeed.

Named after School of Public Policy & Administration Professor Emeritus Ian Greene, the award was established by former students to honour his dedication to teaching excellence and meaningful learning.

Nominations are submitted by students and are reviewed and adjudicated by the Student Council of Liberal Arts & Professional Studies (SCOLAPS).

Maxxine Rattner, School of Social Work

Rattner is recognized for her ability to make complex material accessible, her fairness in assessment and her dedication to supporting students beyond the classroom.

Students described Rattner as a thoughtful mentor whose guidance helped define their academic journeys. They highlighted her commitment to building community and her ongoing involvement in workshops, research committees and student association initiatives that enrich the student experience.

鈥淚 am really moved by the students who took the time to nominate me and I am also grateful to the committee of students who invested time over the summer to review nominations,鈥� says Rattner. 鈥淪COLAPS as a whole is a dedicated group, invested in fostering connections among students and between students and faculty. I am inspired by their efforts and passion.鈥�

Through her teaching, mentorship and service, Rattner helps cultivate the supportive learning environment that enables students to thrive academically and professionally.

Pablo Roy-Rojas, Department of Social Science

Roy-Rojas is recognized for his fairness and for consistently offering constructive feedback and making challenging concepts accessible to students.

Students praised his subject expertise and noted that he encourages participation and values effort, helping create an environment where learners feel comfortable sharing ideas and asking questions.

鈥淚 am deeply grateful to receive the Ian Greene Award for Teaching Excellence and I accept it on behalf of the students who have shaped my teaching as much as I have tried to shape their learning,鈥� says Roy-Rojas.

Roy-Rojas views teaching as a collaborative process in which students and instructors learn from one another. Some of the most meaningful lessons in his tutorials emerge through dialogue, when classroom discussions connect theory with students' lived experiences and communities.

鈥淚 hope to keep teaching in a way that treats every learner as a thinker and every classroom as a place where emancipation can take root," he says. "In those moments, teacher and student learn together.鈥�

By fostering curiosity, critical thinking and active participation, Roy-Rojas helps students develop the analytical skills and confidence needed to engage with complex social issues both inside and beyond the classroom.

With files from Jessica Kubin

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The funding, announced Sept. 29, adds additional seats to 91亚色 programs that prepare graduates for professions that are critical to communities and the economy, including nursing, social work, engineering, teaching and other fields facing strong demand for skilled talent. The new seats will be available for student enrolment as early as the Fall 2026 academic year.

The expansion is part of Ontario鈥檚 $1.7-billion investment to create 70,000 new student spaces in priority sectors, including STEM, health care, education and the skilled trades.

At 91亚色, the 5,260 newly funded seats include 3,814 seats in STEM programs, 748 seats in health programs and 698 seats in education programs.

鈥�91亚色 welcomes the Government of Ontario's investment in new post-secondary seats,鈥� said Lisa Philipps, 91亚色 Unviersity's interim president and vice-chancellor. 鈥淎t a time of real uncertainty beyond our borders, Canadians are focused on building our own strength and looking after one another. This investment does exactly that. It opens doors for more Ontario students and prepares the nurses, social workers, engineers, teachers and innovators our communities are counting on."

The funding strengthens 91亚色鈥檚 capacity to educate future professionals in sectors facing growing workforce needs and is part of Ontario鈥檚 largest post-secondary seat expansion in more than a decade.

The seats were allocated through a competitive provincial proposal process that evaluated institutional strengths, regional sector needs and student demand. Institutions worked with employers and community partners to determine where additional capacity could have the greatest impact. Allocation of the first 30,000 seats was announced in May.

鈥淥ur province鈥檚 greatest strength is our highly skilled workforce 鈥� and those workers are trained at our world-class colleges and universities,鈥� said Minister of Colleges, Universities, Research Excellence and Security Nolan Quinn. 鈥淭his investment ... will ensure more students have the opportunity to train for good-paying careers that protect and strengthen our communities, industries and province.鈥�

The $1.7-billion initiative is part of a larger, historic $6.4-billion provincial commitment to post-secondary education aimed at strenghtening Ontario鈥檚 labour market in fields linked to economic growth and public services.

The investment comes as 91亚色 continues to expand educational opportunities and grow programs that respond to emerging societal needs. By increasing access to STEM, health and education programs, the University will be able to welcome more students while contributing to the development of a highly skilled workforce for communities across Ontario.

"We thank Minister Quinn and the government for this commitment to Ontario's students and our shared future," said Philipps. "91亚色 is ready to do our part."

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