Growing up in a small rural town in Quebec, Rivest was surrounded by French. Her parents were unilingual francophones and while she learned some English in school, she was far from fluent.

When she moved to Toronto to pursue graduate studies at 91亚色, Rivest immersed herself in English while working in a research lab and taking language classes. Although she eventually became bilingual, she remembers the challenges of studying and writing in a second language, an experience that now shapes her work as a neuropsychologist.

Those experiences now inform Rivest's efforts to ensure French-speaking Canadians have access to cognitive evaluations designed and validated for their language and cultural context.

One focus of that work is the Toronto Cognitive Assessment (TorCA), a tool used in specialized clinics across the Greater Toronto Area and elsewhere in English-speaking Canada to assess memory, language, attention and other cognitive functions.

Designed to bridge the gap between quick screening tests and lengthy neuropsychological evaluations, it can provide a detailed cognitive profile in less than an hour. The assessment also offers a more accessible alternative to comprehensive neuropsychological evaluations, which can take several hours, cost thousands of dollars and are often not covered by provincial health insurance plans.

Originally developed in English, the TorCA reflects a broader reality in cognitive assessment. Many widely used tools were created and standardized for predominantly English-language populations, leaving comparatively fewer options tailored to people whose first language is not English, including French-speaking Canadians.

For Rivest, who teaches at Glendon College, the issue goes beyond convenience. Many cognitive testing tools rely on verbal tasks, such as asking participants to name as many animals as possible or come up with words beginning with a particular letter within a limited period of time.

Even among people who speak English well, performance can differ depending on whether they are being assessed in their first or second language.

"I consider myself bilingual now," says Rivest. "But I'm definitely much better in French than in English to come up with words."

Determined to help address that imbalance, Rivest is leading an effort to adapt and validate a French Canadian version of the TorCA.

"It became obvious to me that, for fairness, francophone Canadians who have concerns about their cognitive state deserve to be measured with culturally and linguistically appropriate tools that are easily accessible," says Rivest.

Working with collaborators including former Glendon student Sara Raquel Ribeiro Manique and neuropsychologist M茅lanie Cohn, Rivest's team aims not simply to translate the testing tool, but to ensure it can be used reliably with francophone populations while maintaining the scientific rigour of the original English version.

Cognitive assessments must be carefully standardized to ensure they measure the same abilities regardless of who administers them. In many cases, a direct translation can inadvertently change the complexity of a task or introduce bias into the results.

One example involved a reading task that asks participants to pronounce words that are spelled differently than they sound aloud, such as colonel in English. Rather than translating the words directly, Rivest and her collaborators had to identify French equivalents with comparable familiarity, frequency of use and level of challenge.

Another challenge emerged in a picture-naming task. A melon in the English version could not simply be translated because French speakers are more likely to name specific types of melons rather than using the broader term. Researchers ultimately replaced the item with a different fruit that better preserved the intent of the evaluation.

After completing the French Canadian version, the team sought feedback from francophone neuropsychologists and made a series of refinements. While minor adjustments continue, Rivest says the assessment is now largely complete.

The project has now entered its next phase: collecting norms for the French Canadian version.

Rivest is recruiting French-speaking adults across Canada to build the reference dataset needed for future clinical use. To help ensure the sample reflects the diversity of Canada's francophone population, she has trained research assistants from Northern Ontario, Algeria and the Democratic Republic of the Congo to reach different communities across the country. The goal is to recruit approximately 300 participants.

Although the project has not yet reached the validation stage, Rivest says the early feedback has reinforced the need for language-appropriate assessment tools.

After testing about 30 Franco-Ontarians, she has heard a recurring observation from participants who had previously completed cognitive tests in English.

"Many of them have said, 'My family doctor gave me a similar test, but it was in English. I thought I had trouble, but now I see I'm fine,'" says Rivest. "It's very encouraging."

Rivest believes part of that response may be tied to familiarity and comfort.

"As people age and they have Alzheimer鈥檚 disease, everything from their earlier past becomes more comforting. They remember it better," says Rivest.

For many francophones, she explains, that means returning to the language they learned and used throughout childhood.

While researchers and clinicians, including collaborators at McGill University, are already expressing interest in the French Canadian version of the TorCA, Rivest hopes its impact will extend beyond major urban centres.

She thinks often of the small rural communities she grew up in, where many residents are unilingual francophones and access to specialized care can be limited.

"People in those little towns don't reach out for health care necessarily," says Rivest. "For me, it's making the tests available free, inexpensive to all francophone, including rural people, people that are far away."

"For me, it's helping the francophone community, particularly the people who would not normally reach out for those types of services, nor be offered them because it's just too complicated for them," she says.

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

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

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

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

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

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

Insight Development Grants

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

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

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

Partnership Development Grants

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

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

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

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

Connection Grants

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

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

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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, who is jointly appointed to 91亚色's Faculty of Education. "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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In a new video series titled Renaissance, two Black Canadians 鈥� one from the world of academia, the other from the arts, culture or community leadership sectors 鈥� sit down for an unscripted conversation about Black life in Canada.

The participants have no idea who they are about to meet.

The four-part video project is produced through a partnership between 91亚色鈥檚 Glendon College and SHIFTER, a Canadian media platform focused on Black culture, entertainment and community storytelling.

For Glendon, the project brings together alumni engagement, public storytelling and the campus's broader community engagement work. It marks the 100th anniversary of the Harlem Renaissance 鈥� the early 20th-century movement where Black intellectualism and Black culture converged 鈥� and uses the anniversary to explore Black cultural visibility in Canada today.

The partnership grew from an alumni connection: Kevin Bourne, SHIFTER's director and producer, is a Glendon graduate. After Glendon's communications team took notice of his work in journalism and entertainment, Bourne reconnected with the campus and collaborated on a 2023 written profile series spotlighting Black members of the Glendon community 鈥� students, professors, staff and alumni.

Renaissance grew from there.

"We always kind of had the idea that this will be the beginning of not just one collaboration but multiple collaborations," says Bourne.

For Glendon, Pascal Arseneau, executive director of strategic communications and community engagement, says the project reflects a word students often use to describe the campus: community.

"Glendon is special because of its capacity to create spaces for dialogue," he says. "People come from a variety of perspectives and places and manage to quickly form alliances, work on what brings them together, get involved in different causes, tackle challenges and seek out solutions together."

Arseneau says Glendon approached the project to connect several of its communities at once: current students, faculty, staff, alumni and wider audiences. By pairing Glendon-connected participants with community figures from outside the University, the series extends critical conversations into a broader public setting.

That emphasis on bringing together different perspectives also shaped the format of Renaissance. Glendon provided funding, studio space at the Glendon Theatre and a list of community members to participate. SHIFTER handled production and brought its own network of artists, creatives and community leaders. The pairings were intentional, but participants were not told in advance who they would meet 鈥� even on set. The two were kept apart until the cameras were rolling.

"It's in the place of spontaneity that potential collaboration can happen," says Bourne, adding several participants exchanged numbers after filming and spoke about staying in contact.

Bourne also says the team was conscious of Glendon's bilingual identity throughout. One of the four episodes is in French, a deliberate reflection of Glendon鈥檚 francophone community.

The first episode, now available , pairs Excellencia Bambi, a fourth-year psychology student at Glendon, with 4KORNERS, an international DJ and music producer. Their conversation ranges from the influence of Black artistry at the Juno Awards to whether visibility, gathering and institution-building are needed before Canada can be described as being in a Black cultural renaissance.

Anna Mossakowska, a digital strategist in Glendon鈥檚 strategic communications and community engagement unit, says the series also gives viewers a chance to see representatives of Glendon in conversation with people whose experiences may differ from their own.

鈥淚鈥檓 excited to see our community members connect with people from different backgrounds and perspectives, and to discover not only what makes us different, but also the many things we share,鈥� she says.

The overall goal, says Bourne, is to foster greater understanding of the Black experience in Canada.

"I hope that people who don鈥檛 identify as Black can look at it and say, 'Oh, wow, I've learned something,'" says Bourne. "By partnering with an academic institution, we are hoping this is a way of educating people that's outside of the norm of what they would typically think of as education."

The remaining three episodes are expected to be released over the next few months, with specific dates still being finalized. The series will continue to bring together participants from different fields, backgrounds and parts of the Glendon and broader Black Canadian communities.

"I definitely felt a very strong sense of pride to bring my crew into my former school," says Bourne.

For him, the project also represented a chance to bring culture into an educational space. "I think we need to do more of that," he says.

With files from Mzwandile Poncana

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At this year's Canadian Screen Awards, presented by the Academy of Canadian Cinema & Television, 91亚色鈥檚 excellence in Canadian screen-based storytelling was represented across the (AMPD), the Faculty of Liberal Arts & Professional Studies (LA&PS) and Glendon College.

Nirvanna the Band the Show the Movie led several film-related wins, with 91亚色 alumni involved across multiple categories, including Best Motion Picture. Matthew Miller (MFA 鈥�16) was part of the producing team recognized for the top prize, alongside Matt Greyson (BFA 鈥�08). Matt Johnson (MFA 鈥�16) received honours for Achievement in Music 鈥� Original Song as well as Performance in a Supporting Role, Comedy. Craft recognition for the film also included Adam Clark (BFA 鈥�11) for Achievement in Sound Mixing and Luca Tarantini (BA 鈥�13) for Achievement in Visual Effects.

Elsewhere in film, Iris Ng (BA 鈥�01) earned Best Cinematography in a Feature-Length Documentary for There Are No Words and Best Photography, Documentary or Factual for Exclusion: Beyond the Silence.  Madeleine Sims-Fewer (BFA 鈥�08) and Heather Hedley (BFA '26) earned Achievement in Costume Design for Honey Bunch.

Documentary and factual programming also earned wide recognition. The documentary Bam Bam: The Sister Nancy Story saw Alison Duke (MFA 鈥�20) awarded for Best Direction, Documentary Series and Best Writing, Documentary, while Elma Bello (BFA 鈥�95) received Best Sound, Documentary or Factual.

Howard Shefman (BFA 鈥�10) was honoured for Best Factual Series for Dark Side of the Ring, and Francine DiBacco (MA 鈥�15) received Best Biography or Arts Documentary Program or Series for Blue Rodeo: Lost Together. Mark J.W. Bishop (MA 鈥�12) was awarded for Best Children鈥檚 or Youth Non-Fiction Program or Series for Old Enough!.

Television comedy and drama categories included several additional honours. Amanda Brugel (BFA '00) earned the Spotlight Award for Best Performance for The Handmaid鈥檚 Tale. North of North was recognized as Best Comedy Series, with Teresa M. Ho (BFA 鈥�95) among its creative team. Casting recognition for Heated Rivalry went to Jenny Lewis (BA 鈥�94). For聽This Hour Has 22 Minutes, Stacey McGunnigle (BFA 鈥�08) earned awards for Best Sketch Comedy Show & Ensemble Performance as well as Best Writing, Variety or Sketch Comedy, with the latter category also featuring Bita Joudaki (MFA 鈥�21) among the winners.

In animation and television film categories, Arnie Zipursky (BFA 鈥�78) was recognized for Best TV Movie for Dying in Plain Sight, and Art Mullin (BFA 鈥�98) received Best Sound, Animation for Unicorn Academy.

In unscripted entertainment, Justin Stockman (BFA 鈥�96) earned two awards for The Traitors Canada and Drag Brunch Saved My Life. In other areas, Afua Baah (BA 鈥�13) was recognized for Best Local Reporter for CityNews Toronto. Tracy Galvin (BA 鈥�85) and Del Cowle (BA 鈥�97) were both part of the team behind The 2025 Juno Awards, which was named Best Live Entertainment Special.

Digital and creator-focused work was led by Julie Nolke (BFA 鈥�12), named Creator of the Year for her work producing comedic, character-driven digital videos on her YouTube and social media platforms. Jen Pogue (BA 鈥�12) received two honours for County Blooms: A Flower Powered Adventure, including Best Web Program or Series, Non-Fiction and Best Host, Web Program or Series.

Among other 91亚色-connected winners, Ryan Goldhar was honoured for Best Comedy Special for People of Comedy and Graham Chittenden earned Best Writing, Factual for Still Standing.

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A tentative proposal for the future of bilingual education and community at 91亚色 was presented for consideration at a special meeting of Glendon Faculty Council on May 20.

In November 2025, Glendon Faculty Council submitted a response to the Faculties of the Future final report (Sept. 2025), requesting that the Provost鈥檚 Office prepare a comprehensive proposal for Glendon.

On May 20, Interim Provost and Vice-President Academic Laina Bay-Cheng presented such a proposal for the Council鈥檚 consideration. 

鈥淭his proposal is meant to open a broader discussion about how to realize 91亚色鈥檚 bilingual mandate moving forward,鈥� says Bay鈥慍heng. 鈥淚t is an invitation to consider an alternative means of delivering Glendon鈥檚 academic mission and to develop what that might look like and what it could achieve.鈥� 

The proposal reflects 91亚色鈥檚 responsibility to regularly consider how best to deliver on its commitment to bilingual education, French-language services and francophone community building. Over the past decade, Glendon鈥檚 enrolment has consistently declined, raising concerns about the sustainability of its current structure and its ability to fully advance its academic mission. Beyond Glendon, it also builds on the need to reduce program duplication and to simplify students鈥� pathways across 91亚色 as a whole. 

The proposal outlines a potential shift to a more comprehensive University-wide approach to bilingual education. It includes transitioning Glendon from a Faculty-based structure into a University-wide college that would serve as 91亚色鈥檚 hub for bilingual education, French-language services and francophone community life. 

Under the proposal, Glendon College鈥檚 physical home would be located at the Keele Campus, in the building that currently houses the School of Continuing Studies, with dedicated francophone and multilingual spaces. French-language course offerings, faculty members and services would be integrated across the University, alongside the development of bilingual academic pathways and credentials across Faculties. In many cases, this could involve integrating existing Glendon programs with related programs in other Faculties. Distinct programs would be preserved and integrated with related academic units. 

91亚色 would maintain its partial designation under Ontario鈥檚 French Language Services Act. 

The proposal aims to strengthen and expand access to high-quality bilingual education across the Greater Toronto Area (GTA). An estimated 70 per cent of 91亚色鈥檚 francophone undergraduate students already study at Keele, and centring the bilingual mission there would increase visibility and access for francophone and francophile students across the institution.

Collegial governance

The proposal is now entering a period of further consultation, development and assessment, initially led by Glendon Faculty Council in keeping with the University鈥檚 collegial governance traditions. It is intended as a high-level outline, rather than a prescriptive plan, to support informed discussion and refinement through feedback from students, faculty, staff, alumni and external partners. This phase will also include working groups to explore academic and operational considerations. If the proposal is developed and strengthened to the point that Glendon colleagues wish to enact it, any decision to do so would proceed through the University鈥檚 established collegial governance processes. 

Current and prospective students should be assured that there will be no changes to courses in the 2026鈥�27 academic year, including location, and that all students will be able to graduate from the programs in which they are enrolled. 

Marco Fiola, principal of Glendon College, affirms his commitment to an open and inclusive process. 

鈥淭his proposal invites creative but also practical reflection, including looking at models used at other universities,鈥� Fiola says. 鈥淚t is essential that we approach this work with openness and with meaningful engagement from the Glendon and broader 91亚色 communities, whose perspectives will be central to assessing its potential and ensuring its success if it proceeds.鈥� 

Bay-Cheng emphasizes that 91亚色 remains firmly committed to bilingual academic programming, French-language student services and the long-term sustainability of its bilingual mandate. 

鈥淭he University鈥檚 objective is to strengthen and expand French-language education, services and visibility across the institution,鈥� she says, 鈥渨hile ensuring that Glendon鈥檚 mission continues to thrive for future generations.鈥�

Community members are encouraged to learn more about the proposal and share feedback as the consultation process continues. Updates, background materials and a feedback form are available at on the . Information will be updated throughout the consultation period. 

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En novembre 2025, le Conseil de la Facult茅 de Glendon a soumis une r茅ponse au rapport final portant sur les facult茅s de demain (Faculties of the Future, septembre 2025), demandant au bureau du provost d'茅laborer une proposition d茅taill茅e pour Glendon. Le 20 mai, Laina Bay-Cheng, provost par int茅rim et vice-pr茅sidente charg茅e des affaires acad茅miques, a soumis une proposition en ce sens au Conseil pour examen. Comme l'a soulign茅 Bay-Cheng dans ses communications pr茅alables, au cours de la r茅union et dans la proposition elle-m锚me, aucune d茅cision n'a 茅t茅 prise. Cette proposition ne sera mise en 艙uvre qu'avec le soutien n茅cessaire de la communaut茅 universitaire et dans le respect des proc茅dures de gouvernance en vigueur au sein de l'Universit茅. 

芦 Cette proposition vise 脿 ouvrir une discussion 茅largie sur la fa莽on de concr茅tiser le mandat bilingue de 91亚色 dans l鈥檃venir 禄, a d茅clar茅 Bay-Cheng. 芦 Il s鈥檃git d鈥檜ne invitation 脿 envisager une autre fa莽on de r茅aliser la mission acad茅mique de Glendon et 脿 r茅fl茅chir 脿 ce que cela pourrait repr茅senter et permettre d鈥檃ccomplir. 禄 

La proposition refl猫te la responsabilit茅 de 91亚色 d鈥檈xaminer r茅guli猫rement les meilleures fa莽ons de respecter son engagement envers l鈥櫭ヾucation bilingue, les services en fran莽ais et le d茅veloppement de la communaut茅 francophone. Au cours de la derni猫re d茅cennie, les inscriptions 脿 Glendon ont connu un d茅clin constant, ce qui soul猫ve des pr茅occupations quant 脿 la viabilit茅 de sa structure actuelle et 脿 sa capacit茅 de r茅aliser pleinement sa mission acad茅mique. Au del脿 de Glendon, la proposition repose 茅galement sur la n茅cessit茅 de r茅duire le d茅doublement des programmes et de simplifier les parcours 茅tudiants 脿 l鈥櫭ヽhelle de 91亚色 dans son ensemble. 

La proposition d茅crit une transition potentielle vers une approche globale et 脿 l鈥櫭ヽhelle de l鈥橴niversit茅 en mati猫re d鈥櫭ヾucation bilingue. Elle pr茅voit la transition de Glendon du statut de Facult茅 脿 celui de coll猫ge 脿 l鈥櫭ヽhelle de l鈥橴niversit茅, qui servirait de carrefour de 91亚色 pour l鈥櫭ヾucation bilingue, les services en fran莽ais et la vie de la communaut茅 francophone. 

Selon la proposition, le Coll猫ge Glendon serait relocalis茅 sur le campus Keele, dans l鈥櫭ヾifice qui abrite actuellement l鈥櫭塩ole de formation continue, avec des espaces francophones et multilingues d茅di茅s. L鈥檕ffre de cours en fran莽ais, les membres du corps professoral et les services seraient int茅gr茅s 脿 l鈥櫭ヽhelle de l鈥橴niversit茅, parall猫lement au d茅veloppement de parcours et de dipl么mes bilingues dans l鈥檈nsemble des Facult茅s. Dans de nombreux cas, cela pourrait impliquer d'int茅grer les programmes existants de Glendon 脿 des programmes connexes propos茅s par d'autres facult茅s. 

91亚色 conserverait sa d茅signation partielle en vertu de la Loi sur les services en fran莽ais de l鈥橭ntario. 

La proposition vise 脿 renforcer et 脿 茅largir l鈥檃cc猫s 脿 une 茅ducation bilingue de qualit茅 dans l鈥檈nsemble de la r茅gion du Grand Toronto. On estime qu鈥檈nviron 70 % des 茅tudiants francophones de premier cycle de 91亚色 茅tudient au Campus Keele, et le fait d鈥檡 recentrer la mission bilingue permettrait d鈥檃ccro卯tre la visibilit茅 et l鈥檃cc猫s des 茅tudiants francophones et francophiles 脿 l鈥櫭ヽhelle de l鈥橴niversit茅. 

Gouvernance coll茅giale

La proposition entre maintenant dans une nouvelle phase de consultation, de r茅flexion et d鈥櫭﹙aluation, men茅e initialement par le Conseil de la Facult茅 de Glendon conform茅ment aux traditions de gouvernance coll茅giale de l'Universit茅. La proposition se veut un aper莽u g茅n茅ral, plut么t qu'un plan contraignant, afin de favoriser une discussion 茅clair茅e et une mise au point gr芒ce aux commentaries des 茅tudiants, des membres du corps professoral, du personnel, des dipl么m茅s et des partenaires externes, ainsi que par des groupes de travail charg茅s d鈥檈xaminer les consid茅rations acad茅miques et op茅rationnelles. Si la proposition est 茅labor茅e et bonifi茅e au point o霉 les coll猫gues de Glendon souhaitent la mettre en 艙uvre, cela se ferait dans le cadre des processus 茅tablis de gouvernance coll茅giale de l鈥橴niversit茅. 

Il est important de rassurer les 茅tudiants actuels et futurs sur le fait qu'aucun changement ne sera apport茅 aux cours pour l'ann茅e acad茅mique 2026-2027, y compris en ce qui concerne les lieux, et que tous les 茅tudiants pourront obtenir leur dipl么me dans le cadre des programmes auxquels ils sont inscrits. 

Marco Fiola, principal du Coll猫ge Glendon, a r茅affirm茅 son engagement envers un processus ouvert et inclusif. 

芦 Cette proposition invite 脿 une r茅flexion 脿 la fois cr茅ative et pragmatique, notamment par l鈥檈xamen de mod猫les utilis茅s dans d鈥檃utres universit茅s 禄, a d茅clar茅 Fiola. 芦 Il est essentiel d鈥檃border cette d茅marche avec ouverture et de favoriser une participation significative des communaut茅s de Glendon et de 91亚色 dans son ensemble, dont les perspectives seront essentielles pour 茅valuer son potentiel et assurer son succ猫s si elle va de l鈥檃vant. 禄 

La provost Bay-Cheng a soulign茅 que 91亚色 demeure fermement engag茅e envers les programmes d鈥櫭﹖udes bilingues, les services aux 茅tudiants en fran莽ais et la viabilit茅 脿 long terme de son mandat bilingue. 

芦 L鈥檕bjectif de l鈥橴niversit茅 est de renforcer et d鈥櫭﹍argir l鈥櫭ヾucation en fran莽ais, les services en fran莽ais et la visibilit茅 du fran莽ais 脿 l鈥櫭ヽhelle de l鈥檌nstitution 禄 a-t-elle d茅clar茅 芦 tout en veillant 脿 ce que la mission de Glendon continue de prosp茅rer pour les g茅n茅rations futures. 禄 

Les membres de la communaut茅 sont invit茅s 脿 en apprendre davantage sur la proposition et 脿 faire part de leurs commentaires 脿 mesure que le processus de consultation se poursuit. Des mises 脿 jour, des documents d鈥檌nformation et un formulaire de r茅troaction sont disponible sur le site Web Glendon site Web Glendon orientation strat茅gique. Les renseignements seront mis 脿 jour tout au long de la p茅riode de consultation. 

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

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

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

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

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

Awards

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

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

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

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

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

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

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

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

The awards ceremony also highlighted faculty in other categories. 

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

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

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

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

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

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

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

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

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Finding your way around 91亚色鈥檚 Glendon Campus is easier and more accessible with the launch of a new digital indoor navigation tool.

Faculty, students, staff and visitors can use GoodMaps to navigate Glendon鈥檚 interconnected buildings on its 85-acre Toronto campus.

The free smartphone app provides turn-by-turn indoor directions across Glendon by using detailed digital mapping, improving campus access for a wide range of users.

鈥淕lendon College is proud to embrace this groundbreaking partnership with GoodMaps 鈥� made possible through the CNIB Foundation 鈥� which reflects our enduring commitment to fostering an inclusive, accessible and innovative learning environment,鈥� says Marco Fiola, principal, Glendon College.

The innovative LiDAR-based technology offers more reliability than GPS and includes guidance for people with vision and hearing loss, as well as step-free routes for those with mobility limitations. The app provides structured directions for users who benefit from predictable navigation paths. The app works through users鈥� personal mobile devices.

鈥淕oodMaps helps remove barriers to campus navigation by supporting people with different mobility, sensory and cognitive needs," says Fiola. 鈥淲hat sets GoodMaps apart from other navigation solutions is its commitment to accessibility-first design and infrastructure-free implementation.鈥�

Available in more than 20 languages 鈥� including English, French, Spanish and Anishinaabemowin 鈥� GoodMaps supports Glendon's multilingual and international campus community. Campus maps can be updated in real time, allowing Glendon鈥檚 facilities staff to reflect changes such as construction activity or new points of interest.

In addition to on-campus use, GoodMaps includes a web mapping option that allows users to explore campus buildings online. This feature will help visitors plan routes in advance and reduce uncertainty when navigating unfamiliar spaces.

The is available for free through the Apple App Store and Google Play Store.

The project received financial support from the Ministry of Colleges and Universities and the Government of Canada through the Canada-Ontario Agreement on Minority鈥慙anguage Education and Second Official Language Instruction.

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Ghisa earned his BSc, MSc and PhD in mathematics in Romania throughout the 1960s and 1970s before coming to Canada. He taught at Universit茅 de Montr茅al, 脡cole Polytechnique de Montr茅al and Universit茅 de Moncton before joining 91亚色 in 1985 as a special associate professor of mathematics at Glendon College.

Over more than two decades at Glendon, Ghisa he led courses in complex and real analysis, operations research, statistics and calculus, in both English and French. Teaching was a deep commitment for Ghisa 鈥� one so strong that a colleague recalls how, once after undergoing major spine surgery on a Friday, he returned to the classroom the following Monday.

Beyond the classroom, Ghisa contributed extensively to academic life at 91亚色. He served as a course director and as a member of the curriculum committee on the Glendon College Faculty Council. He also spent three years on 91亚色 Senate with the Senate Committee on Admissions, Recruitment and Student Assistance, and helped Frost Library strengthen its mathematics collection.

In his scholarly contributions, Ghisa was interested in complex analysis and measure theory throughout his career, fields concerned with the behaviour and structure of mathematical functions. Dating back to his PhD thesis defence in 1976, he was especially interested in the work of Bernhard Riemann, a 19th鈥慶entury German mathematician, and in the Riemann Hypothesis, a famous unresolved problem linking a central mathematical function to the distribution of prime numbers.

This interest led Ghisa to publish a book in 2012 titled Fundamental Domains and the Riemann Hypothesis, which examined recent advances in the study of mathematical functions and explored how these ideas might help clarify the Riemann Hypothesis and related questions in complex analysis. The book added to a substantial body of scholarly work, including more than 30 published articles spanning both pure and applied mathematics, including research on geometric structures, probability and mathematical problems arising in the sciences.

Ghisa is remembered at 91亚色 for his long dedication to teaching, scholarship and service at Glendon College.

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