Perry King

91�Թ� doctorate in hand, school psychologist returns to her practice with a fresh outlook

rahul.kalvapalle — Thu, 31 Oct 2024 19:05:01 +0000

91�Թ� doctorate in hand, school psychologist returns to her practice with a fresh outlook

rahul.kalvapalle Thu, 10/31/2024 - 15:05

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Maaike Canrinus says her doctoral research at 91�Թ� is directly linked to her practice as a school and clinical psychologist in private practice (photo courtesy Riverwise Psychology Services)

Perry King

Topic

Our Community

Convocation 2024

OISE

Subheadline

Maaike Canrinus is among the first cohort of graduates from the Ontario Institute for Studies in Education (OISE)'s doctor of education in school psychology program

Maaike Canrinus was an experienced school and clinical psychologist when she founded Riverwise Psychological Services – a clinic that provides services for children and adolescents in Barrie and Muskoka, Ont. – in 2019. But like many business owners, nothing could prepare her for the impact of the COVID-19 pandemic.

“I honestly didn't know what was going to happen to the practice," Canrinus said as she recalled how business slowed down in the early period of the pandemic. "I had never even been on a Zoom call with a client before.”

But while she grappled with the challenges facing her practice, Canrinus also spotted an exciting opportunity on the horizon: the newly-launched doctor of education (EdD) in school psychology program at the 91�Թ�’s Ontario Institute for Studies in Education (OISE). Having put off doctoral studies for several years to prioritize her career and family, Canrinus decided to take the leap and enrolled in the first cohort of the program.

“Running a practice, having a family and doing school was definitely a lot to manage, but the fact that this program was designed for people working in the field already made it doable for me,” she says.

On Wednesday, Canrinus crossed the stage at Convocation Hall to receive her EdD in school psychology. Her doctoral research explored how psychologists can improve their practice of giving feedback to families around psycho-educational assessments – something that’s hugely relevant to her practice at Riverwise.

“[My degree] is directly linked to what I'm doing all of the time, and it has given me new ideas and different perspectives about how to engage in the practice of giving feedback to families,” she says. “It also has given me ideas about how I can support others, supervise others and train other clinicians to do this better.”

Canrinus explains that many clinicians experience a gap in training when it comes to how to provide feedback on psycho-educational assessments in a meaningful and supportive way. “We get a lot of training on how to do assessments, how to do testing, how to synthesize and formulate diagnoses... but we'd never really get a ton of training on how to actually conduct the [feedback] meeting,” she says.

To explore the issue, Canrinus completed a case study by interviewing psychologists in Ontario about how they developed the skills and capacity to provide feedback to caregivers. Her research identified three key themes: feedback must be tailored to the unique needs of each parent or caregiver; delivery of feedback requires navigating complex emotional landscapes and supporting parent and caregiver emotions; and finally, mastering the art and science of feedback is a multi-faceted and career-long process.

A major takeaway is that there needs to be dedicated training for budding school psychologists in the realm of feedback delivery. “Given that assessments are a cornerstone of school psychology practice, and effective feedback can provide significant benefits to children and families, we owe it to both clinicians and clients to prioritize this training,” she says.

To that end, Canrinus has already taken the lead by offering a training session to graduate students taking a course on clinical supervision, taught by Archie Kwan, assistant professor, teaching stream and director of clinical training for the EdD in school psychology program.

“I look forward to further opportunities to connect with and train others in this critical area,” she says.

Canrinus also regularly sought out discussions with her mentor Susan Graham-Clay, a school psychologist practising in Barrie, on everything from ethical dilemmas to challenging case conceptualizations and considerations when supervising other clinicians.

Graham-Clay praised Canrinus for pursuing innovative avenues in her practice, such as collaborating with First Nations communities, running treatment groups for children and experimenting with different psychological report formats to make them more user-friendly. “It is indeed exciting to see such an accomplished early-career psychologist excel in serving the needs of children and youth in our community,” Graham-Clay says.

For her part, Canrinus credits OISE for crafting a program that serves the needs of practitioners like herself. “A program like this is so much more accessible for people in different locations, in different stages of life,” she says. “I love that, [I’m] so grateful for that.”

She says she’s also grateful for the close bond shared among peers in her cohort. “As a group, we provided so much support to each other – from the very beginning right through to the very, very end for me,” she says. “They are hugely supportive and amazing.”

OISE's Kang Lee wins SSHRC Impact Award for research on childhood dishonesty

rahul.kalvapalle — Thu, 23 Nov 2023 16:52:47 +0000

OISE's Kang Lee wins SSHRC Impact Award for research on childhood dishonesty

rahul.kalvapalle Thu, 11/23/2023 - 11:52

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Kang Lee, a professor at OISE, is a world-renowned expert on childhood dishonesty (supplied image)

Perry King

Kang Lee

Ontario Institute for Studies in Education

Research & Innovation

SSHRC

Subheadline

Lee was honoured for his research on child moral development – specifically, how children learn to tell lies

Kang Lee, a professor in the department of applied psychology and human development at the Ontario Institute for Studies in Education (OISE) at the 91�Թ�, has received the 2023 Insight Award from the Social Sciences and Humanities Research Council of Canada (SSHRC).

The award, which comes with a $50,000 prize, recognizes outstanding achievement arising from SSHRC-funded initiatives. Lee, a world-renowned expert on childhood dishonesty, was honoured for his research – spanning three decades – on child moral development: specifically, how children learn to tell lies.

Lee’s work is credited with transforming our understanding of the development of lying, whilst having far-reaching implications and impacts on real-world practices. For example, his work led to Canadian law reforms in 2005 concerning obtaining evidence from children. Since 2006, a legal procedure based on his research must be employed to admit children as witnesses in Canadian criminal courts.

“I am deeply grateful for SSHRC’s strong commitment to supporting social science research like that of mine,” said Lee, a Tier 1 Canada Research Chair. “Because of this commitment, our lab was able to make practical contributions far beyond those we could have ever foreseen.

“These include impacts on legal reforms concerning child witnesses in Canada, advancements in the diagnosis and treatment of children with conduct problems, and the invention of a new imaging technology to monitor and study people’s physical and mental health using smartphones.”

The imaging technology developed by Lee – transdermal optimal imaging – measures physiological changes to the human body, like heart rate and blood pressure, simply by looking at a person’s face. The technology led to cutting-edge applications like Anura, which uses smartphone selfie videos to assess physical and mental health wellness, and is powered by the DeepAffex cloud engine.

“Professor Lee’s research has made a broad impact across critical areas in education, and his exceptional scholarship, teaching, and mentoring of educational researchers are remarkable contributions to the field, to OISE, and to 91�Թ�,” said Professor Erica Walker, dean of OISE.

“He is highly deserving of this Insight Award, a prestigious honour for an outstanding professor. On behalf of the OISE community, I wholeheartedly congratulate Professor Lee for this significant recognition from SSHRC.”

Lee thanked the more than 10,000 children who participated in his studies on the development of deception, and have since grown into successful adults – professors, lawyers and thriving students. “Rest assured, their childhood tales have not led them astray,” he says.

91�Թ� swimmer rediscovers the pool – and the positive impact of athletics

Christopher.Sorensen — Wed, 06 Sep 2023 15:22:54 +0000

91�Թ� swimmer rediscovers the pool – and the positive impact of athletics

Christopher.Sorensen Wed, 09/06/2023 - 11:22

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Despite the challenges of being a student athlete, Amelia Narduzzo says her grades improved during her undergraduate years after she decided to return to competitive swimming (supplied image)

Perry King

Back to School 2023

UTogether

Faculty of Kinesiology & Physical Education

Graduate Students

Ontario Institute for Studies in Education

Varsity Blues

Subheadline

Amelia Narduzzo will compete in the 800-metre freestyle while studying for her master’s degree in teaching at OISE

Before joining the 91�Թ� Varsity Blues this summer, Amelia Narduzzo had set aside competitive swimming for years so she could better navigate her undergraduate studies.

“For three to four years in total I stopped for a multitude of reasons,” says Narduzzo, who graduated from Western University this past spring and is now studying for her master’s degree in teaching at 91�Թ�’s Ontario Institute for Studies in Education (OISE).

Although Narduzzo initially struggled as a student athlete, she found her way back to the sport she loved before graduating – and will now swim for the Blues in the 800-metre freestyle this year.

“I realized that I actually missed swimming," says Narduzzo, 21. “So then in third and my fourth year, I joined the team, and my grades actually got better – way better.”

As a third- and fourth-year student at Western, she broke personal bests in the pool, finally reaching a level she once thought was impossible.

“It just goes to show you that student athletes are a different breed sometimes,” she says. “We can make it happen, but it just takes that extra hour in the morning and at night. Yeah, you have to make sacrifices.”

It’s that discipline that has seen her excel in the classroom as well. With a focus on primary and junior education, Narduzzo comes to OISE looking to realize a lifelong love for education and educational leadership – a passion she has held since middle school.

“I always enjoyed learning,” she says. “I would notice that different teachers made different impacts on me, for the better or worse, and I just resonated with the ones who really took the time to help me out.”

When Narduzzo was looking to begin graduate studies, keep swimming at a high level and return to her hometown Toronto, OISE was a natural fit.

The Blues’ swim head coach, Byron MacDonald, thought so too.

“The recruiting was a bit easier than most because Amelia is from Toronto and was likely heading to 91�Թ� as her first choice no matter what. The swim team became a bonus,” MacDonald says. “I had also seen her as a high schooler, as her club team actually rents time at the 91�Թ� Athletic Centre.”

(supplied image)

The recruiting process came late for Narduzzo, as she only found the courage to email MacDonald earlier this year. “I told him, ‘Hey, my trajectory is positive right now,’” she says. “‘I know I don't have many times yet because I'm still pretty new.’

“I gave my whole story.”

MacDonald responded and asked to touch base later in the year. So, when Narduzzo was training with Toronto Swim Club at the Athletic Centre, MacDonald came to get a better look.

“Byron came up to me and he said, ‘How would you feel if I told you that you're on the team?,’” she recalls.

Narduzzo has since honed a solid relationship with MacDonald and Linda Kiefer, the team’s assistant head coach.

The key for her, MacDonald says, will be managing everything on her plate, at OISE and in the pool.

“Amelia is a distance swimmer and it's one of the tougher events to master as there is so much training involved,” he says. “As such, Amelia has to have a great internal drive and motivation to stay with that intensity day after day. And, as she is one of the smaller swimmers, she has to be even tougher to overcome the strength advantage some of her rivals will have.”

Despite the challenges, MacDonald says Narduzzo has all the tools she needs to succeed. “Amelia trained with our group this summer as she returned home after graduating from Western,” he says. “I was impressed with her persistence and drive to get better.”

Narduzzo says staying focused on her many responsibilities will be a team effort.

“I find that a strong support system is what makes or breaks you as a student athlete,” she says. “Because if you don't have people around you – that support system – then you crumble because there's only so much you can do by yourself.”

91�Թ� grad's collection of Black hockey players' cards part of NHL history tour

geoff.vendeville — Thu, 31 Mar 2022 13:34:20 +0000

91�Թ� grad's collection of Black hockey players' cards part of NHL history tour

geoff.vendeville Thu, 03/31/2022 - 09:34

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Ontario Institute for Studies in Education graduate Dean Barnes compiled a hockey card collection featuring 100 Black players that is part of the NHL Black Hockey History Tour (photo courtesy of Dean Barnes)

Topic

Ontario Institute for Studies in Education

For 91�Թ� graduate Dean Barnes, a hockey card collection that began as a pandemic hobby took on new significance after the murder of George Floyd and subsequent calls for justice.
The Ontario Institute for Studies in Education alumnus initially intended to complete a card set with a Wayne Gretzky rookie card but shifted his focus to collecting cards of Black NHL players.

Barnes, a superintendent of education at Halton District School Board, says he chose to collect Black hockey players' cards to highlight players who have arguably not received due recognition.

“When I started collecting, I recognized the availability of buying the cards and was deeply inspired to purchase more and more cards to add to the collection,” said Barnes, who earned his doctorate with OISE’s department of curriculum, teaching and learning in 2014. “The driving force, as I got into it, was to amplify and recognize players who should be celebrated for such an accomplishment that may not have been highlighted before – the significance of playing at least one NHL game.”

The collection includes a card for Willie O'Ree, who became the first Black NHL player when he made his debut for the Boston Bruins against the Montreal Canadiens in 1958. It also includes Hockey Hall of Famers Grant Fuhr (goalkeeper during the Edmonton Oilers' glory years in the 1980s) and Jarome Iginla, as well as lesser known names such as winger Bill Riley (Washington Capitals and Winnipeg Jets) and Alton White, the only Black player who featured in the now-defunct World Hockey Association.

Darren Lowe, a 91�Թ� alumnus and longtime former 91�Թ� Varsity Blues Men’s hockey coach who played for Canada’s Olympic Team and the Pittsburgh Penguins (in the 1983-84 season), is also in the collection.

The public will get a chance to view Barnes's collection as part of the NHL's Black Hockey History Tour. The cards will be on display at Maple Leaf Square (15 York Street) before the Maple Leafs-Jets game today, from 2 p.m. to 7 p.m. It will also be shown at Marc Garneau Collegiate Institute on Friday from 8:30 a.m. to 3:30 p.m.

As an undergraduate, Barnes played for the University of Waterloo hockey team in the 1989-90 season. Here, he is pictured at an alumni hockey game at the former Ivor Wynne Stadium in Hamilton.

Barnes built up his collection quickly, starting by cross-referencing lists of Black players with listings of cards on eBay. Some players featured so briefly in the league that Barnes had to get creative. For Val James, the first American-born Black NHL player, he commissioned an independent card manufacturer in P.E.I. to make a playing card.

Barnes's two daughters also helped build a website for the collection and publicized it on social media.

After the NHL cast a spotlight on Barnes' collection, he's heard from past and present hockey players who have offered to contribute. He's now interested in expanding the collection to focus on Black players’ contributions to Canadian junior hockey leagues and U.S. college hockey.

“I'm an educator and I wanted to share this important history with others and create an opportunity for people to learn more about these players,” said Barnes.

Barnes played hockey at the University of Waterloo during the 1989-90 season before beginning his doctoral studies at OISE and working as an administrator.

Under the tutelage of faculty Kathy Bickmore, Tara Goldstein and Lance McCready – his PhD supervisors – Barnes’ dissertation focused on the potential of restorative peacemaking circles. That doctoral work signalled commitments to justice issues that he brought to his role as an administrator, particularly as a principal, and while leading a welcome centre for newcomers and international students, says David Montemurro, Barnes’ colleague on OISE’s teacher education advisory committee.

“Throughout these connections, I have really appreciated his affable, kindly and clear commitments to creating concrete strategies to support students,” says Montemurro, an associate professor, teaching stream in the department of curriculum, teaching and learning.

Keen to maintain connections with OISE, Barnes reached out to Montemurro with an idea to create an innovative high school credit to promote post-secondary pathways for racialized and Indigenous students. “This led to his support of the master of teaching program’s Access Pathways for Black Educators initiative, where the high school credit has become an outreach opportunity with 91�Թ� Mississauga, and the Halton, Peel and Toronto school boards,” Montemurro says.

“Dean has been a longstanding advocate for marginalized students disproportionally impacted by negative experiences in schools, and brings a consistent, caring and critical eye to building opportunities for their success.”

Barnes says he hopes the exhibit teaches people about the long history of Black players in the NHL. “When I have shared [my card collection] with people, whether they're a person of colour or not, there's been a bit of an a-ha moment like, ‘Well, I actually didn't know there were that many players who played,’” he says, noting the need for more representation in hockey from the pros on down.

“Ultimately, I am hoping my card collection will raise awareness and encourage future conversations about the importance of diversity, inclusion and acceptance, in the game of hockey at all levels – from minor hockey though to the pro levels.”

On target: 91�Թ� alumnus pursues Olympic medal ambitions alongside teaching career

Christopher.Sorensen — Mon, 26 Jul 2021 14:53:52 +0000

On target: 91�Թ� alumnus pursues Olympic medal ambitions alongside teaching career

Christopher.Sorensen Mon, 07/26/2021 - 10:53

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Crispin Duenas, an alumnus of the Ontario Institute for Studies in Education, is competing in his fourth Olympic Games as an archer (photo courtesy of the Canadian Olympic Committee)

Perry King

Topic

Global Lens

Alumni

Faculty of Arts & Science

Olympics

Ontario Institute for Studies in Education

Physics

Crispin Duenas got his acceptance letter to the 91�Թ�’s Ontario Institute for Studies in Education (OISE) just as he was walking into the opening ceremonies of the 2012 Olympic Games in London.

“It was a really fun day that became better because now I had a little bit of a path for my future to take,” said Duenas, an accomplished archer who is now competing in his fourth Olympics in Tokyo.

Since graduating from OISE in 2013, Duenas has been working with the Toronto District School Board as a supply teacher and long-term occasional teacher in math and physics. At the same time, he continued to compete nationally and internationally in his sport.

Duenas said OISE was a life-changing and perspective-shifting experience – and he credits his professors for challenging him and expanded his horizons.

“When you're thinking of becoming a teacher, you have this vision of what you want to do,” he said from his pre-Olympic training in Antalya, Turkey. “And then your profs at OISE suddenly throw this curveball at you and ask, ‘Well, have you ever thought about this happening in your class?’ And you're like ... ‘No, I haven't.’ That's one of the cool things that had happened to me at OISE –there's these scenarios that you just never think of.”

He added that his education helped prepare him for his teacher placements and practicums, where “real stuff starts to happen – and you get a feel for what it's like to be an in-the-class, real teacher, instead of this theoretical, I-want-to-be-a-teacher-type person.”

Duenas would routinely come back from practicums and present his experiences to his professors, including Ron Lancaster, an associate professor emeritus, teaching stream. “And they say, ‘Yeah, well, what did you do? And let's analyze how you were successful, how you weren't successful and what would you do differently?’” said Duenas.

“I think there was a thoroughness to OISE that I don't know that exists in other teacher colleges. That was one of my really positive experiences coming out of OISE – even though it was just a one-year program.”

Duenas also learned a lot about lesson planning and working with kids who have special needs.

There were some amusing moments, too. That includes an instructor who made a remark about the Olympics and performance-enhancing drugs without realizing there was an Olympian sitting in the room.

Not surprisingly, Duenas said it was often tricky to strike a balance between his education and training.

“Luckily, teaching doesn't have to be done during the summer, and I've got a summer sport,” he said, noting that Lancaster often emphasized the importance of time management. “So, whether you do the work at school, or whether you bring the work home – I'm talking about lesson planning or whatnot – you're going to have to do it. So, manage your time well if you have other things on the go.”

As he considers life after his fourth Games, Duenas said education will remain a key focus for the future.

“I have gotten really lucky with a lot of it,” he said. “And I'm just going to try to keep making the best of what I can.”

With an Indigenous lens, 91�Թ� grad Shanna Peltier focuses on youth and mental health

Christopher.Sorensen — Mon, 28 Jun 2021 16:41:39 +0000

With an Indigenous lens, 91�Թ� grad Shanna Peltier focuses on youth and mental health

Christopher.Sorensen Mon, 06/28/2021 - 12:41

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Shanna Peltier, pictured here on Wikwemikong Unceded Territory, earned a master's degree in school and clinical child psychology from OISE and is currently pursuing her PhD (photo by Naomi Peltier Photography)

Topic

Ontario Institute for Studies in Education

Shanna Peltier remembers when her graduate research lab consisted of herself, two colleagues and a couple of laptops.

Fast forward three years and Peltier, who graduated this spring with a master of arts in school and clinical child psychology from the Ontario Institute for Studies in Education, is awed by how much the Critical Health and Social Action (CHSA) Lab has grown – and how she has grown as an academic.

“It was what I needed in order to succeed,” says Peltier, who is an Anishinaabe kwe from Wikwemikong Unceded Territory on Mnidoo Mnis (Manitoulin Island). “When I think about my path into graduate school, I just feel like I have always said yes to the opportunities that felt the best.

“Joining a lab where I would have a lot of one-on-one support with my supervisor was instrumental in maintaining my mental wellness throughout this program.”

With her doctoral studies already underway, Peltier is looking forward to deepening her understanding of mental health, wellness and life promotion – especially in Indigenous children, youth and families.

Her research, focused on youth suicide in Indigenous communities, seeks to understand why Indigenous Peoples are disproportionately affected by suicide and society’s role in the issue.

Her approach combines seeking justice for Indigenous communities and the world of clinical psychology.

Assistant Professor Jeffrey Ansloos, who leads the CHSA lab, opened Peltier’s eyes to community psychology and critical suicide studies, as well as groups looking at mental health in a way that centres justice. “It was a very pivotal turn in the way that I looked at mental health and pursuing wellness for Indigenous people,” Peltier says.

Ansloos, who is Canada Research Chair in Critical Studies in Indigenous Health and Social Action on Suicide, says Peltier is an exceptional teammate in the lab.

“Shanna has brought a tremendous amount of leadership to the Critical Health and Social Action Lab at OISE. She has a strong commitment to leading by example in co-mentorship, prioritizing a deep reading and writing practice, and bringing a spirit of joy and authenticity to our work,” says Ansloos. “She is also immensely talented in project co-ordination and research administration – an often under-acknowledged, but critically important, aspect of university and community-engaged research.”

The praise is reciprocated.

“I don’t know how long I would have lasted in this program without an Indigenous supervisor who was as kind and caring as Dr. Ansloos,” Peltier says.

“He really understands some of the challenges that you face as an Indigenous person pursuing an academic path, and having to carry the weight of all those narratives on your shoulders.”

Peltier says she has always wanted to help Indigenous communities, particularly children and youth. As she began her journey to understand the nature and structure of suicide, she wanted to challenge the dominant mental health narrative that frames Indigenous Peoples as unable to pull themselves up from something harmful.

“I try to pull the burden off the shoulders of the person because that's been the narrative for so long,” she says. “I pursued this work out of a genuine, passionate love for my people and Indigenous communities at large. I want to see a world where suicide is no longer a consideration on the minds of Indigenous young people in this country.”

Her time at OISE has been defined by growing relationships with communities in British Columbia and Ontario, including Yúusnewas, an Indigenous youth-led program that provides opportunities for Indigenous youth to build skills and knowledge to take care of one another.

In this work, Peltier has stood out. Yet, Ansloos says Peltier would hate being singled out because it contradicts how she positions her work as an Indigenous feminist, “which is foremost about unsettling the patriarchal and colonial impulses of the academy, which sorts and divides those mutually invested in freedom from oppression and domination into isolating and depressing hierarchies and siloes.

“Her work is helping to emphasize something different: mutual aid and lifting those in her community, including fellow students. This extends to the ways she positions young people in her research as equal and vital partners in producing knowledge related to well-being and mental health.

“In the field of psychology, Shanna’s work and leadership is what many of us have long been hoping for. Shanna foregrounds critical analyses of power in psychology, emphasizes the societal contexts and structural drivers of distress, and reframes questions of suicide prevention towards questions of life promotion.”

Peltier’s work is “collective and collaborative,” says Ashley Caranto Morford, an assistant professor of English in the department of liberal arts at the Pennsylvania Academy of the Fine Arts.

Morford and Peltier co-facilitated the Jackman Humanities Institute Black, Indigenous, and People of Colour Solidarities working group alongside two other colleagues, Sewsen Igbu and Kaitlin Rizarri, this past academic year.

“Through this working group, we engaged with the work of Black, Indigenous, and people of colour organizers, artists and thinkers, especially women and LGBTQ2IA+ community members, to imagine and guide us in better understanding how Black, Indigenous, and people of colour can be accountable and good kin to one another,” Morford says.

Morford co-facilitated the group while in the latter stages of her doctoral studies at 91�Թ�’s department of English and the book history and print culture collaborative program.

Peltier led the creation of a zine, filled with writings, photographs and art of working group members. The pieces reflected on processes of decolonization, abolition, solidarity, justice and future-making. They were discussed in monthly working group meetings throughout the academic year.

“Shanna’s work is relationship-building, relationship-sustaining and kinship-making,” says Morford. “It is rooted in action, bringing theory and practice together in transformative ways that challenge and refuse oppressive systems and modes of being. In her actions, both within and beyond the academy, Shanna reveals a commitment to bringing better and more just futures into being.”

Peltier has taught Morford a great deal about her own scholarship – specifically about “ethical, responsible and love-filled approaches to research,” and the importance of honouring one’s values and principles first and foremost.

Morford and Ansloos each reflected on Peltier’s graduation and looked forward to her next steps.

“As a suicide prevention scholar and psychotherapist, I hope that Shanna continues to pursue those things that nourish her personal and community’s collective joy and sense of vitality in living,” says Ansloos. “While our work often deals with immense grief and pain, it is vitally important to hold close those things which nourish life and continue to prefigure those decolonial futures we dream of.”

Morford, meantime, hopes Peltier continues to follow, speak and honour her truth unapologetically: “Congratulations on all of your recent accomplishments, Shanna! You are doing such wonderful, life-nourishing and world-transforming work, and it has been such an honour to witness and be part of your journey. The world is a better place because of the thoughtful, caring and kind work that you do.”

Peltier is humble and reflective as her academic career reaches this new milestone.

“When you get into grad school, all you have is nerves and anticipation,” she says. “Having been in it a few years now, I'm really excited to feel that sense of accomplishment.”

It’s in places like her home in Wikwemikong Unceded Territory where Peltier hopes to have the biggest impact after her doctoral studies are completed. She’s considering following in Ansloos's footsteps by starting her own research lab – “a pocket of resistance within the institution, where we can dream up the types of worlds and justice that we want to see for our communities.”

91�Թ� alumna establishes bursary for Indigenous, Black and Taino students

Christopher.Sorensen — Mon, 05 Apr 2021 20:47:32 +0000

91�Թ� alumna establishes bursary for Indigenous, Black and Taino students

Christopher.Sorensen Mon, 04/05/2021 - 16:47

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Erica Neeganagwedgin created the Olive Moxam Indigenous Bursary to support Indigenous, Black and Taino students in OISE’s master of teaching program (Photo courtesy of Erica Neeganagwedgin)

Topic

Ontario Institute for Studies in Education

Scholarship

Erica Neeganagwedgin is looking to tell a different story than the one currently being told.

Neeganagwedgin, who earned master's and doctorate degrees from the 91�Թ�’s Ontario Institute for Studies in Education (OISE), has established the Olive Moxam Indigenous Bursary – named for her mother – to support Indigenous, Black and Taino students in OISE’s master of teaching program.

An assistant professor in critical policy, equity and leadership studies at Western University, Neeganagwedgin says she met many people who supported her during her time at 91�Թ� – particularly Black and Indigenous students and some who, like her, are of Taino heritage, which originates in the Caribbean.

“I met some Caribbean students who talked about Indigeneity and yet, with approximately 55 million Indigenous people in Latin America and the Caribbean, Caribbean Indigenous people are so invisible,” says Neeganagwedgin, who studied sociology and equity studies in education with a specialization in Indigenous Education.

“I want to highlight Caribbean Indigeneity and Taino [Indigeneity] specifically,” with this bursary, she says.

“The scholarship tells its own story about our survival and self- determination into today. That being said, there were Taino students and Indigenous students who have supported me in my learning journey at OISE – emotionally, mentally, spiritually.”

The bursary is the first of its kind at OISE.

“On behalf of the OISE community, I congratulate Professor Neeganagwedgin for establishing the Olive Moxam Indigenous bursary,” said OISE Dean Glen Jones. “The bursary, meant to support Indigenous and Black students, channels Professor Neeganagwedgin's passion for education and her deep love for the OISE community.

“We are grateful for her gift and hope it continues to motivate new students who want to make a difference in their communities.”

Sim Kapoor, OISE’s director of advancement, communications and external relations, thanked Neeganagwedgin for her support.

“Professor Neeganagwedgin’s selfless gift to our institute opens new doors for Black and Indigenous students who could not see themselves in this institution,” Kapoor says. “We are indebted to her for her gift.”

“This bursary is big step toward what we can achieve together to support students. We hope the professor’s gift inspires others to give, as well.”

Creating a bursary for Indigenous students is something Neeganagwedgin says she has wanted to implement at OISE since 2014. She says she got the idea after attending a conference in the Caribbean on Indigeneity with her mother.

“I had discussed with my mother about establishing the scholarship. She thought it was a good idea and she really supports it,” says Neeganagwedgin. “My mother is the oldest person that I'm aware of in our Taino community who openly identifies as Taino. So, I thought it would be fitting to name the scholarship in her name.”

Recipients will receive between $1,000 and $2,000 to support their education. OISE will match this bursary up to $25,000 with donations and contributions from the public.

“For me, it’s about supporting students – I had also received bursaries when I was at OISE,” Neeganagwedgin says. “And when I was at 91�Թ�, there were times when, if I didn't receive those bursaries, it would have been a huge burden as a student.”

It is the people who have encouraged and supported her the most, she says, who are dear to Neeganagwedgin’s heart. “Those are the people that inform my everyday life and I think contributed in large ways to who I am.

“This is my appreciation and gratitude in honour of the support I received.”

'I saw there was a need': 91�Թ� grad Entisar Yusuf founded Black Graduate Students Association

Christopher.Sorensen — Fri, 13 Nov 2020 15:26:39 +0000

'I saw there was a need': 91�Թ� grad Entisar Yusuf founded Black Graduate Students Association

Christopher.Sorensen Fri, 11/13/2020 - 10:26

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Entisar Yusuf, who graduates this fall with a a master’s degree in education, formed 91�Թ�'s Black Graduate Students Association during her first year of graduate studies at the Ontario Institute for Studies in Education (photo by Marianne Lau)

Perry King

Topic

Our Community

Black Graduate Students Association

Convocation 2020

Graduate Stories

Black

Ontario Institute for Studies in Education

The fall of 2018 was a period of awakening for Entisar Yusuf. That was when she first arrived at the 91�Թ�, looking to interact and engage with other Black students.

Yusuf, who graduates next week with a master’s degree in education from the Ontario Institute for Studies in Education (OISE), initially set out to find colleagues that looked like her, starting with the 91�Թ� Black Students Association (BSA).

But she says there was something missing for graduate students who might be a little older.

“I felt a little disconnected, a little isolated,” she says. “And even though I saw Black people on campus, there was no communication or connectivity – even simple smiles. I didn't know what was happening.”

Yusuf’s solution? Drawing on her own experiences and her academic work in educational leadership and policy, she founded the Black Graduate Students Association (BGSA) during her first year of graduate studies. The student group provides space and support to graduate students and engages with issues and experiences facing the Black community at the university.

Yusuf says she initially floated the idea of forming a graduate branch within the BSA, but utlimately decided to build her own graduate student-focused group from the ground up.

“I decided to take it upon myself to just put up posters around campus,” she says. “And so, I looked up all the graduate programs on campus and I found out there are 19 graduate and professional schools at 91�Թ�. I did my best to put up flyers in all the buildings in the downtown area.”

She received 12 emails on the first day. “That pushed me,” she says. “I saw there was a need, even if it was just 12 people.”

She kept going, putting up more posters and reaching out to graduate student groups. There was plenty of interest. Many of the students she encountered were the only Black students in their programs, cohorts or classes and were feeling isolated – both socially and intellectually.

“The isolation may feel heightened as an international student because you most likely have no one in Toronto – no friends or family outside of campus,” says Yusuf. “I was very happy to fill the void.”

After seeking group recognition from Student Life, Yusuf called for an inaugural meeting to call for executive committee elections. It was a big moment. About 80 students attended – all passionate about coming together. Yusuf was elected the group’s first president.

Fast-forward to today and the BGSA now boasts seven executives and 192 members across the three 91�Թ� campuses. It organizes programming for students on and off campus, including panels discussing issues such as representation in politics and STEM. The group has worked with the Toronto Black Film Festival and Big Brothers and Big Sisters.

Yusuf and BGSA’s efforts to create a new community on campus hasn’t gone unnoticed.

“She takes initiative and tirelessly works to create positive change in her communities,” says fellow master’s student Iman Togone, who met Yusuf as equity committee chair for the OISE Graduate Student Association.

“The leadership Entisar shows is not small. Through her work she has created an executive team that have provided panels on important topics such as Black mental health as well as workshops hosted by Black professors for students to connect with.”

Prior to the BGSA, Yusuf says she never thought of herself as a leader and wasn’t active on campus in the same way during her undergraduate studies at Western University.

“It taught me I could be a leader in what I think is a small way,” she says. “I am making a difference – as long as it's benefiting others and that following is there.”

The experience also enhanced her academic work.

“Leadership was a large component of what I was learning about and it was fascinating,” she says. “It was fascinating to read about different ways of leadership and the BGSA gave me some sort of context as to what to apply my learning to. My academic and social stances were kind of intermingled, if that makes any sense.”

Yusuf poured herself into everything she did at OISE. In addition to working with the OISE Graduate Students’ Association, she served on the Master of Teaching Racial Inclusion Committee (MTRIC) – which works to create a more racially inclusive experience for Master of Teaching students – increasing the proportion of students in the program from historically under-represented communities with a focus on Black and Indigenous students.

MTRIC faculty lead Arlo Kempf, assistant professor in the department of curriculum, teaching and learning, praises Yusuf’s work on the committee. “She was a really important part of the MTRIC committee who worked as both an individual and as a student leader and representative to contribute to the development of the report, the activities of the committee and the overall process of understanding and advocacy around racial inclusion in the Master of Teaching program,” he says.

“She is amazing.”

Togone, a master’s student in OISE’s department of leadership, higher and adult education, saw Yusuf become a leader and connector for others.

“I have been very impressed by Entisar’s continued commitment to providing leadership in equity, diversity, and inclusion,” Togone says.

Ann Lopez, an associate professor, teaching stream, at OISE and Yusuf’s graduate supervisor, says Yusuf’s commitment to learning, equity, social justice and challenging anti-Black racism in education made her stand out as a student.

“I wish Entisar well in whatever path she chooses for the future,” Lopez says. “I encourage her to keep on with her advocacy and activism in the fight for justice.”

That is the plan. While Yusuf does not know where she will end up post-convocation, she says she has a calling.

“I believe my purpose is to support students to achieve the best possible education,” she says. “My purpose is to remove barriers for students, specifically Black students, so they can achieve their education and life goals.

“This will allow students to follow their chosen career path and build safer communities.”

Melissa Sariffodeen, who graduates from 91�Թ� this fall, recognized for teaching Canadians to code

Christopher.Sorensen — Thu, 12 Nov 2020 22:25:59 +0000

Melissa Sariffodeen, who graduates from 91�Թ� this fall, recognized for teaching Canadians to code

Christopher.Sorensen Thu, 11/12/2020 - 17:25

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Melissa Sariffodeen, who graduates with a master's degree in education from OISE, was recently named one of Canada's top 40 under 40 (photo by Erika Donovan)

Topic

Ontario Institute for Studies in Education

Melissa Sariffodeen, who will graduate from the 91�Թ� with a master’s in education degree this fall, is a celebrated digital literacy advocate and the co-founder and CEO of Canada Learning Code – and was recently named one of Canada’s Top 40 Under 40.

The list compiled by consulting firm Caldwell is considered one of the country’s most coveted awards for young business leaders, recognizing more than 800 Canadians since being founded in 1995.

Sariffodeen studied educational leadership and policy at 91�Թ�’s Ontario Institute for Studies in Education (OISE). Writer Perry King recently spoke to her about her latest honour, her time at OISE and her work in coding education.

How does it feel to be named one of Canada’s Top 40 Under 40?

It’s such an unbelievable honour to be recognized alongside so many incredible leaders that I admire. It's also such important recognition for our work at Canada Learning Code. The award, along with our work, would not be possible without the incredible team that I work alongside every day at Canada Learning Code. They are all truly leaders in their communities, working to create a better, more inclusive future for all. I’m so proud our work could receive this attention and national spotlight.

How did Canada Learning Code come to be and what are its goals?

We started out in 2011 as Ladies Learning Code – a collective of women who wanted to help teach others to code because we wanted to learn ourselves and wanted a space that was explicitly welcoming for those who identify as women. We weren't the only ones and our work gained so much momentum with our first workshop. We had workshops that would sell out in minutes as people recognized just how critical learning technical skills are. We began to offer workshops in more and more cities across Canada, including for youth and teachers.

In 2017, we officially evolved to Canada Learning Code and set a bold 10-year goal to create 10 million meaningful learning experiences for people in Canada. We believe that computer science and coding are foundational skills that are critical for everyone to have an understanding of – just like English or math.

I taught myself to code when I was 11 but never pursued it beyond personal projects, like building websites, and I really wanted to pick up those skills again. I've always attributed much of my willingness to try new things as well as my confidence in building and solving problems to my early experiences in coding. I am thankful that we can help empower so many people across Canada with similar experiences through our work.

Why did you choose to study at OISE? How has it helped you professionally?

As we started to focus more and more on youth through our work, I wanted to build my knowledge of formal education and education policy. I wanted to gain a better foundation to work collaboratively across stakeholders to drive meaningful and sustainable change. Studying at OISE has been incredible. Every course, professor and classroom of peers has opened my eyes to new questions, new perspectives and a new appreciation for the incredible role educators in this country play.

Sariffodeen says Canada Learning to Code believes that computer science and coding are foundational skills that are critical for everyone to learn – just like English or math (photo by Cynthia Munster)

What was the in-person, on-campus experience like for you? What stands out?

It’s always fun to be on campus. The floors at OISE are always filled with so much energy – people in study groups, people catching up or shuffling to class. I was a part-time student and didn't always take advantage of all the social and study spaces, but I always appreciated how welcoming everyone is and how easy it was to strike up a conversation.

How has the pandemic affected your OISE experience?

It’s been interesting. I’ve taken 3.5 courses online – one transitioned in March partway through. I was so impressed with how quickly professors pivoted to support us online and how high quality those offerings were. While I missed being on campus (I think it's just so magical), I appreciated the extra time the pandemic offered me to spend on my studies. I was able to take courses over the summer which I haven't before.

What was your favourite course? What did you learn?

Indigenous Knowledge: Implications for Education with [Assistant] Professor Jennifer Wemigwans was absolutely my favourite course. I learned and unlearned so much about different notions of knowledge, different approaches to learning and how much we can learn from Indigenous ways of being. It's shifted my approach and perspective on learning in so many ways.

How did a summer term help strengthen your skill set and your connection to OISE?

The summer term is condensed, which I thought might be a challenge due to pace. But it proved to be an awesome opportunity to immerse myself in courses more and keep the readings and research front and centre compared to the longer fall/winter terms, which were interspersed with other courses and my day-to-day job. It was really fun and an opportunity to dive deep for a more concentrated period of time.

What’s next for you?

I just finished my MEd and will attend [virtual] convocation this November. I have applied to continue my studies next fall in a flex-time PhD program here at OISE. I’ve also been volunteering to support one of my past professor’s online courses as a speaker in order to stay connected to the community and support students starting their master’s during this time. I definitely don't feel like my time at OISE is over and I have so much more I want to explore, learn and share.

91�Թ�'s Ontario Institute for Studies in Education hosts first-ever climate summit, embarks on action plan

Christopher.Sorensen — Wed, 30 Sep 2020 13:12:27 +0000

91�Թ�'s Ontario Institute for Studies in Education hosts first-ever climate summit, embarks on action plan

Christopher.Sorensen Wed, 09/30/2020 - 09:12

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The Ontario Institute for Studies in Education’s first Climate Action Summit saw participants contribute more than 100 ideas on how the school could help address the global climate crisis (photo courtesy of Perry King)

Perry King

Topic

Our Community

Munk School of Global Affairs & Public Policy

Climate Change

Graduate Students

Ontario Institute for Studies in Education

Sustainability

On a busy, cold morning back in January, the community at the Ontario Institute for Studies in Education (OISE) came together in the fight against climate change.

With over 100 people in attendance, OISE’s first Climate Action Summit saw participants contribute 100-plus ideas on how to address the climate crisis. The summit, which took place at the OISE Library, brought in a number of speakers, including John Robinson, the 91�Թ�’s presidential advisor on the environment, climate change and sustainability, and Grade 6 students from the Jackman Lab school.

For Hilary Inwood, a lecturer in the department of curriculum, teaching and learning, the institute demonstrated a strong sense of community at the summit.

“Many of us who work at OISE see OISE as a leader in lots of different contexts,” says Inwood, who teaches in the master of teaching program at OISE and leads its Environmental & Sustainability Education (ESE) Initiative. “We see its potential to really influence other places,”

Inwood says she was particularly excited because OISE is among the first Canadian faculties of education to host a climate action summit.

“We wanted to send the message that we each need to be doing something – that we’re all complicit, we’re all responsible for the climate crisis,” she says. “By having a summit at OISE, we can act now.”

Participants gather at the Climate Action Summit, which was held back in January before the global outbreak of COVID-19 (photo by Hilary Inwood)

As a result of the summit, OISE established a new Climate Action Advisory Committee and has begun assembling a Climate Action Plan for the institute. Addressing environmental and sustainable education issues within OISE was an important theme that emerged from its academic plan, says Glen Jones, OISE’s dean.

He says the committee was a “natural next step” from the productive summit.

“With the leadership of our faculty and students, OISE hosted a very productive and engaging Climate Action Summit early in the year, and the notion of developing a strategic climate action plan emerged as a key priority from those conversations,” Jones says.

“My hope is that the plan will have both short-term and longer-term action items that will guide our community over the coming years, as well as clear goals so that we will be able to monitor our progress.”

The plan, to be unveiled later this school year, builds on the research and practice already being done at OISE to address the climate crisis, including OISE’s  Environmental and Sustainability Education (ESE) initiative, the Jackman Institute for Child Study’s Natural Curiosity Project and the ongoing collaboration with the Toronto District School Board’s sustainability office.

Alysse Kennedy, a doctoral candidate in ESE and a member of the committee, says the action plan is practical and easily implementable.

“Having a plan is one thing, but actually being able to make it accessible and doable is another,” says Kennedy, who is a graduate assistant and research assistant for the ESE and the TDSB's EcoSchools initiative. “I think we have a really good team assembled on this committee, which is spearheaded by Hilary and supported by the dean. It’s a great mix of different interests, different talents, different strengths. I think it’s going to be really effective.”

David Montemurro, associate professor, teaching stream in the department of curriculum, teaching and learning, says the plan will help people focus on a co-ordinated, systemic approach “where they can lean in, lend their energies and kind of feel like they're contributing in a significant way.”

Details of the plan are to be revealed in late fall, but Inwood says the committee has already undertaken an inventory of OISE’s courses and research related to sustainability. The committee is working with an intern based at the Munk School of Global Affairs & Public Policy to research and review the recommendations from the summit – and more graduate assistants will come into the fold this fall.

Inwood praised the dean, who will step down in June 2021, for his support by establishing a committee and dedicating the necessary resources.

“It shows a high level of dedication on his part, especially now as he’s in his last year,” says Inwood. “A lot of deans would step back a bit. I don't think he’s going to do that, especially on this file.

“He's really dedicated to getting some things in place before he leaves and that's fantastic.”

The committee wants to implement plans and action that can be embraced and supported by future leadership.

COVID-19 is another factor to consider, says Montemurro, noting the pandemic has already resulted in fewer faculty and staff to commuting to work and less energy to heat and cool the building. The challenge, he adds, will be taking advantage of this opportunity.

“Maybe there’s a moment for us to realize that a big contributor to CO2 is faculty travel to conferences,” says Montemurro. “[But] we recognize we don't have to do that anymore because, clearly, we’re not – so how can we use some opportunities that arise from COVID to consider building a better kind of new normal?”

Jones says the committee is making great progress, but there's much work ahead. He also praised the leadership of Inwood.

“I am extremely pleased that Dr. Inwood has agreed to play a key role in leading us forward,” he says, “and I know that she is benefiting from background work that is being conducted by some wonderful students and support staff.”