91����

Distinguished faculty. Determined civil servants. Community organizers and renowned experts.

These are some of the hats that Dr. Isha DeCoito, Dr. Ardavan Eizadirad, Dr. Janice Gobert, Dr. Jean Augustine, Professor Ann Lopez, and Dr. Carlos Ruano wear. They also share the honour of being Leaders and Legends Award winners for 2024.

On June 20, this year’s winners were honoured and praised in a ceremony with 91���� community members and friends of the Institute present.

“Our 2024 Leaders and Legends Award winners are such an awe-inspiring, impressive group,” said Professor Erica N. Walker, Dean of 91����. “Their thoughtful leadership is a demonstrative example of the impact that our 91���� alumni network has had, and continues to have, on a global scale.

“These honours are just a mere token of appreciation from our community. To this year’s crop of recipients, my congratulations to you on your award wins.”

The Leaders and Legends Awards, a program created and run by the 91���� Alumni Association, recognize the many outstanding contributions of our alumni and friends who exemplify the Institute's mission. “It's important to recognize the many contributions of 91���� alumni toward excellence in education,” said Dr. Kristin Snoddon, who chairs the Leaders and Legends Awards committee. “Nominees come from many different walks of life and contribute to their communities, and the 91���� community, in many different ways.

“Recognition of individual accomplishments allows us to celebrate the work that alumni do in terms of building and strengthening community.”

Snodden says that this year's group of winners is especially distinguished and diverse.

“The winners are remarkable for their commitment to social justice, anti-racist education, and other educational innovations,” she said. “All have contributed immeasurably to their communities and the 91���� community. 

“Congratulations to all of the winners! I feel honoured to have chaired this year's committee.”

There are six awards:  Excellence, Emerging Leader, Innovation, Distinguished Service, Global Service, and Mentor of the Year.

“We care about this 2024 Leaders and Legends awards class because they care about us – fostering community, impacting their fields, and creating lasting change,” said Sim Kapoor, director of 91����’s Office of Advancement, Communications and External Relations. “We truly look up to them all and want to follow their example. I congratulate them for this very small token of our appreciation.”

Below, we describe each of them and chat with our winners.

Learn more about our 2023 award winners.

Excellence Award
Winner: Isha DeCoito
Associate Professor, Curriculum Studies and Studies in Applied Linguistics, Western University

In recognition of the impact of leadership, this award honours an individual who is committed to pursuing and achieving the highest levels of performance in their field.

Dr. DeCoito, an Associate Professor based at Western University in London, Ont., is an excellent scholar and has demonstrated outstanding ongoing contributions to research, teaching, and service at that institution. Her dedication, leadership, and innovation in the field of STEM education truly make her a gem deserving of this prestigious honour.

Among her achievements, Dr. DeCoito has proudly served as Science Editor for the Canadian Journal of Science, Mathematics and Technology at 91����, which she has been involved with since its inception 20 years ago. At Western, she chaired the Non-Medical Research Ethics Board, and served on the Faculty of Education’s Equity Committee (the first in Western University’s history), and the Equity, Diversity, Inclusion and Decolonization Task Force.

How do you most exemplify the essence of award you’ve won? Can you provide one example of how?

The Leaders and Legends Award has highlighted the work that I do in my research and teaching. I have pursued excellence in teaching (Recipient of the President’s University-Wide Teaching Award in 2014 at York University); and research (Faculty Scholar Award at Western University, 2023), nominated for the 2024 SSHRC Impact Connection Award, and a Western Research Excellence Award, Outstanding Scholar 2024. These awards stem from my leadership in research and teaching.

I am well-recognized as a leader in STEM education, both in Canada and internationally, and developed and implemented several large-scale and longitudinal research studies in STEM at all levels of education. To date, I have established local, national, and international sustained partnerships and collaborations with universities, school boards, Indigenous communities, industry, NGOs, and provincial and federal agencies. For example, I have partnered with Canada’s largest outreach charity and conducted two large scale longitudinal projects (studies nationally and internationally) with grade 3-12 students focusing on increasing female and equity-deserving graduates in STEM fields. I have secured over $3.5 million dollars in funding through universities, the federal government, and NGOs.

I am a leader and innovator in developing curricular programs both in faculties at Western University and at the Ministry of Education level. I developed the Science, Technology, Engineering, Mathematics (STEM) Specialty Focus for secondary level teachers in the Teacher Education program at Western University, the first of its kind in Canada. In 2020, I led the research to inform the revision of Ontario’s science/STEM curriculum (Ministry of Ontario) – Grades 1-8, through which STEM education was introduced across all grades. My research has been utilized by Employment and Social Development Canada, and by the Conference Board of Canada to inform Indigenous programs, STEM skills and policy development strategy, and by the Social Sciences and Humanities Research Council to guide research directions in future challenge areas. In closing, my work in science/STEM education is dedicated to promoting equity, diversity, inclusion, and decolonization at the national and international levels with a goal to increase the participation of equity-deserving groups in STEM disciplines and careers.

What does it feel like to be recognized with this award and able to share this moment with your peers?

It has been quite an honour, while at the same time humbling and exciting.  It is really difficult to express in words what a tremendous inspiration this has been for myself, and I hope for upcoming leaders. I am sincerely grateful for the recognition and the opportunities it brings.

Who would you like to thank?

I am thrilled to receive this legacy award from U of T.  Although the largest projects and funding awards have been achieved in my time at other universities, I will always acknowledge that my desire for excellence in striving for science for all was nurtured through my work at 91���� with my supervisor Derek Hodson, and his many graduate students – now my friends and colleagues – some of whom have been there throughout the years that I spent developing my research and leadership skills.  I want to extend my deepest gratitude to the nominator, Dr. Nalini Chandra, and Dr. Derek Hodson and Dr. Wanja Gitari for their support, as well as to the members of the Adjudicating Committee for recognizing my hard work and dedication with this award. I am truly honoured. I would like to thank everyone who are on this journey with me, especially my children Raffinée and Brandon, and Master Benjamin.

Emerging Leader Award
Winner: Dr. Ardavan Eizadirad
Assistant Professor, Faculty of Education, Wilfrid Laurier University

This award recognizes an individual who has shown vision, initiative and great promise in inspiring and organizing positive change in their communities.

Dr. Eizadirad is a racialized scholar whose scholarship and leadership focuses on fostering inclusive and equitable school environments with a focus on dismantling systemic barriers for equity-deserving groups and communities. He has been a scholar-leader-advocate in the Greater Toronto Area, the Waterloo Region (where he is faculty at Wilfrid Laurier University), and across Ontario to support the educational experiences of marginalized youth.

The author of 30 peer-reviewed publications including 19 journal articles and 21 book chapters, Dr. Eizadirad is the winner of the 2024 Early Career Researcher award from Wilfrid Laurier University. He is the author of six books including a number co-authored with colleagues at 91���� – including The International Handbook of Anti-Discriminatory Education, Enacting Anti-Racism and Activist Pedagogies in Teacher Education, and The Power of Oral Culture in Education.

Dr. Eizadirad also leads the non-profit organization Youth Association for Academics, Athletics, and Character Education (YAAACE) in the Jane and Finch community in Toronto – which offers programs in education, athletics, and violence prevention and intervention.

How do you most exemplify the essence of the award you’ve won? Can you provide one example of how?

I believe I exemplify the essence of the Emerging Leader award through my consistent dedication to community-building, educational research, and activism. My work with YAAACE (Youth Association for Academics, Athletics, and Character Education: ) is a prime example as a non-profit organization offering a range of culturally reflective programs. Through YAAACE, I’ve helped implement strength-based programs that empower racialized youth through academic support, athletic engagement, expanded opportunities, and access to employment. For instance, we recently launched the "Career Launch" initiative () that connects students with mentors from various professional fields, providing guidance, mentorship, and fostering aspirations through access to opportunities. This initiative reflects the qualities celebrated and amplified by the Emerging Leader award.

What does it feel like to be recognized with this award and able to share this moment with your peers

Receiving this award is incredibly inspiring and humbling. It symbolizes not just personal achievement, but the collective efforts of my colleagues at Wilfrid Laurier University, YAAACE, and the 91���� of the University of Toronto. Sharing this moment with peers, especially living legends like Jean Augustine and Ann Lopez is profoundly inspiring. Their legacies of leadership and activism serve as guiding lights for my own journey. This recognition fills me with renewed energy and motivation to continue pushing for positive change within our institutions and communities. It is a testament to the power of collaborative efforts and the impact we can achieve together to mitigate the consequences of systemic barriers.

Who would you like to thank?

First and foremost, I’d like to thank the committee members who reviewed all the applications and organized the celebration. I also would like to thank everyone in my support networks from family and friends who are always there to support, not just through the good times, but also during busy and less favourable phases. A big shout-out to my mom, dad, and my wife. Your belief in my work is deeply appreciated. I also want to extend my gratitude to my colleagues at Wilfrid Laurier University, YAAACE, and 91���� for their support and collaboration. A special thank you to the youth and community members who inspire and drive my passion for change every day. This award is as much theirs as it is mine, and I am grateful to have such a supportive network behind me.

Innovation Award
Winner: Janice Gobert
Professor of Educational Psychology, Rutgers University 

This award is given to those who have fostered novel ideas, approaches or solutions in their field, and celebrates outstanding performance, resulting in new or improved innovations.

With Dr. Gobert, a professor of Educational Psychology at Rutgers University, the impact of her work has resonated widely. She is the co-founder of the first company to develop AI performance tools based on school-based research – ones assessing science competencies, supporting small group or one-to-one instruction. These AI tools are now used in schools across 50 U.S. states, 10 countries and 2 million student science investigations.

Her assessment design and pedagogy are grounded in evidence-centered design and research literature about how people learn – with tools developed with science teachers from the “bottom-up” and piloted with students in schools with high percentages of BIPOC and homeless children. Her team has worked with more than 17,000 K-12 science teachers using these tools for formative and summative assessment, state test preparation, and as a resource for acceleration and remediation – as well as teachers’ instruction and assessment.

In over 20 years, Dr. Gobert has secured multiple fellowships and multimillion dollar grants, and has contributed to multiple editorial Boards, Journal reviewing committees, professional societies, steering committees, advisory Boards, and other professional groups.

How do you most exemplify the essence of award you’ve won? Can you provide one example of how?

I think my work best exemplifies innovation in the way research literature was used to inform Inq-ITS.

Specifically, findings from learning sciences and science education were used to inform the design of Inq-ITS’ pedagogy and technology, including all of its components, its AI algorithms, formative assessment labs, scaffolds for learners, and teacher instructional supports. Having a deep theoretical basis gave us a system that can: rigorously assess students’ science competencies in real-time, support students on these competencies in real-time when the algorithms detect that a student is struggling, and alert the teacher in real-time as to when students are struggling, how they are struggling, and how best to help students either one-to-one, in small groups, or as a whole class when many students are struggling with the same competency.

Important to 21st century frameworks, findings from the literature led us to develop materials capable of both assessing and supporting a wide range of competencies as they emerge. This is critical for equity so that differently abled students, whose native language is not English, and whose writing skills are developing can be assessed using an asset-based, rather than deficit-based approach, thereby, providing them equal opportunities to STEM courses, college majors, and careers.

What does it feel like to be recognized with this award and able to share this moment with your peers?

My doctoral studies at 91���� led me tothink deeply about learning technologies design to support student learning. Further, the fact that all my work to date post Ph.D. has been done in science as a content area is a direct result of a project I undertook to fulfill the comprehensive exam requirement at 91����. My education and experiences at 91���� provided me with the theoretical basis that underpins my technology development work.

I am extremely honoured to be recognized by 91����, my alma mater, for the innovation in Inq-ITS (inqits.com). I am also humbled to receive this award along with other 91���� alumna, who have made significant contributions to education across the world.

Who would you like to thank?

In addition to my advisor, Carl Bereiter, and other professors including Marlene Scardamalia with whom I took courses, I would like to thank Clare Brett for this nomination, Jim Slotta and Clark Chinn for writing letters in support of this award. I also want to acknowledge my collaborators on Inq-ITS’ patents, Ryan Baker, Michael Sao Pedro, and Cameron Betts, our technical team past and present, Jason Kleban, Michael Brigham, Ermal Toto, Andy Montalvo, as well as the post docs, Arnon Hershkovitz, Haiying Li, and Yoon Jeon Kim, and my Ph.D. students, Michael Sao Pedro, Raha Moussavi, Rachel Dickler, Amy Adair, Jeremy Lee, Mariel O’Brien, Jessica Owens, and Ellie Segan, who have each worked on Inq-ITS’ research.

Mentor of the Year
Winner: Professor Ann Lopez
Professor, Teaching Stream, Department of Leadership, Higher and Adult Education  

This award honours an individual who has offered exceptional support, guidance and encouragement to members of the 91���� community.

Professor Lopez, based in the department of Leadership, Higher and Adult Education, was nominated by her doctoral students. In their letters, they commended Dr. Lopez’s guidance and leadership for having deep, lasting impacts on their personal and professional lives. Professor Lopez is a steady hand, helping her students think ahead and plan for the future while mentoring and supporting her students with present challenges.

Professor Lopez has exercised leadership excellence over many years. She is the co-founder of the Centre for Black Studies in Education, director of Centre for Leadership and Diversity, and the former U of T Provostial Advisor for Access Programs. She won the 91���� Award of Excellence in Educational Leadership in 2024. 

How do you most exemplify the essence of award you’ve won? Can you provide one example of how?

The Mentor of the Year Award honours an individual who has “offered exceptional support, guidance and encouragement to members of the 91���� community”.  Supporting students, being in community with colleagues and building positive relationships is central to my work as an educator and part of my educational philosophy. In this regard I am responsive to the needs of the students I teach and supervise, and work collaboratively with faculty and staff. It is the willingness to show up for others and do what I can to make the 91���� experience better for all. I work closely with the students I supervise and continuously encourage them and offer guidance to achieve their educational goals. As the Director for the Centre for Leadership and Diversity, I work closely with students who afforded opportunities to take on leadership roles in various activities of the Centre.

What does it feel like to be recognized with this award and able to share this moment with your peers?

It is an amazing feeling to be recognized by your peers. We do the best that we can as educators to support, guide and lead not expecting anything in return, but the joy of seeing students succeed and the relationships we build along the way. It is truly a humbling feeling knowing your efforts are seen and acknowledged by your peers. For that I am appreciative.

Who would you like to thank?

First, I would like to honour my grandmother and the ancestors on whose shoulder I stand. I would thank the students I work with who took the time to write letters of support, and complete the application, and speak about the ways that I have supported their educational journeys, the selection committee, and the colleagues I work with. In the letter of support one student wrote, “In her capacity as a supervisor, Professor Lopez offers me a lot of chances to learn and develop both professionally and personally”, while another wrote “Dr. Lopez’s passion for equity, diversity, and inclusive education saw her helping educators, including myself, establish a safe classroom climate and empowering us to be agents of social and educational change. As a mentor, she is always available to listen to my concerns and help me reflect critically on issues that can help in my personal and professional growth.” 

To be honest, this is why I do this work. And it is just special to see students write about it. I appreciate and I am grateful.

Global Service Award
Winner: Carlos Ruano

The Global Service Award celebrates an extraordinary individual for commitment to addressing the world's social and humanitarian challenges with notable global impact. The winner generally promotes global citizenship, builds networks and global connections and promotes diversity, among other criteria.

Dr. Carlos Ruano is a policy and information management specialist. Currently, he serves as Senior Advisor Parliamentary and Cabinet Affairs at Crown-Indigenous Relations Canada.

Dr. Ruano is a leader in global education. Through his work, he has been a champion of bringing education to populations with little access to mainstream opportunities in the global south. He strives to find new ways of sharing best practices and developing professional education. He is a well-known education rights advocate in bilingual, intracultural and bicultural education.

He worked for 10 years at the United Nations – in difficult locations such as Afghanistan and Mozambique. He created good nutrition and learning outcomes programs for 11 million learners in Pakistan and Afghanistan, is the founder of the Education in Emergencies Network and founded the Mobile Learning for Development Network group (M4Dev).

In what way do you believe you most exemplify the essence of this award? Can you provide one example of how?

It is the communities, cultures and countries I have served who are really the ones who represent the essence of this award. Through their persistence, advocacy and fearlessness in the face of tremendous adversity, they show us each and everyday the value of principled commitment, targeted action and a clear vision for the future and the importance of maintaining the “eyes on the prize.”

How does it feel being recognized with this award?

It feels like the completion of a long circle which began years ago when I first stepped into 91���� as a student, seeking to understand my place in the world, my mission and purpose in life and the best way to bring them forth. And with the completion of this circle of life, there are many others who are opening in multiple directions. I have ongoing projects with McGill University, New Mexico State University and the University of Copenhagen all in the areas of international education policy and humanitarian development assistance. They are all informed by my previous life experience and I'll learn to be a better person and leader because of this award too.

Who would you like to thank for this award?

Primarily my mother, Perla Victoria Ruano, who, as a teacher in Guatemala, faced a brutal military dictatorship and was never afraid to teach to her students the value of independent thinking, fearless enquiry and principled advocacy. There are others, of course but she exemplifies the path I wish to follow for as long as there is breath in me.

Distinguished Service Award
Winner: Dr. Jean Augustine

This award honours exceptional individuals for longstanding or distinguished service in an area of public importance.

Dr. Augustine’s service, over many decades, will have a lasting impact. In 1993, she made history as the first African-Canadian woman to be elected to Canada’s House of Commons, serving as a Member of Parliament until 2006.

In her time in government, she served as a parliamentary secretary, committee chair, and was a three-time Chair of the National Women’s Caucus. Amongst her notable achievements includes securing unanimous legislative support to pass a historic motion designating February as Black History Month in Canada. Since leaving office, she continues to lend her expertise and leadership through the Jean Augustine Centre for Young Women’s Empowerment.

She is a multiple honorary degree recipient, an Order of Canada member, and her name is borne by numerous institutions – among others, the Jean Augustine Secondary School in the Peel District School Board, and The Jean Augustine Girls’ Leadership Academy of the Toronto District School Board.