Here are five things to know about the ILC:

1. The centre was founded in 1975 by Dr. Roger Carter (LLD), a professor and former dean at USask Law.  

Carter, dean of the College of Law from 1968 to 1974, was committed to social justice issues and worked with the university to establish a centre to facilitate access to legal education for Indigenous peoples. It was initially known as the Native Law Centre.  

2. For decades, Indigenous law students from across Canada came to USask to attend the ILC’s Summer Law Course for Indigenous Students. 

One of the centre’s first programs was a preparatory course offered during the spring/summer for Indigenous students accepted to a Canadian law school. Students would temporarily move to Saskatoon to take the course, which emphasized developing skills needed for success in law school, in addition to learning substantive legal content. Over time, the course became an introductory property law course that included significant material relating to Indigenous/Aboriginal property.  

ILC director Chris Lafleur said the sense of camaraderie and support that develops among students is beneficial.     

“Students realize they have people they identify with, people that can help them through law school,” Lafleur said. “Dean Martin Phillipson always says getting through law school is a team sport and that sense of community is even more prevalent in Indigenous spaces.”

Since the COVID pandemic, the course has moved online, with enrolment continuing to be drawn from across Canada.   

3. The ILC remains a place of community in the College of Law for both Indigenous and non-Indigenous students.  

The ILC routinely brings in speakers to explore issues in Indigenous law or discuss their experience as lawyers. It also currently has two cultural advisors: Joesph Naytowhow and Julie Pitzel.  

“With the two Elders here, we want the ILC to be a community centre where students feel comfortable coming in and talking to the Elders or having lunch, or coming in for a speaker,” said Lafleur. “This is a place of learning and we want it to be a place where students feel safe as they learn.”

Naytowhow said he strives to give students insight into Indigenous culture through stories and song and through ceremonies like smudging or a pipe ceremony.  

“Developing relationship is the foundation of being in a friendship,” he said. “I want to give them a glimpse of the people who were here on the land and what they did, and help them get to know that First Nation and Métis people are still here, practicing their culture and ceremonies.”

4. The ILC is a critical way that USask Law is responding to the Calls to Action from the Truth and Reconciliation Commission (TRC).  

In Call to Action No.28, the TRC called upon law schools in Canada to require all law students to take a course in Aboriginal people and the law. 

“For 50 years the Indigenous Law Centre has made a profound and lasting contribution to the advancement of Indigenous legal education in Canada,” said Dean Martin Phillipson.

“More recently, the centre has played a huge role in assisting the College of Law in meeting its obligations under Call to Action 28 of the TRC. From providing cultural advice and support to students, to supporting curriculum reform and the development of land-based learning opportunities and hosting Indigenous speakers, the centre is a key focal point of the college’s reconciliation initiatives.”

5. The ILC is recognizing its 50th anniversary this spring with a gathering on May 9.  

Students from the summer program or those who graduated from the Indigenous Law Centre are invited to the milestone celebration.   

The key themes of the gathering are reconnect, reflect, celebrate.

Lafleur notes that this is the first gathering of its kind for ILC alumni.  

“This is an emerging community,” he said. “We want to reconnect with our alumni and renew their connection with the ILC.”

Born of Prairie pride, the Edwards School of Business (Edwards) at the University of Saskatchewan (USask) has a rich history of transformation. With more than a century of impact, Edwards Dean Dr. Keith Willoughby (PhD) reflected on 80 years of the Bachelor of Commerce program and shared a look at the future.

The School of Accounting launched in October 1917 with Canada’s first accounting degree. It later became the College of Accounting and, in 1943, transitioned to the College of Commerce.

The year 1943 marked a turning point for business education at USask and for the province. The transition to the College of Commerce expanded the school’s focus beyond accounting to include disciplines such as finance, marketing and management.

“Becoming the College of Commerce created an opportunity to expand the school’s impact,” said Willoughby. “It allowed us to maintain the excellence built over decades in accounting while growing into new areas, such as finance, marketing, and management. This transformation positioned the school to deliver the skills, competencies and transformative learning that shaped disciplines across the business sector.”

This evolution set the stage for a major milestone when the first Bachelor of Commerce students graduated 80 years ago, in 1946. It also introduced a theme that endures today: navigating change. Reflecting on the school’s history, Willoughby emphasizes that adapting to shifting circumstances connects generations of students, linking the challenges of the past to those of today.

“The first graduates in 1946 walked into a post-World War II world filled with uncertainty,” Willoughby said. “They wondered what the future would look like after years of conflict and a return to some degree of normalcy. Eighty years later, today’s students face a different kind of disruption. They have lived through a global pandemic and now navigate challenges such as the rise of Artificial Intelligence (AI) in learning and business, shifting global trade dynamics and tariffs that could impact supply chains. Despite the decades between them, both generations share a common experience: beginning their careers in times of significant transformation.”

Today, the Edwards School of Business continues to build on its legacy of excellence as an Association to Advance Collegiate Schools of Business (AACSB)-accredited institution and United Nations’ Principles for Responsible Management Education (PRME) signatory.

The Bachelor of Commerce program includes six majors, an international business minor, study abroad opportunities, a student-managed portfolio trust and a cooperative education program. They are all aligned with leading professional standards for designations including the Chartered Financial Analyst (CFA), Chartered Professional Accountant (CPA), Chartered Professional in Human Resources (CPHR), Certified Management Consultant (CMC), and Supply Chain Management Professional (SCMP).

“We are part of the University of Saskatchewan, the university the world needs,” said Willoughby. “AACSB accreditation is a global endorsement of excellence in research, teaching and strategic direction. Only six per cent of business schools worldwide earn this distinction, and we are proud to be the first in our province to achieve it. PRME reflects our commitment to responsible and sustainable education. These recognitions ensure our students graduate with credentials and values that resonate globally, opening doors to careers and leadership opportunities around the world.”

That same focus on excellence and global perspective was reinforced in 2007 when the College of Commerce was renamed the N. Murray Edwards School of Business, a name that Willoughby said reminds graduates that success knows no borders.

“The name change reflects the confidence and commitment of a globally influential alumnus who supports students through scholarships, bursaries and opportunities,” said Willoughby. “It strengthens the school’s identity and reputation, giving students confidence that they are part of something significant. The Edwards name brings access to resources and serves as inspiration, showing that graduates from Saskatchewan can achieve global success.”

Recently, Dean Shamess, a PhD student at the Johnson Shoyama Graduate School of Public Policy, University of Saskatchewan (USask) campus, presented his dissertation at the Stem Cell Network’s Annual Till & McCulloch Meetings in Ottawa, as part of a collaboration with JSGS faculty members Dr. Amy Zarzecny (PhD) and Dr. Louis-Robert Beaulieu-Guay (PhD).

Shamess’ research focuses on science policy: examining how scientists and the public connect, interact, and influence the funding of science. We spoke with him about what he learned from sharing his work on a national stage.

1. What inspires your research?

For the most part of the 20th and 21st century, the public has broadly supported public funding for scientific research, especially the work being done in universities and hospitals. This model, supported by government funding agencies, relies on the idea that society will eventually benefit from the discoveries scientists pursue.

But, as science policy has matured, the relationship between science and society has shifted – revealing conflicts over public funding. Until now, there’s been little empirical evidence to answer these questions. My dissertation titled “Conflict! Public vs. scientist preferences for the funding of science,” aims to address these gaps.

2. Tell us a bit about your current research.

We surveyed 1,500 Canadians and 1,500 Americans about their preferences and priorities for the public funding of science. In another round, we then told them that a group of either elite scientists or people like them had a very different set of priorities instead.

We gave the respondents a chance to change their initial preferences, based on this new information, if they wanted to. 

The results are still very preliminary, but what we can say is that how people respond to this conflict is very different from what we might expect or predict!

3. What interested you to attend the Till & McCulloch meetings and present your work?

Stem cell research is one of the few areas where significant conflict around science has had real and meaningful consequences for researchers.

As a researcher in science policy, it’s essential to present my work to not only academics, policymakers, and the public – but also to lab scientists who are facing intense pressures and navigating these issues firsthand.

Looking back at her academic journey – culminating in completing her doctorate at the University of Saskatchewan (USask) in 2023 – it was the best decision she ever made.

“I am incredibly grateful because USask shaped me to be the researcher and the leader that I am today,” said Aiyer, who earned her PhD in Community and Population Health Sciences in USask’s College of Medicine. “I think my time at USask was very pivotal in my career because I was switching fields from working in lab sciences to working with people in the community to have real world impact. And USask offered me a range of options and different areas in which I was able to grow and explore and really learn about my own strengths and what I’m good at, and find areas where I would like to learn more.”

An award-winning scholar from India, Aiyer was first accepted by prestigious Johns Hopkins University in the United States and completed her master’s degree in reproductive health and cancer biology in 2014, before heading to Saskatchewan to earn her doctorate. At USask, Aiyer found the perfect PhD program for her, as well as a true sense of community on campus.

“I would highly recommend students choose the University of Saskatchewan for their higher education for a variety of reasons,” said Aiyer, who is fluent in four languages and has studied several others, including elementary Cree at USask. “My master’s is from Johns Hopkins University and I want to preface that by saying yes, I went to one of the best schools for my master’s in the world. But when I came to USask, I truly felt a sense of community. I felt incredibly supported. I felt that the faculty, the staff, and everyone who was offering guidance or mentorship, was watching out for me and they had my best interests in mind. I felt a genuine sense of support and that they wanted me to succeed.”

Aiyer points to her PhD supervisor for special praise in supporting her social and academic adjustment at USask, in particular the change in culture and climate from back home.

“My supervisor, Dr. Kalyani Premkumar (MD, PhD), I remember the first thing she told me,” Aiyer shared. “She said that I should be pacing myself and adjusting for a cultural change and every form of adjustment that comes to moving to a new place like Saskatchewan, including the weather. At USask, everyone would check in with me first as a person, before looking at my productivity, and that really shaped the kind of leader I came to be.”

“The piece is a thank you to President Stoicheff,” said its composer Paul Suchan, a USask alumnus and sessional lecturer in music, who conducted the piece at a presidential farewell event at Remai Modern on Dec. 4th and will do so again at an event for the campus community on Dec. 9th.

“It is an unusual commission for an unusual president in that he is a musician himself and he’s passionate about artistic and scholarly work,” said Suchan.

The piece is orchestrated for string quartet, acoustic bass, drums, and, in honour of Stoicheff’s chosen instrument, a classical guitar.

“It is a fitting way to honour him. In fact, the bass line in one section of the piece was based on one of Peter’s own melodies from his composition Canto for Two Guitars.”

Suchan said the piece is mostly upbeat and energetic, using various themes from Stoicheff’s presidency, including Reconciliation.

The title of the piece—"From the East to the West”—references on a literal level the fact Stoicheff came from eastern Canada to Saskatchewan almost 40 years ago to join USask.

The title is drawn from a line in a poem by Ezra Pound, an American writer whose work Stoicheff studied for his 1995 book The Hall of Mirrors: “Without character, you will be unable to play on that instrument or to execute the music fit for the Odes...The blossoms of the apricot blow from the east to the west, and I have tried to keep them from falling.” (Canto XIII)

“To me, this means that leadership is hard, a juggling act, and you have to have character to balance things and keep them from falling or falling apart. And sometimes a leaf will fall and that’s OK because things change and something else may blossom,” Suchan said.

What if you could tell how beneficial every drop of rain or flake of snow would be for the upcoming year—before it even hits the ground?

What if, once it starts to flow downstream, you could follow those droplets as they wind their way toward a reservoir or lake, predicting how they’ll shape the environment in the months ahead?

That’s the kind of insight Razavi, an associate professor with USask’s School of Environment and Sustainability (SENS) and a member of the Global Institute for Water Security (GIWS) is working toward. Razavi studies how water moves through and interacts with both natural and human systems. His research helps communities, governments, and industries understand how extreme weather patterns will play out and how they may need to adapt.

Razavi is a leading researcher in hydrology and water-systems modelling, developing advanced computer models and artificial intelligence tools to analyze the movement of water from the moment precipitation forms to when it’s stored or released downstream.

“My models look at both natural processes and human-driven processes with the objective of improving our ability to predict the future of water resources and identify how best they can be managed,” said Razavi. “We can estimate how much water we’ll get in the next hour, the next day, even the next month or season and beyond.”

What once seemed like steady seasonal rhythms of snow, melt, and water flows is changing rapidly. In Saskatchewan, a province known as much for its endless skies as its variable weather, understanding these shifting patterns is essential.

“What we’re seeing in central Saskatchewan is more pronounced swings in precipitation,” Razavi explained. “A decade ago, snowfall tended to arrive earlier in the winter and persist into March or April. Now the snow season is shorter and more variable, with more frequent winter warm-spells, earlier melt, and increasingly unpredictable transitions between snow and rain.”

But what’s important isn’t just ‘when’ Saskatchewan receives precipitation but also ‘what type’ and ‘how much’ that will impact the environment and communities.

Saskatchewan receives roughly 400 millimetres of precipitation on average each year—among the lowest in Canada—most of it arriving during the summer months. Yet this dry province remains one of the country’s major food baskets.

Snowpack is critical for replenishing rivers and reservoirs, and it also plays a vital role in recharging soil moisture that supports agriculture—but it’s just one part of the equation. Long stretches of dry weather, combined with late or short-lived snow seasons, have contributed to increasingly severe drought conditions and some of the most intense wildfire years in recent memory.

University of Saskatchewan (USask) researcher Dr. Chantel Chizen (PhD) is using digital technologies like remote sensing and digital soil mapping to provide sustainable management practices for farmers and land managers.

Chizen joined USask’s College of Agriculture and Bioresources as an assistant professor in the Department of Soil Science in January 2025. Through her research program, Chizen prioritizes interdisciplinary partnerships with farmers, researchers, and collaborators to ensure that her work meets the needs of the agricultural sector and enhances soil stewardship.

Each year, the United Nations recognizes December 5 as World Soil Day to highlight the importance of healthy soil and sustainable soil management. To celebrate World Soil Day at USask, we asked Chizen to discuss her research and what inspired her to pursue a career in soil science.

What does your research focus on?

My research focuses on understanding the connections between soils, landscapes, and how we manage them. I lead the Data-driven Innovations with Geospatial Soil Science (DIGSS) research group where we conduct field research and use tools such as digital soil mapping to support management decision-making. Our goal is to translate soil variability into actionable insights for producers and land managers to support productivity while taking care of the environment.

There is a growing recognition that soils are incredibly diverse, even within a single field, and that this variability matters for both agricultural productivity and environmental outcomes. What’s unique about our research is that we’re not just mapping these differences; we’re using data-driven approaches to understand why they occur and how to turn that knowledge into practical management strategies.

How did you develop an interest in soil science?

I was introduced to soil science during my undergraduate degree and was fascinated by the complexity of soils as they are connected to so many aspects of our world, from agriculture and the environment to climate and sustainability. Before starting university, I didn’t know about soil science and ended up changing majors so that I could study it further. My favourite parts of soil science are the hands-on field courses and working with interdisciplinary collaborators. I grew up in Central Alberta and completed a BSc in Applied Biology (Plant and Soil Sciences) and an MSc in Soil Science at the University of British Columbia. I later pursued my PhD in Soil Science at USask, focusing on wetland soil carbon in agricultural landscapes across the Prairie Pothole Region.

Why did you choose to come to USask?

I chose USask because of the strong reputation of its soil science department, with the high-calibre research and the collaborative community of researchers. These aspects drew me here as a PhD student, and I’m excited to continue contributing to the department as a faculty member.

What research are you working on?

With the DIGSS team, we have several projects underway. One project is exploring the soil properties that drive marginal crop yields and how the patterns in marginality vary across a field. Another project is assessing how satellite imagery and soil classification for prairie pothole wetlands can be used to support decisions around how they are managed. We are also examining soil health and how we measure it, recognizing that a healthy soil may look different depending on the soil and its context. By uncovering patterns in soils and landscapes, we transform complex data and observations into actionable insights for those working with the land.

What inspires you in your work and research?

What inspires me most in my work is bridging research and extension to create meaningful change. While advancing scientific understanding is important, what truly motivates me is translating that knowledge into practical solutions that farmers, land managers, and communities can use. Soil science offers a unique opportunity to connect fundamental research with applied practices that improve sustainability, enhance resilience, and mitigate climate impacts. Seeing research move beyond controlled experiments and into real-world applications where it can guide decisions and drive positive outcomes, gives my work purpose and keeps me passionate about what I do.

What’s an interesting aspect of your research that people might not know about?

Soil management is not one-size-fits-all, so strategies need to be adapted to each landscape and context. Exploring a new soil is like solving a puzzle, the soil horizons and properties reveal what it has experienced in the past and how it functions today. Each action we implement on the soil leaves a lasting imprint, becoming the legacy that we pass on to future generations.

Ahead of the year 2000, the University of Saskatchewan (USask) was facing a potential digital crisis.

Much like the rest of the world, computer applications on campus were under threat of serious malfunction when clocks turned from 11:59 pm on Dec. 31, 1999, to midnight on Jan. 1, 2000.

One of the failsafe options to protect campus computers against the impending Year 2000 problem (Y2K) was an industrial sized roll of plastic wrap.

Greg Oster (BComm’92, MSc’95), currently the technical team lead in the Department of Computer Science, reflected on his role in Y2K preparations. In 1996, Oster was a research assistant in the department.

“(One of the) big concerns was sprinklers were going to go off, and we were going to have to wrap all of our systems (in plastic wrap),” Oster recalled.

Oster added that the department still has an additional two full rolls of plastic wrap from that year. Now, they’re used to wrap unneeded computer equipment sent to surplus or storage.

Plastic wrap wasn’t part of the plan to combat the Year 2000 problem (Y2K) by the President’s Y2K Task Force at USask. The task force was established in 1998 to “plan, organize, direct and monitor responses to Y2K challenges.”

The task force included about six to eight people, including Dr. Robert Kavanagh (BE’64, MSc’66, PhD), who was associate vice-president for Information Technology Services at USask at the time. Kavanagh graduated from USask in 1966 and returned as a faculty member in the Department of Computer Science from 1971 to 2000. He also directed campus-wide computer systems management from 1978 to his retirement.

“By that time, almost all the university buildings—their physical, environment, temperature airflow—those were all controlled by computers,” he said.

What is the Lieutenant Governor’s Post-Secondary Teaching Award? 

This award recognizes post-secondary educators who have demonstrated excellence in teaching and provide exceptional student experiences through innovation, reconciliation, and leadership. The award, established in 2023, recognizes post-secondary educators in Saskatchewan who have displayed excellence in teaching, primarily at the undergraduate level.

On Wednesday, Nov. 12, nearly 1,000 students crossed the stage at Merlis Belsher Place to officially become graduates, joining a global network of more than 175,000 USask alumni who are making an impact in Saskatchewan, across Canada, and around the world. 

These ceremonies give us the chance to show how proud we are of everything they have achieved. Take a look at some of the day's special moments: 

Today’s ceremony marked the final convocation with Peter Stoicheff serving as university president and vice-chancellor.

The afternoon ceremony also marked Elder Roland Duquette’s 100th convocation, leading in the graduates as the Eagle Staff Bearer and sitting with the other dignitaries, faculty, and leadership on stage.

At 87 years young, USask ITEP graduate Louise Fraser, a proud member of Mistawasis Nêhiyawak, is the definition of a lifelong learner. She crossed the stage during Fall Convocation, receiving her degree from the College of Education.

The ceremony includes the celebration of award recipients, as well as the conferral of an honorary degree to Chief Perry Bellegarde. An honorary degree is the university’s most prestigious award, acknowledging worthy and unique contributions recipients have made to their community and to the world.

This was the first convocation ceremony with Scott Banda as chancellor. USask appointed Banda as its 17th chancellor, an appointment that was confirmed by University Senate on April 26, 2025.

Dr. Benjamin Hoy, associate professor in the Department of History, was presented with the Distinguished Teacher Award during the ceremonies. 

There was no shortage of smiles, both on stage and off, as the celebrations continued throughout the day. 

And, as usual, Howler showed up for the fun! 

Dr. Benjamin Hoy (PhD), associate professor in the Department of History at the University of Saskatchewan (USask), is widely recognized for his innovative, student-centred teaching practices, including game-based learning, experiential research opportunities, and interdisciplinary collaboration. His work has had a transformative impact on students across disciplines, cultures, and academic levels — from undergraduate classrooms to international graduate fieldwork.

As such, Hoy has received numerous accolades for his teaching, including the Lieutenant Governor’s Post Secondary Teaching Award, the D2L Innovation in Teaching and Learning Award, and multiple University of Saskatchewan Students’ Union (USSU) Teaching Excellence Awards nominations. He mentors faculty and students, has created open-access learning resources, and displays a commitment to Indigenization and inclusive education.

While these accolades speak for themselves, we asked USask’s Distinguished Teacher Award recipient what is behind his passion.

You've received multiple awards. What was your reaction to receiving this recognition? What does recognition mean to you overall? Is it a form of validation for the work you are doing?

It was a joy to receive news about this recognition. For me, awards like this one are a reminder that success is a collective endeavour, not an individual one. It is a reflection of all the support and kindness students, mentors, and colleagues have given me over the years. I have always been a slow learner, and I have stumbled far more often than I have succeeded. For me, this recognition validates the kindness and hard work that that those around me have invested into helping me improve and learn as a teacher. In that sense, it is a recognition as much of the work hundreds of people have put in, as much as it is anything I've done myself.

Where does your passion for teaching come from? When you were a child, did you have dreams of becoming a professor? How did your childhood shape your path today?

Being passionate about teaching is something that came as a surprise for me. Throughout much of my life, I worked around teachers and educators. Both of my parents taught, as did those around them. In spite of this early connection to teaching, I never really thought that teaching would be something I would enjoy. I liked research, I knew that, but teaching always scared me.

That changed when I came to the University of Saskatchewan. I saw how passionate, earnest, and humble the students here were about their learning. Their passion was infectious, and my goals began to shift. I started to open up more about why I fell in love with history and in turn learned about the unique pathways my own students found similar loves. I started to realize that being a good teacher had less to do with teaching content and more to do with helping people learn about topics they were already passionate about. My students’ passions soon became my own, changing not only how I approached teaching but my entire research program as well.

How do you empower and enable students to also become passionate about the subject matter?

Many of the students I teach are smarter than me by orders of magnitude. Over the years, I have learned that my job as a teacher is often focused around removing barriers so that my students can do their best work. Early on in my career, I tried to be a stoic teacher who shared everything I had ever learned as quickly and methodically as possible. I realized midway through my career that there are better ways to teach. Now I try to foster a joy of learning, helping students link areas of interest they already have, to core skills within the program.

Is there any particular method or teachings you use that you are most passionate about?

The method of teaching I’m most passionate about is game-based learning. When I was a kid, I fell in love with history through the games I played (Age of Empires/Civilization), not the books I read. As I grew older, I realized I was not alone. Games have helped define how societies have understood moments of change and upheaval for hundreds of years. They are important, in part, because they help us translate important, and often difficult, information across generations. Games make knowledge visceral and interactive in ways that other forms of media cannot. Our world is filled with teaching games. Monopoly was created to teach about the horrors of capitalism. Snakes and Ladders was originally created to teach about moral decision making. Even a simple deck of cards has a fascinating history. You cannot understand, for example, why aces are high in some games and low in others without understanding the social upheaval that occurred during the French Revolution. Our world is filled with these hidden connections that bind us to educators hundreds of years ago.

What kind of impact do you think your ways of teaching have on your students?

I hope one of the impacts of my teaching has been to expand the ways students think about teaching and learning. When I started as a teacher, I never thought anyone would take me seriously if I started to study games. Now game-based learning is what I’m best known for. I hope, if nothing else, my teaching helps students to see some of the often-hidden connections that tie our world together.

All four of the sons of Edith and Archibald McNab – the former Lieutenant-Governor of Saskatchewan who played a key role in lobbying for Saskatoon to be chosen as the site of the University of Saskatchewan – served overseas, with three of the four brothers attending USask before going off to war. Former USask student Spencer McNab and his brother Edgar both enlisted at the age of 20 and faced the horrors of trench warfare in the First World War while taking part in the historic battles of Vimy Ridge and Passchendaele in 1917.

From that first courageous group of six Sisters who arrived in Saskatchewan from France in 1897, Les Filles de la Providence (FDLP) continued to answer God’s call to educate the young, care for the sick and the poor, and to carry out all kinds of educational activities at the service of the church.

On a special day at St. Thomas More College (STM) at the University of Saskatchewan (USask) on Oct. 4, 2025, individual and cumulative journeys of service, faith, vision, and pursuit of reconciliation, were unveiled including an announcement that will extend the FDLP legacy of education and service in the province.

“In 2016, STM formed an Indigenous Advisory Circle. That group soon discerned the need for an endowed Chair in Indigenous Spirituality and Reconciliation,” said STM President Carl Still.

“Our dream was to secure a dynamic scholar who will conduct research and teaching activities to advance a cross-disciplinary and multi-cultural study of Indigenous ways of knowing, doing, and being.”

A member of the original Indigenous Advisory Circle, Dr. Gordon Martell (PhD) spoke to the inspiration of the chair.

“Wisdom listens and understands, values and respects diversity of experiences and ways of knowing, and appreciates that profound learning is of necessity multicultural, multidisciplinary, multidimensional, and relational,” he said. “Accepting this assumption may well be the single greatest pathway to reconciliation.”

“Faith over the past decade has led us to the gift of the FDLP Sisters of Saskatchewan to the Chair in Indigenous Spirituality and Reconciliation,” Martell added.

STM – the Catholic college federated with the USask – announced a $5 million gift from Les Filles de la Providence (FDLP) of Saskatchewan – the largest single gift in STM history – breathing life into the Chair for Indigenous Spirituality and Reconciliation as well as providing financial support for Engaged Learning offerings through the college.

“This transformational $5 million donation from the FDLP Sisters will allow STM to hire its first Chair in Indigenous Spirituality and Reconciliation,” said Still. “The chair’s activities will align with the FDLP’s respect for Indigenous peoples and their education, establishing STM as a leader within Canada for Indigenous spirituality and reconciliation, making a significant contribution on the journey towards right relationships.”

The gift will also support a range of experiential learning programs offered through STM’s Engaged Learning department. Based in Catholic social teaching, experiential learning offers students the chance to serve real community needs, gain volunteer experience and, as the FDLP Sisters believe, “have young people put their faith into action and make the world a life-giving place.”

The chair is now officially named Providence kanaweyihtâkosowin: Chair in Indigenous Spirituality and Reconciliation. Deacon Harry Lafond, STM’s Scholar on Indigenous Education, led stewardship of protocols and sought inspiration for a name in ceremony. He explained Kanaweyihtâkosowin translates as “in the care of God” or “Providence.”

“Work in Indigenous knowledge and reconciliation is always in practice here at the St. Thomas More College,” Lafond said. “With this special gift, we will now be able to ensure that the chair is a living entity at STM. We can open the doors to actively invite Indigenous knowledge into the college spirit, curriculum, beliefs, and values for students working to understand the world they live in.”

An Elder of the Muskeg Cree Lake First Nation, Lafond led a star blanket ceremony and individually wrapped each of the six FDLP Sisters in attendance with blankets created by Gabrielle Lee, a Cree Métis artisan and student.

Allan Bonaise from Little Pine First Nation in Saskatchewan, along with additional drummers, performed a powerful honour song from the auditorium stage.

Three faculty members from Edwards have held a USask Sustainability Faculty Fellowship since the program began in 2022. They are part of a campus-wide initiative to integrate sustainability into teaching, research and community engagement. The fellowship supports faculty to design, instruct and assess in ways that build student competencies for sustainability, with a focus on the United Nations Sustainable Development Goals (SDGs).

Brooke Klassen was the first to hold the sustainability fellowship, serving from 2022 to 2024. Dr. Norman Sheehan (PhD) is serving in the role for 2024 to 2026, and Dr. Joelena Leader (PhD) is the most recent Edwards faculty member to join the program, appointed for the 2025 to 2027 term.

Each sustainability fellow brings a unique perspective to the role, united by a shared goal of building a more resilient and responsible future. Below, they share their views on sustainability, their goals for the fellowship and how they are applying these values in business education at the Edwards School of Business and beyond.

The University of Saskatchewan (USask) is taking a proactive approach to finding solutions, including through strategies that advance community-based interventions – and a commitment to research and education that help address local and global health challenges. 

"There is a tremendous legacy of innovation and hard work in health care linking the University of Saskatchewan and the College of Medicine to the people of Saskatchewan," says Dr. Sarah Forgie, the university's dean of Medicine. "What's famous about this province is how Tommy Douglas and Wendell McLeod worked together with colleagues to put into place what we now know as universal health care."

Slogotski, a USask graduate and longtime leader in real estate development and education, and Hunt, also a USask alum and retired social worker, are committed to ensuring future generations of students have the resources, connections, and opportunities they need to succeed in business.   

Growing up on a farm near Canora, Sask., Slogotski was one of approximately five students from his high school graduating class who went on to university.

“I was the poor kid from the farm who somehow managed to get a student loan for part of my tuition, along with a little help from my parents,” he said. “I had never been to Saskatoon before and until Grade 11, I didn’t even know that the College of Commerce existed.”

Fast forward to today and Slogotski and Hunt’s career successes have allowed them to give back to their alma mater with a generous $5-million donation. The gift will support programming and staff at the new Slogotski Hunt Centre for Entrepreneurship that will be based out of USask’s Edwards School of Business and serve as a central hub to unite entrepreneurial initiatives across campus. Programming at the centre will enable students, faculty and researchers to cultivate an interdisciplinary community, support innovators and changemakers, and help to accelerate ideas from concept to impact.

“Thedra and I believe every student should have the chance to gain valuable entrepreneurial skills, no matter their college or field of study,” said Slogotski. “Throughout my career, and with Thedra’s support through my own business journey, we’ve seen first-hand how taking risks and cultivating an entrepreneurial mindset can enrich your life. We are thrilled to support this centre that will give USask students that same opportunity.”

Dr. Sakib Mostafa (PhD) went into artificial intelligence research because he’s fascinated by AI—and because he’s afraid of it.

As a child in Bangladesh, Mostafa was both captivated and disturbed by the depictions of technology in films like The Terminator and the writings of Jules Verne.

“I’m the kind of person who really likes to face the fear rather than running away from it. So throughout my whole life, if there was something that bothered me, or if there was something that I was afraid of, rather than staying away from it I preferred to solve that problem,” Mostafa (MSc’20, PhD’24) said.

The USask College of Arts and Science and College of Engineering graduate recently began a prestigious post-doctoral fellowship at Stanford University, where he is building AI models to detect cancer. The work grew out of his graduate studies at USask, which focused on the problem of explainable AI.

With today’s AI tools, the most likely danger isn’t the rise of killer robots, but the rise of systems that are ineffective or untrustworthy because they can’t be understood—even by their creators. Such a system is called a black box. Most deep learning-based AI systems, such as ChatGPT, are black boxes.

“Once you have a result (from an AI model), if you try to go backwards to figure out how the input data was used to get that result, it’s just not possible. Because once that data goes through the AI model, it is broken down into so many pieces that it’s not possible to keep track of the data flow,” Mostafa said.

During his USask computer science PhD studies supervised by Dr. Debajyoti Mondal (PhD), Mostafa recalls working with an AI model that processed photos of plant leaves to classify diseases. The team assumed the system was analyzing many aspects of the images to inform its outputs, but after a painstaking study of the model, they discovered it was ignoring everything but the leaves’ edges.

It was a blunt reminder that being accurate isn’t the only thing that matters for an AI system. If we are to trust AI, we also need to understand how and why it makes decisions.

“It’s really important to understand the tool that you are using. You cannot just go blindly using a tool, right? If I gave you a sword and you didn’t know how to use that sword, it might cut you,” Mostafa said.

This issue will become vitally important as AI tools are brought into high-stakes fields such as law enforcement and medicine. You wouldn’t trust a police detective who makes arrests based on eye colour, or a doctor who only looks at shoe sizes—no matter their success rate.

That’s why Mostafa’s roots in explainable AI are vital to his current work in Stanford’s Department of Radiation Oncology. His group is developing AI tools to detect cancer in individual patients. Similar to a human doctor, their system is able to consider multiple types of data together, such as genomics and medical images, to arrive at a diagnosis.

Mostafa is working to understand exactly how the system is interpreting that onslaught of data—not only to ensure the system can be trusted with life-altering medical diagnoses, but to make it more effective at its job.

“What I found out (during my PhD studies) was that if we create an explanation of a model, we can improve the model. If we are giving it data and there is some portion of that data that is causing the model to make the wrong decisions, now we can fix that data and make the model better and better,” he said.

The goal of Mostafa’s team is to build a system able to detect not just the presence of cancer, but its stage and type. The system could also identify patterns and connections between data types that traditional methods overlook, improving accuracy and saving lives.

If successful, the system could be piloted at Stanford Hospital and eventually serve as a diagnostic tool.

“That’s the end goal for us,” said Mostafa.

Nearly a decade later, Dr. Damien Lee (PhD) has returned to the University of Saskatchewan (USask).

This fall, Lee started as an associate professor and head of the Department of Indigenous Studies at the College of Arts and Science.

“The University of Saskatchewan Department of Indigenous Studies is really among a handful of Indigenous Studies departments in Canada—(it) is really valuable to the discipline and to Indigenous communities,” Lee said.

The department’s research and contributions to the field of Indigenous studies was one of the factors behind why Lee wanted to return to USask since previously teaching classes on campus in 2016.

“Indigenous studies is a small discipline comparatively to other disciplines, and I think it’s important to hold it tight, so it doesn’t drift away. We do have to care for it.”

Lee is a member of Fort William First Nation, located on the north shore of Lake Superior in Ontario. When Lee was six months old, he was adopted by his father, a band member of Fort William First Nation, in accordance with Anishinaabe law. Lee grew up on-reserve and continues to be a sugar busher there, collecting sap to make maple syrup each year in the spring.

Lee completed his bachelor’s degree in Indigenous Studies at Trent University in 2010 and earned his master’s degree in Indigenous Governance at the University of Victoria in 2011.

He completed his PhD in Indigenous Studies at the University of Manitoba in 2017. He was an assistant professor at USask at that time, but then moved back to Ontario to work with the Yellowhead Institute—an Indigenous-led policy think tank based at Toronto Metropolitan University (TMU), formerly Ryerson University.

While at TMU, Lee was an associate professor in the Department of Sociology and held the Tier 2 Canada Research Chair in Biskaabiiyang and Indigenous Political Resurgence for the from 2020 to 2025.

“The reason I went to (TMU), was to work with the Yellowhead Institute,” Lee said. “That’s a cutting-edge critical Indigenous policy research institute based at TMU. That was exciting.”

At USask, Lee will be focusing his research on studying Indigenous kinship orders, or citizenship laws, through the lens of family making traditions—marriage, adoption or birth. He is also planning on studying Anishinaabe—or Ojibwe—political theories.

“I want to use that framework to think about governance in a different way,” he said. “Governance gets really centralized into a band office, or parliament, or something. That’s quite common.

“But Indigenous political systems, governance systems—the power is decentralized,” he added. “I’m looking for ways to think about decentralization that has proven itself over time to support societies.”

A passionate advocate for curiosity, scholarship, and community engagement, Birrell brings a wealth of experience and a deep commitment to research and learning.

“As far back as I can remember, I’ve been someone who asks questions,” Birrell said. “I’m a naturally curious person and I love learning new things.”

That curiosity first took root during childhood visits with her parents to her local public library, and it has since grown into a fulfilling career in academic librarianship.

Birrell joins USask from a series of administrative roles at research-intensive universities in the United States. Her background has prepared her to lead in a dynamic academic environment, where the library plays a central role in supporting faculty, students, and the broader community.

“I’m very familiar with a research-driven mission and organization,” she said. “The idea of being part of such a scholarly community, where the focus is on producing research that improves lives, is one of the things that excites me most about joining USask.”

With advanced degrees in feminist studies, history, library science, and higher education leadership, she has held key roles at the University of Arkansas and the University of Delaware, where she oversaw rare collections, museum operations, and contributed to shaping organizational strategy. Her collaborative fundraising efforts have secured over $1.6 million, and her research on library leadership and workplace evolution continues to shape the field.

As she steps into her new role, Birrell is keenly aware of both the challenges and opportunities facing academic libraries. One of the most pressing issues is the rising cost of scholarly journal subscriptions, which increase by five to 10 per cent annually. But she sees this challenge as a catalyst for innovation.

“This gives us the opportunity to further explore how we can best leverage different publishing models in support of research and learning,” she said. “These models get research into the hands of people who need it much faster—and that accelerates problem-solving.”

Birrell also emphasizes the importance of making the library a welcoming space for all students, especially those who may not have had prior positive experiences with libraries.

The USask library is a dynamic space where students can access hands-on learning support, discover essential tools and strategies for success, and engage in cross-disciplinary programming that strengthens core academic skills.

“The library should be a place for everyone,” she said. “As students’ needs continue to evolve, we must offer services to meet students where they are, help them save time, and support their development as scholars.”

Birrell’s leadership style is deeply informed by her research, which focuses on leadership development in librarianship. Her doctoral dissertation became a book titled Developing the Next Generation of Library Leaders, and she continues to explore topics such as career trajectories and the impact of remote work on library management.

“I’m a firm believer that leaders are made, not born,” Birrell said. “That philosophy drives both my practice and my research.”

Two USask paleontology students are part of the revival of one of the world’s most popular scientific documentary TV series.

Jack Milligan and Kaitlin Lindblad, who have both since graduated with their Master of Science degrees in geological sciences, filmed their parts in the BBC/PBS-produced series at a dig site in Alberta while they were USask students in fall 2023.

Walking with Dinosaurs premieres in Canada Aug. 26 on BBC Earth.

“It was surreal. It was really cool to be able to do paleontology work and be a part of this television show simultaneously, and have the crew feed off our excitement,” said Milligan (BSc’21, MSc’24). “Because we love being out there. Paleontology is the coolest job that anyone could ever have, in my opinion.”

Jack Vicq, professor emeritus and distinguished University of Saskatchewan (USask) alumnus, has been inducted as one of the 2025 Leaders of the Profession from the Canadian Accounting Hall of Fame (CAHF). This prestigious honour celebrates individuals whose work has significantly shaped the accounting profession in Canada or advanced its development internationally. CAHF recognizes excellence across a wide spectrum of practice, including assurance, financial reporting, management accounting, taxation, corporate governance and consultancy, as well as through leadership in professional organizations, regulatory bodies and academic contributions.

Vicq earned a B.Comm. in 1961 and an M.Sc. in Accounting in 1969 from USask, becoming a Chartered Accountant in 1963 and an FCA in 1997. In 1967, he began a 33-year teaching career at the College of Commerce, where he influenced generations of students in taxation and accounting. He served as Associate Dean, Department Head and Director of the Centre for International Business Studies, helping grow the college’s international reach. In recognition of his exemplary service, he was named professor emeritus by USask.

His influence extended beyond academia to the profession, public service and corporate governance. Vicq chaired the Board of Examiners for the Chartered Accountants Professional Examinations for over a decade, led key CICA committees and helped align Canadian standards with global practices. Provincially, he played a critical role in shaping ethics, policy and education through committee work with the Institute of Chartered Accountants of Saskatchewan.

In government, Vicq served as Research Officer with Revenue Canada, and Associate Deputy Minister of Finance and Acting Deputy Minister of Finance for the Province of Saskatchewan. He advised on tax policy and economic development, authored interpretation bulletins and consulted federally on Tax Collection Agreements. He also chaired tax review committees at both provincial and municipal levels. He served on the Potash Corporation of Saskatchewan board, including 18 years as Chair of the Audit Committee.

Vicq's commitment to social equity and education led to one of his most enduring legacies: Indigenous business education. In response to the Oka crisis and the Royal Commission on Aboriginal Peoples, he launched initiatives at USask that opened pathways for Indigenous students. He secured industry support, built partnerships with the Saskatchewan Indian Federated College and helped create transition programs, mentorship networks and curriculum that incorporated Indigenous knowledge.

His commitment to community was equally profound. He co-led a tax volunteer program with senior students and held roles with organizations including the Meewasin Valley Authority, United Church and Saskatchewan Abilities Council. In 2015, Vicq and his wife Sylvia received the National Philanthropy Day Award from Association of Fundraising Professionals Saskatoon for their generosity and leadership.

Vicq’s career reflects visionary leadership, civic responsibility and a deep belief in inclusive education. His legacy continues to shape the accounting profession and inspire future generations.

USask and the Edwards School of Business congratulate Jack Vicq on this outstanding achievement!

When Jocelyne Chief was first approached to apply to BIRM she wasn’t sure if she had what it took to be a mentor.  

A love of languages led Leah Horlick (BA'10) to a career as an award-winning queer poet and author.

Horlick found her passion for words while majoring in languages and linguistics at the University of Saskatchewan (USask).

“I like all the words,” she said. “I loved the languages and linguistics program. I’m just a word nerd, sound nerd.”

Since 2012, Horlick has published three books of poetry, Riot Lung (Thistledown Press, 2012), For Your Own Good (Caitlin Press, 2015) and Moldovan Hotel (Brick Books, 2021). Her work has largely focused on sharing her experiences and exploring her identity as a queer, Jewish woman.

Riot Lung, a collection of poems Horlick wrote as a teenager, was shortlisted for a 2013 ReLit Award and a Saskatchewan Book Award. For Your Own Good was named a 2016 Stonewall Honor Title by the American Library Association. The same year, she also received the Dayne Ogilvie Prize, an award for 2SLGBTQIA+ emerging writers in Canada.

Horlick grew up on Treaty Six Territory as a settler in northeast rural Saskatchewan before moving to Saskatoon. While attending high school at Aden Bowman, she had the opportunity to take German classes with teacher James Funk. The head start allowed her to start taking 200-level language classes with Dr. Silke Falkner (PhD) when she started at USask.

“I was interested in taking German because two of my grandparents grew up in Yiddish-speaking families, and those languages are closely related” she said. Learning another language piqued her curiosity in diving into the origins of the words people use in their everyday vocabulary.

Growing up, Horlick had supportive and queer-friendly parents and the opportunity to access free writing programs through the Saskatoon Public Library with authors like Beth Goobie.. As a result, much of her writing, education and research were influenced by her identity.

“A lot of my research was related to my own time in university,” she said. “Things have really changed in many ways in the queer community.”

Because Horlick looks and presents in a more feminine, or femme, way, she and other femmes in her peer group encountered disbelief from queer and straight people based on stereotypes of how queer women should look like.

“When I look back on my early academic work, I was working on developing that vocabulary for myself,” she said. “Whereas, I think now we have a lot more flexibility and talking about being femme as a valid queer identity that doesn’t necessarily exist in opposition to masculine people.”

Horlick added that her professors in many Women’s and Gender Studies classes helped her access resources and media that explored queer topics. She remembers queer theory courses and a research trip to New York City with Dr. Marie Lovrod (PhD), and a feminist art history class with Dr. Joan Borsa (PhD), as formative influences.  

Few undergraduate students decide to take on a voluntary thesis project when pursuing a bachelor’s degree. However, Horlick took the opportunity to explore the use of how slang terminology impacts queer women’s understanding of their genitalia, with the support of Languages & Linguistics professor Dr. Veronika Makarova (PhD).

“I also won a Peter T. Millard award for LGBT research for a paper on semantics and the use of the terms ‘butch’ and ‘femme’ in the queer community,” Horlick said. “That really got me interested in more about lexicology and queer communities.”

After graduating from USask in 2010, Horlick moved to Vancouver to pursue an MFA in Creative Writing at the University of British Columbia (UBC), supervised by Canadian poet Rhea Tregebov.

Her second collection, For Your Own Good, was her thesis project for her Master’s degree. Based on personal experiences, the book focused on the issue of intimate partner violence in the queer community, specifically sexual violence between queer women and lesbians.

This project also led to direct opportunities to work with anti-domestic violence groups in the Lower Mainland like the Ending Violence Association of BC, which provided healthy relationship education to young, queer women. Through this work, Horlick said she also had the opportunity to train crisis line volunteers and raise awareness among OBGYNs on how to look for signs of intimate partner violence between women.

"I've gotten a lot of messages from social workers and other service providers who work with people directly impacted by this issue,” she said. “They have shared with me that it really helps to have a semi-autobiographical resource to share with clients. So that was really, really special.”

Her third collection of poems, Moldovan Hotel, explores what it means to be a Jewish person who isn’t always perceived to be Jewish, Horlick explained. She explores the Romanian Holocaust along with related global themes of Islamophobia and anti-Palestinian racism. Seven years of research and a large trip to Romania and Moldova, which is where her grandmother’s family is from, helped inform the book. The book went on to be shortlisted for a number of awards after publication.

"I felt a lot more nervous about this book in some ways than I did before,” she said. “This is a huge part of my life.”

After graduating, Horlick lived in Vancouver for about 10 years. After moving back to Saskatchewan, Horlick was the 2022/23 Canadian Writer-In-Residence with the Calgary Distinguished Writers Program at the University of Calgary. The position is split between facilitating free community engagement events and focusing on personal projects.

Two years ago, Horlick moved back to Saskatoon again, to be closer to her family. She’s also working on her new, upcoming novel about a queer retelling of a stage play based on a famous Jewish folktale called, The Dybbuk.

“(It’s) kind of like a poltergeist who has a terrible habit of possessing people on the night of their wedding, or in the middle of their wedding ceremony,” Horlick laughed.

She had pieces of advice for students interested in pursuing a career in writing.

“Persist,” she said. “Keep doing it and disregard traditional writing advice that doesn’t work for you. Don’t get stressed about things like word count, or a regular routine, and get really comfortable doing the same thing over and over again without any results.

“It takes a long time. Everything’s going to take longer than you think it will,” she added. “And it doesn’t mean that you’re doing anything wrong, which is super counterintuitive to everything else in life. The most important thing is that you’re doing it whether or anybody else likes it.”

For students who are exploring their gender identities and sexual orientations, Horlick recommended accessing resources at USask and in the community.

“There were just so many free and accessible things to me during my time on campus as a queer student,” Horlick said. “I think the important thing is to not be afraid to take advantage of those resources. Don’t feel like you’re not ‘queer enough,’ or taking up somebody else’s spot, or that ‘somebody else needs it more than me.’”

Hall, the former director of research at SNOLAB, will step into the new role in the Fedoruk Centre following the planned departure of long-serving Executive Director Dr. John Root (PhD).

Since 2017, Hall has been a leader at one of Canada’s premier facilities for astro-particle research, heading the research group, project management office and scientific support team to ensure the lab’s science program continues the tradition of world class research.

“I am excited to join the team at the Fedoruk Centre and continue the work set out by its leadership and board,” said Hall. “The Fedoruk Centre has built a strong foundation of nuclear innovation in Saskatchewan, and I look forward to helping move it into its next phase.”

Hall completed his PhD at the University of Utah, studying gamma rays produced by dark matter annihilation. He went on to complete a post-doctoral fellowship at Fermilab, where he contributed to underground dark matter experiments including CDMS-II, SuperCDMS, and COUPP. Hall’s work ranged from improving electronics performance in cryogenic detectors to analyzing acoustic signatures in bubble chambers and deploying new technologies at SNOLAB.

At SNOLAB, Hall has overseen a broad portfolio of projects while maintaining the integrity and operation of the scientific infrastructure of the lab, and is known for his ability to work across disciplines and bring together teams to advance major initiatives in physics and nuclear research.

“As the Fedoruk Centre and the Province of Saskatchewan enters a new and exciting phase of nuclear innovation, we are pleased to welcome Dr. Hall to the organization,” said Dr. Esam Hussein (PhD, PEng), chair of the Fedoruk Centre Board of Directors. “With Saskatchewan poised for the deployment of nuclear energy technologies, building on a foundation of nuclear research, development and training, we look forward to seeing how Dr. Hall will contribute to the Fedoruk Centre’s continued success.”

These sessions focused on bison teachings, honour sacrifice, kindness, respect, and using education for the collective good of others.

The first session was hosted by ITEP at the College of Education in October for Grade 3 students from both school divisions. Greater Saskatoon Catholic Schools (GSCS) hosted the second session of land-based art and cultural events in January for middle years students at the Ed and May Scissons Environmental Education Centre at Eagle Creek. Saskatoon Public Schools (SPS) hosted the third land-based learning day for high school students in February at the Brightwater Science, Environmental and Indigenous Learning Centre.

The teachings concluded in May at the USask Livestock and Forage Centre of Excellence (LFCE), where Grade 3 students had the opportunity to meet the bison and learn about the Hug-a-Tree program offered through Saskatchewan Search and Rescue.

ITEP Director Yvette Arcand highlighted the importance of sītoskātowin – the tying of the USask, GSCS and SPS educational partnership, similar to the bindings at the top of a teepee.

“The students from St. Frances Cree Bilingual School and wâhkôhtowin School get to interact with one another – there is no separation, they’re just looked at as students,” said Arcand. “It also gives the opportunity for our teacher candidates to be able to teach students that they may already have relationships with because of their field placements at St. Frances School and wāhkōhtowin School.”

The sessions were initiated through sītoskātowin as part of USask’s Social Sciences and Humanities Research Council Insight Grant.

“The research focuses on how decolonizing teacher education benefits both Indigenous and non-Indigenous learners, teacher candidates and educational partners through an understanding of wāhkōhtowin – a Cree educational way of thinking that emphasizes relationship and kinship through Indigenous worldviews,” said Dr. Dawn Wallin (PhD), USask associate vice-president research (engagement).

“We as Ukrainians will never lose our sense of self-identity, and Ukraine will endure and overcome the trials of war,” said Dr. Nadya Foty-Oneschuk (PhD), interim director of the Prairie Centre for the Study of Ukrainian Heritage (PCUH) in St. Thomas More College at the University of Saskatchewan (USask). “Three years of war have brought countless losses to the people of Ukraine. The human cost itself is unimaginable, with more than one generation of Ukrainians having been so deeply carved into because of this war. Lives have been stolen and taken out of arrogance and spite, countless others have been interrupted, and many families will be broken for a long, long time.”

Brandy Mackintosh (BComm’97) is an associate professor in the Edwards School of Business at the University of Saskatchewan (USask), where she teaches introductory and intermediate financial accounting and external auditing. She has also taught advanced financial accounting at the undergraduate and graduate level. Mackintosh has an undergraduate accounting degree and is a Chartered Professional Accountant (CPA), CA (Canada). Prior to joining USask, she worked as an audit manager at Deloitte. Mackintosh has received numerous teaching awards at the college and university level. She received the University of Saskatchewan Provost College Teaching Excellence Award in 2021. Mackintosh, who grew up in Saskatoon, also received the University of Saskatchewan Student Union’s Teaching Excellence Award multiple times, most recently in 2022. She has been selected by her students on numerous occasions as the Edwards School of Business Most Effective Professor (most recently in 2023) and the Edwards School of Business Most Approachable Professor. Her scholarly interests relate to accounting education and case writing. She has published cases in Issues in Accounting Education and has won multiple Canadian Academic Accounting Association case-writing competitions. 

We talked with Prof. Mackintosh about the honour of being named USask’s distinguished teacher.

1. It’s a big deal on the USask campus to receive this award. What is your reaction?

I am deeply humbled and incredibly honoured to receive this award. The University of Saskatchewan is home to many outstanding instructors and to be recognized among those who have previously won this award is truly incredible.

2. Where does your passion from teaching come from? Is this a career path you had when you entered university?

No, when I entered university, I was a College of Commerce student, I majored in accounting and later pursued my Chartered Professional Accountant (CPA) designation. Teaching wasn’t something I envisioned for myself, however during my time in public practice as a CPA, I became involved in our firm’s training program, and it was then that I realized I enjoyed teaching and assisting others in their learning journey.

My passion comes from my upbringing. Growing up, my parents instilled in me the importance of hard work and always giving my best effort in everything I do. These beliefs and values have guided me throughout my life, and I apply them to my teaching every day and strive to instil the same principles in my students. I also feel that giving back to an exceptional program that I was a part of many years ago is incredibly special. To be teaching at this remarkable university where it all started, fuels my passion and motivates me to excel in my efforts.

3. There must have been an ‘a-ha’ moment when you knew this would be the path for you.

One summer, while I was working in public practice, I had the opportunity to become a sessional lecturer at the College of Commerce at USask, now known as the Edwards School of Business. I taught an intermediate financial accounting class and thoroughly enjoyed the experience of combining my knowledge and expertise in accounting with teaching. Sharing this knowledge with students who were taking the same classes I once took was incredibly fulfilling. It was then that I realized I would love to combine these two passions and become a full-time instructor. This opportunity presented itself the following year, and I’ve been with the university ever since.

4. Did you always gauge how teachers and professors interacted with students and think about what you could and would do differently?

As a student, I had some amazing professors whose teaching methods and classroom engagement I still remember vividly. I draw on these experiences as a guide for my own teaching, knowing how effective they were. Conversely, there were times when I struggled to connect with certain professors, and the learning environment wasn't as successful. I reflect on these experiences as well, using them to shape and improve my approach in the classroom.

5. It’s important for you to see students succeed from a safe learning environment. Why?

Accounting professionals require a lot of technical knowledge, strong analytical and problem-solving skills, and effective communication abilities. It’s important to me to create the right environment for students to develop these skills as much as possible. Research has shown that when students feel physically and emotionally safe, they are more likely to develop a sense of belonging, focus better, engage in learning, and build positive relationships with their classmates and instructors. All these factors contribute to the student’s well-being and academic success.

I believe it’s extremely important to create an environment that allows every student an equal opportunity to benefit. The life of a student can be challenging, so I strive to make the classroom a safe place where they feel confident in accomplishing tasks and learning the skills necessary for success in life. However, this doesn’t mean reducing the rigour of my classes, as entry into the accounting profession requires meeting high academic standards. It simply means creating the best possible environment for my students to maximize their learning efficiency and promote their success.

6. You make a big effort to get to know many, if not all, of your students. Why?

There are two reasons for this. Firstly, I genuinely want to get to know my students and learn from their diverse perspectives and worldviews. It’s nice to be able to have conversations with students as they come into class and even if I run into them in the hallway. Secondly, it comes down to the success of my students. Having been in their shoes, I understand the hard work and effort required to get through this rewarding program. I encourage students to view me as an ally who is here to challenge them but also dedicated to helping them succeed. Getting to know my students is the first step in achieving this. Studies show that students who feel more connected to others have lower levels of anxiety and depression, and higher self-esteem. I emphasize to my students that building relationships with fellow classmates and faculty members will contribute significantly to their academic success.

7. Why have you introduced an Indigenous component to your curriculum?

As an educator and textbook author, I believe it is important to integrate Indigenous topics in my curriculum to foster a more inclusive and comprehensive educational system. This integration promotes understanding and respect for diverse cultures, allowing students to learn about accounting and business practices specific to Indigenous communities. It also plays a crucial role in breaking down stereotypes and prejudices. Indigenous students can also experience a sense of pride and belonging, seeing their culture and history valued in their education.

8. How do you proceed from this point after receiving this award? How do you get better as a teacher?

I recognize that my teaching strategies may not resonate with everyone, and I acknowledge there is always room for improvement. Achieving this level of success has taken many years, and I am committed to continuous growth. I will keep reflecting on my teaching methods and interactions with students to identify areas for improvement. Understanding that students’ needs and the business environment are constantly evolving, I must remain adaptable and adjust my curriculum and strategies accordingly to deliver the best possible courses in the future. I take my students’ evaluations very seriously and work diligently to incorporate meaningful changes that can make a visible difference. Overall, my goal is to continue to strive to create a dynamic and effective learning experience for all my students.

9. From your perspective, what is the legacy you want to leave behind?

That is a great question! My hope is that when my students reflect on their university careers and recall their positive experiences and memorable teachers, I am part of that memory. Just as I vividly remember my own exceptional professors who left a lasting impact on me, I aspire to be that kind of teacher for my students. I want to be remembered not only for the knowledge I imparted but also for genuinely caring about my students’ well-being and growth. That I wasn’t just an educator, but a mentor who guided students through their academic journey and taught them to think critically and develop skills that will prepare them for success beyond the classroom. Ultimately, that my dedication to their success was evident in my efforts to see them thrive and achieve their fullest potential.

10. Is there an interaction with a single student that stands out that makes you proud and provides you with confidence you are doing the right thing for your students?

Yes, I have a few. There is one student in mind that I have taught multiple times during her undergraduate degree program at Edwards. I had gotten to know this student well throughout the term of the first class that I taught her. She attended my office hours multiple times and we had lots of chats with respect to the course material. She was struggling with the material and would seek assistance on a regular basis during my office hours. I believe it was from the relationship that I had developed with her in the classroom in a safe learning environment that made her feel comfortable enough to get help. She trusted me and my advice on what she could do to improve. I spent time with her to explain the concepts a different way using different examples that made sense to her. She worked extremely hard the rest of the term and was successful at passing the class. I taught her again a year and a half later in a fourth-year audit course. She was becoming very discouraged because she wasn’t seeing the results on her exams to the extent, she thought she knew the material. She was very stressed thinking that she chose the wrong major and maybe she wasn’t cut out to be an accountant. We ended up booking a regular time slot each week to meet and go through the material together to clear up where things weren’t making sense. I also worked with her to develop a study plan and gave her some study techniques in order for her to be successful on the next exam, and she was! We spent many hours together during that term and she was successful in passing the class. I believe that by creating these relationships with my students, it was enough for her to feel comfortable in seeking help. By taking the time to recognize her issues with the material, I was able to acknowledge that she needed to be taught a slightly different way to understand the concepts. I also believe my role as a mentor to this student allowed her to get her confidence back and to be reassured that this career path was the right one for her. I realize that it’s not always being a great teacher in the classroom, but it’s also being a confidant to those that needs a boost of support and encouragement along the way. She has now graduated and is working for an accounting firm preparing to write the national exam.

The University of Saskatchewan Distinguished Teacher Award is the highest honour for teaching excellence at USask. Learn more here. 

The new Makerspace is part of a large-scale renovation that will transform the existing Hardy Lab into the Engineering Design Hub—a new campus destination for design, innovation, and experiential learning.

“We are grateful for this partnership with Cenovus that demonstrates our shared vision to prepare the engineers of the future,” said USask President and Vice-Chancellor Peter Stoicheff. “With Cenovus’s support in creating new dynamic learning environments, our students will gain the confidence and experience to lead in an ever-changing engineering landscape.”

The investment will play a key role in advancing the Engineering Innovation, Design, Engineering, and Applied Sciences (IDEAS) initiative, a transformation of the College of Engineering building that will include strategic renovations and targeted expansions. The IDEAS expansion will allow for stimulating learning opportunities that inspire and prepare the next generation of highly skilled engineers at USask. 

Cenovus is a Canadian-based integrated energy company headquartered in Calgary, Alta., contributing $1 million towards the new Cenovus Energy Makerspace. The renovated space will feature two distinct areas: a fabrication area where students can access advanced tools such as polymer 3D printers and laser cutters; and an adjoining area specifically designed for testing prototypes and design projects. An additional $500,000 from Cenovus will support programming within the Makerspace to ensure USask engineering students have opportunities to collaborate, exchange ideas, and boost their capacity to solve complex engineering problems facing our world today.

“The University of Saskatchewan has been contributing to our communities for its more than 100-year history,” said Cenovus Executive Vice-President, Corporate Development and Chief Sustainability Officer Jeff Lawson. “Through our partnership, we’ll foster the next generation of engineers to ensure growth in our industry and help innovation thrive. The creation of the Cenovus Energy Makerspace is key to our collective effort to inspire and build a robust pipeline of future leaders.”

“We are deeply grateful for Cenovus’s visionary investment in establishing the Cenovus Energy Makerspace,” said USask Dean of Engineering Dr. Michael Bradley (PhD). “This transformative donation will advance the planned strategic renovations of the Hardy Lab into the Engineering Design Hub, which will be the largest hands-on engineering laboratory at any Canadian university. The Cenovus Energy Makerspace will empower our students to bring their ideas to life, build prototypes, and explore new materials and techniques. It’s a space where innovation will thrive, industry partnerships will deepen, and future engineers will hone the skills they will need to solve real-world challenges in the exciting years to come.”

The creators of a tabletop game that transports players to the era of prairie settlement have won a prestigious international award for teaching innovation.

A team of five University of Saskatchewan (USask) teachers from the College of Arts and Science and the College of Education created the game, called Homesteaders, and tested its potential as a tool for teaching about late 19th and early 20th century history on the Canadian prairies. Their project has won a D2L Innovation Award in Teaching and Learning from the Society for Teaching and Learning in Higher Education (STLHE).

The team members—Dr. Benjamin Hoy (PhD) and Dr. Jim Clifford (PhD), associate professors in the Department of History; Dr. Paula MacDowell (PhD), assistant professor in the Department of Curriculum Studies; Dr. Judy Jaunzems-Fernuk (PhD), lecturer in the Department of Curriculum Studies; and Jessy Lee Saas, PhD candidate in the Department of History—started work on the project in 2023. Since then, Homesteaders has been played by more than 500 people in four provinces.

“I am extremely pleased, on behalf of the USask community, to extend heartfelt congratulations to the interdisciplinary Homesteaders team on this well-deserved recognition. Their game-based learning resource exemplifies the very best of USask’s innovation in student-centered learning. The team have enabled the ongoing creation of meaningful learning experiences for students, scholars and members of the public across the country. In doing so they have supported important knowledge and skill development whilst engendering empathy for people in the past and the difficult contexts they had to navigate,” said Dr. Nancy Turner (PhD), USask interim associate provost, teaching innovation and strategic initiatives.

The D2L Award recognizes post-secondary education teams from anywhere in the world for innovative approaches that promote student-centred teaching and learning. The award will be presented at the STLHE Conference in Saskatoon on June 10–13.

Members of the University of Saskatchewan (USask) community will be among the newest recipients of the Saskatchewan Order of Merit—the province’s highest honour—when a ceremony is held in Saskatoon next month.

On May 8, 2025, Lieutenant Governor Bernadette McIntyre announced the eight people who will become the 2025 Saskatchewan Order of Merit recipients. They are:

• Dr. Ernest Barber, Saskatoon
• Janet Carriere, Prince Albert
• Brent Cotter, Saskatoon
• Dr. Haissam Haddad, Saskatoon
• Ann Phillips, Regina
• Dr. Ellen Remai, Saskatoon
• Robert Stromberg, Saskatoon
• Senapan Thunder, Thunderchild First Nation

“It is a privilege to present the Saskatchewan Order of Merit to these eight people who have made such meaningful contributions to our province,” McIntyre said in a news release. “Like previous recipients of the medal over the past 40 years, their accomplishments are an inspiration to us all.”

The members of the USask community who will receive the honour include: alumni Brent Cotter (BComm’71), Robert Stromberg (JD’68), and Senapan Thunder (BEd’92); honorary degree recipient Dr. Ellen Remai (LLD’23); Professor Emeritus Dr. Ernie Barber (PhD); and cardiology professor Dr. Haissam Haddad (MD).

Professor Emeritus Dr. Ernest Barber (PhD), a distinguished agricultural scientist and senior administrator, spent more than 40 years at USask in a variety of roles. This included serving as interim provost and vice-president academic, vice-provost teaching and learning, dean of the College of Agriculture and Bioresources, dean of the College of Engineering, managing director of the Global Institute for Food Security, and more. In 2014, he was named a Fellow of the Agricultural Institute of Canada (AIC), the AIC’s highest honour.

Professor Emeritus William ‘Brent’ Cotter (BComm’71), a former dean of USask’s College of Law, earned a Bachelor of Commerce degree at USask in 1971. He is known for his outstanding career as a legal academic, legal ethicist, and senior public servant. In 2020, Cotter was appointed to the Senate of Canada, after serving as Deputy Minister of Justice and Deputy Attorney General for the Province of Saskatchewan, Deputy Minister of Intergovernmental and Aboriginal Affairs, and Deputy Provincial Secretary.

Dr. Haissam Haddad (MD), a professor in USask’s College of Medicine, moved to Saskatoon to become Saskatchewan’s Provincial Head of Medicine in 2016. Instrumental in recruiting many of the specialists practicing in Saskatchewan today, Haddad also established the University of Saskatchewan Cardiovascular Research Group, fostering a collaborative environment for innovative research initiatives. In 2023, Haddad was appointed as an Officer of the Order of Canada.

Dr. Ellen Remai (LLD’23) and her late husband, Frank, founded Remai Ventures Inc., an influential and successful development and real-estate company. In 1992, they created the Frank and Ellen Remai Foundation, which has since carried out a wide variety of philanthropic efforts, with a focus on supporting the performing and visual arts and contributing to education, women’s issues, and social and community initiatives. Ellen Remai was awarded an Honorary Doctor of Laws degree at USask’s Spring Convocation in June 2023.

Robert Stromberg (JD’68), who earned his Juris Doctor degree at USask in 1968, contributed to the success of Robertson Stromberg LLP as senior partner. He and his firm developed a business model that enabled First Nations to invest and partner with non-First Nations with a tax and ownership structure not previously used. He has continued to advocate for Indigenous post-secondary education and employment as a member of the President’s Advisory Council of the Saskatchewan Indian Institute of Technologies.