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Mackenzie is a second-year PhD student and is interested in classroom assessment in mathematics education, with particular attention to how assessment practices shape students’ learning experiences, attitudes, and emotions toward mathematics. She holds a Master of Arts in Child Study and Education from OISE at the University of Toronto and a Bachelor of Arts in Psychology and Disability Studies from Western University. She is also an Ontario Certified Teacher with experience teaching in elementary classrooms and supporting undergraduate students and teacher candidates. Her research interests include classroom assessment, formative assessment, mathematics education, mathematics anxiety and attitudes, and the ways assessment practices can support positive and equitable learning experiences for students.

Rebecca Cooke is a Master of Education student in the Faculty of Education at ���ϳԹ���Դ. She completed both her Bachelor of Arts in Psychology (with a minor in French Studies) and her Bachelor of Education through the Concurrent Education program at ���ϳԹ���Դ, earning her Ontario Certified Teacher designation. Her research focuses on improving Individualized Education Plans in Ontario schools through the integration of standards and AI tools. She is committed to leveraging technology for educational equality. 

Jennifer Thompson is an educator, evaluator, and Project Manager for the Centre for Community Engagement and Social Change at ���ϳԹ���Դ. She is also an associate researcher for the Faculties of Education and Smith School of Engineering. Jennifer has been working in International Education for 10 years as a teacher and administrator at Ontario Curriculum and International Baccalaureate Schools in East Asia. 

More recently, her research has focused on culturally responsive leadership practices, collaborative processes to support underrepresented students, and community-based knowledge mobilization. Jennifer is also working as an education consultant and evaluator on initiatives including Equity, Diversity, Inclusion, and Anti-Racism initiatives, Gender-based violence prevention, global engagement, and organizational priority-setting.

Hello everyone! My name is Kylie Rafter, and I am in my first year of the Master of Education program. I’ve been a teacher for the past six years, but I’m thrilled to be back as a Gael after completing my undergraduate degree here. After finishing my BEd at Trent University, I returned to ���ϳԹ���Դ for my Professional Master of Education while continuing to teach. My academic interests focus on literacy development and supporting students with exceptionalities, which has been at the heart of my teaching practice and continues to guide my research. Outside of academia, you can usually find me spending time with my husband and our very lovable golden doodle, Sully. I’m looking forward to a year of learning, collaboration, and connecting with both faculty and students!

Poonyawee Jirarattanawan is a PhD student from Thailand with a strong interest in medical education, particularly in the areas of student soft skill development and well-being. Her doctoral research examines the impact of resilience practices on overall well-being, as well as the relationship between resilience and spiritual well-being among Thai medical educators. Before beginning her PhD studies at ���ϳԹ���Դ, she taught anatomy for over 7 years, delivering both lectures and laboratory sessions. In her teaching, she actively incorporated active learning strategies and self-reflection to enhance student engagement and promote learner ownership. Beyond her teaching role, she has been deeply involved in student counseling, mental health support, and organizing activities and workshops focused on soft skill development. She aims to contribute to a resilience-driven approach to medical education in Thailand, with an emphasis on the well-being of all stakeholders.

Tara is a Master of Education student at ���ϳԹ���Դ. Her research focuses on decolonizing the baking and pastry arts curriculum by expanding it beyond Eurocentric traditions to include African, Asian, and other global pastry practices. With over a decade of professional experience as a baker, she has worked in five-star hotels, major convention centers, and as a hospitality instructor teaching a range of culinary and hospitality courses. She holds a B.Sc. in Hospitality and Tourism Management and a Diploma in Baking and Pastry Arts Management.

In her roles as both the Student Support Coordinator and Strategic Planning Committee Representative, she is committed to fostering an inclusive, supportive, and engaging environment for all education graduate students. She aims to contribute meaningfully to initiatives that strengthen community, promote equity, and align the EGSS’s goals with the diverse needs of the student body. 

Dennis Liao is a M.Ed student at the Faculty of Education at ���ϳԹ���Դ. His research focuses on literacy, with particular interests in early literacy development, the relationship between reading and executive functioning skills, and the preparation of teachers to support effective literacy instruction. Dennis additionally holds a BSc. in Life Sciences and a B.Ed from ���ϳԹ���Դ.

Hello! My name is Emily, a Master’s student in the Faculty of Education. My research focuses on mitigating gender gaps in STEM through innovation. My passion for STEM has always been rooted in education, and I completed my Bachelor of Science (Honours) in 2022, followed by my Bachelor of Education in 2024. I am now a certified high school biology and math teacher. Currently, I’m involved in several research projects, including investigating the confidence and comfortability of pre-service teachers and their use of GenAI in education, validating measurement instruments using quantitative analyses, and collaborating with international partners on evaluating a COIL project involving pre-service teachers. I am delighted and honoured to serve as your EGSS Co-President, and some of my roles include ensuring your concerns are heard and addressed, supporting initiatives that enhance student life, and working closely with my colleagues, the other amazing individuals on the EGSS executive team, to organize events and workshops, creating opportunities to connect and support one another. I am committed to building a supportive graduate community where your voice is valued and represented!

Hussain Ahmad is a PhD student at ���ϳԹ���Դ in the Faculty of Education, where his research explores the impact of mentoring on the development of Canadian school leaders' professional identity. He brings over two decades of experience in academic management and English language teaching, having trained English teachers from 25 linguistic backgrounds as a Cambridge-certified teacher trainer. A published author of more than 20 journal articles on English language education, educational leadership, and academic management, Hussain also serves as a reviewer and editor for international journals. He holds a PhD in Applied Lingusitics, an M.Ed. in Educational Adminsitration from the University of Saskatchewan Canada, an MA in TESOL from the UK, and an MA in English Literature. He is also an experienced IELTS trainer and examiner, with a history of presenting at international conferences.

My name is Mohamed Yusuf, I am a current First Year Ph.D. student at the ���ϳԹ���Դ Faculty of Education. I am First-Generation, Muslim, Somali scholar, born in Toronto, Canada, and raised in Peterborough, Ontario. I have a background in humanities, graduating with a Bachelor of Arts in Psychology from Trent University, and following up with three subsequent degrees in Education at ���ϳԹ���Դ. Starting with my Bachelor of Education in 2019, I graduated under the Primary/Junior teaching cohort, and was able to join two schoolboards (KPRDSB & LDSB) working as an Occasional Elementary Teacher since 2020. In 2021, I continued my graduate education journey, returning to the ���ϳԹ���Դ Faculty of Education as a master’s student. During this time, alongside my undergraduate degrees, I took part in varsity athletics, as both an athlete with the varsity men’s rugby teams at Trent and ���ϳԹ���Դ, and as a coach with the ���ϳԹ���Դ Women’s varsity rugby teams. I recently was successful in defending my master’s thesis which was titled: “Investigating Supports and Barriers Affecting Black Students’ Enrolment and Experiences within Graduate Studies”. My future research interest will continue to look at access to education for Black students, along with the importance of mentorship in Black students’ self-esteem and retention.