Category Archives: news archive

Six faculty members receive recognition awards for their contributions

Last month at the Rehabilitation Sciences Institute’s (RSI) Research Day, six of our faculty members received recognition awards to honour and celebrate their outstanding contributions to student learning, leadership and support for their colleagues.

Emily Nalder received the Dr. Patty Rigby Award for Early Career Excellence in Supervision and Mentorship.

Nick Reed received the Dr. Dina Brooks Award for Continuing/Sustained Excellence in Graduate Student Supervision and Mentorship.

Rosalie Wang received the RSI Teaching Award.

Sarah Munce and Alison Novak, who are both cross-appointed to the department, received RSI Faculty Service Awards.

Sander Hitzig received the RSI Peer Mentorship Award.

Judith Friedland reflects on her life and career in new memoir

Judith Friedland has worn many hats throughout her life. After earning her diploma in physical and occupational therapy from the University of Toronto in 1960, she went on to work as an occupational therapist, marry and become a mother, earn a PhD, and teach in the department of occupational therapy at U of T, moving through the ranks from lecturer up to professor and department chair.

In her recently published memoir, There Was a Time for Everything, Friedland reflects on her life and career, and how she has spent her time post-retirement. She spoke with writer Rachel LeBeau about the book and some of its themes, and the process of writing and editing.

What inspired you to write There Was a Time for Everything?

After I published my book on the early history of occupational therapy in Canada (Restoring the Spirit), I realized that I had more to say and that writing a book was doable. I thought that my life was a bit unusual and thought it could be good to write a memoir. The editor of that first book agreed and suggested I start by writing some vignettes about what I had found to be significant in my life. I started writing in 2014 and then the book took on a life of its own. I got into all these themes – my mother dying when I was very young and the issue of feeling “other” from that point on, being Jewish in non-Jewish schools and work communities, and my education and work in a little-known profession. But there was also a theme that was common to many women of my generation. After marrying young and supporting my husband in his academic career and enjoying motherhood, I soon wondered, “Where am I going to be after all this?” That story seems to resonate with many women but is one that we never read about. We know about women who’ve done amazing things, but we don’t know about ordinary women and all the things that we do in our lives. So, I thought my story was worth telling.

In your memoir, you write about having it all – what does “having it all” mean to you?

In my view, the part that follows “having it all” is “just not all at once.” Anyone trying to have it all has to give up something. I was lucky in the way my life unfolded. I really thoroughly enjoyed being a wife and mother, building a home and all that went with it. I would not have given that up for a minute. But once my three children were all in school, I was able to go back to work part-time and back to school part-time, and, after about five years of clinical work, start my academic career. It all just seemed to work out so that at the end of the day, it seems to me that I’ve had it all.

What did you learn about yourself as you went through the process of reflecting on your life to write this memoir?

I think I learned more about myself as I was editing than when I was writing. In those later stages of editing, I had to keep asking myself, “Is this an important part of my story, does it add to what I want to say, is it necessary?” For example, in describing my time in high school, I had initially named a teacher and at the end, I took his name out. It wasn’t necessary to name him, and it could be hurtful. That was an interesting exercise. I also thought some of the stories I wanted to tell weren’t the most flattering about me, either, but I thought I should share them anyways because they are real life, so I left them in. And I wrote about getting knocked down and getting back up and that made me realize that I knew how to persevere. So that was a good thing I learned about myself.

How do you think your career as an occupational therapist has shaped your life?

Most of my practice, my teaching and my research have been within the mental health and psychosocial field, and I carry a lot of that around with me. The other day I went for coffee with a friend who had just had a fracture from a fall. The fact that we were out doing something social was good for her because she can’t go out by herself right now and I know how important it is to her recovery to have social support and not feel isolated. Adjusting to whatever life has in store is something I guess I picked up early on and I think it has stayed with me, no matter what I’ve done in my life and career.

The other thing I learned, especially working in mental health, is the importance of interpersonal relationships. You don’t really get anywhere in health care without having a good relationship with the person you’re trying to help. That mindset has always stayed with me in my role as an administrator when I was the chair of my department, and in my interactions with family.

What advice do you have for young women entering the workforce, especially health care, today?

My advice is to try to find a job that you think will engage you; something where you can learn and grow. If it’s in health care, you need to go in with an open mind and try to understand the system – but when you do see what you perceive as unjust, do what you can to change it. Throughout my career, I have seen the undervaluing of women and their work and it’s something that needs to be challenged. That has been true whether I was in health care or academia. There have been salary inequities, promotion inequities, funding inequities, and so on. Health professions, in general, are amazing professions – they’re stimulating and you learn something new every day. You are also signing on to help make change – not only in the world of the patients you are working with but also in the larger society.

I would encourage women not to worry too much about taking on multiple roles or changing roles. You can get a lot of satisfaction from experiencing different things in life – whether that’s pursuing a career, continuing in school, being a wife and mother – these can all lead to fulfillment. It’s ok to do different things. You don’t need to take a linear approach to life.

How has occupational therapy changed over your career, and what trends do you see emerging in the future?

Occupational therapy has changed in some ways – and not at all in others. Our roots became firmly established during World War I and are now stronger than ever. We still focus on the centrality of occupation, on what people need to do and want to do in their lives to bring or maintain meaning. We still work with patients to help them find ways to cope and manage after illness, injury, or disability. Medicine and health care have changed throughout my career in so many wonderful ways, especially in acute care, but at the same time, I think we’ve lost some of the broader picture and don’t appreciate the importance of helping people adjust to their altered circumstances and prevent further health issues. I like to think that the health care system will soon understand the essential roles played by various members of the health care team, including occupational therapists, in facilitating that adjustment.

There is a lot of great progress being made within occupational therapy. I’m particularly proud of my profession and how it is taking on broader social issues, for example, how our occupational lens is helping to address homelessness or mental health in the workplace. Occupational therapy students are learning more about health inequities and how our work contributes to improving lives of vulnerable populations.

Is there anything else you want readers to know about your book?

I want them to know that the content will be of interest not only to occupational therapists but to a wide variety of readers. Some will enjoy the historical look at life in Toronto in the 1940s and 50s and what it was like for me growing up in that time. Others may be interested in my years at the university as a student and faculty member, or my stories of married life. I think many will be interested in the gender issues at play and the feminist lens I have used in describing my life. I’ve had feedback on the book from women old and young who seem to relate to my story, and also some from husbands who admit they didn’t realize the impact of the imbalance in their relationships. There’s a lot about aging and so-called retirement and travel and gardening, and, of course, family.

You can find Judith’s book, There Was a Time for Everything: A Memoir, through the University of Toronto Press and in bookstores and libraries.

Assistant Professor, Teaching Stream in OS&OT

The Department of Occupational Science and Occupational Therapy, in the Temerty Faculty of Medicine at the University of Toronto, invites applications for a full-time continuing teaching stream appointment in the field of occupational science and occupational therapy. The successful candidate will be appointed as Graduate Coordinator. This position will be at the rank of Assistant Professor, Teaching Stream and will start on July 1, 2023, or shortly thereafter.

The successful candidate must have a PhD in occupational science, occupational therapy, rehabilitation science, or a related field at the time of the appointment; will have a degree in occupational therapy from a World Federation of Occupational Therapists (WFOT)-approved educational program; at least three years of experience as an occupational therapy educator, and at least five years of experience as a practicing occupational therapist. Additionally, candidates must possess proven leadership abilities and a demonstrated commitment to excellent pedagogical practices and teaching-related scholarly activities. Teaching will include clinical skills and theories as part of the MScOT program. Candidates must also convey a demonstrated commitment to, and appreciation of, equity, diversity and inclusion issues impacting student mental health, learning experiences and access to the program.

Visit the University of Toronto Careers website for the full job description and instructions to apply for Assistant Professor, Teaching Stream – Clinical Skills and Theory in Occupational Science & Therapy (Req. ID: 28813).

Two Tenure Track Opportunities in OS&OT

The Department of Occupational Science and Occupational Therapy in the Temerty Faculty of Medicine at the University of Toronto invites applications for two full-time tenure stream appointments.

Community and Global Mental Health

Applications are being accepted for one tenure stream position in the field of community and global mental health. The appointment will be at the rank of Assistant Professor or Associate Professor and will commence July 1, 2022, or shortly thereafter.

The successful candidate will have a program of research and teaching experiences focused on community and global health with a particular focus on mental health and health promotion across the lifespan. The successful candidate’s scholarship will situate occupation as a key determinant of health and well-being across their program of research and creative professional activities.

Visit the University of Toronto Careers website for full job descriptions and instructions to apply for the Assistant Professor (Req. ID 22375) and Associate Professor (Req. ID 22376) postings.

Health Equity and Occupational Justice

Applications are being accepted for one tenure stream position in the field of health equity and occupational justice. The appointment will be at the rank of Assistant Professor or Associate Professor and will commence July 1, 2022, or shortly thereafter.

The successful candidate will have a program of research and teaching experiences that focus on addressing challenges with respect to the relationship between occupation and well-being. The successful candidate will conduct research and contribute to education that addresses the social determinants of occupational participation and their relationships with social integration, health and well-being from a health equity and critical occupational perspective including approaches to address organizational, policy or societal structures that perpetuate occupational injustices.

Visit the University of Toronto Careers website for full job descriptions and instructions to apply for the Assistant Professor (Req. ID 22377) and Associate Professor (Req. ID 22378) postings.

How to Apply

All qualified candidates are invited to apply online by clicking the appropriate link above. Applications must include a cover letter; a current curriculum vitae; a research statement outlining current and future research interests related to the description above; one recent article-length publication; and a teaching dossier, including a statement of philosophy, sample course syllabi or other teaching materials, and teaching evaluations. All application materials must be submitted online.

For both positions, all application materials, including reference letters, must be received by 11:59pm EDT on April 7, 2022. Incomplete applications will not be processed. Submission guidelines can be found at: http://uoft.me/how-to-apply. If you have any questions about this position, please contact ot.chair@utoronto.ca.

The University of Toronto is strongly committed to diversity within its community and especially welcomes applications from racialized persons / persons of colour, women, Indigenous / Aboriginal People of North America, persons with disabilities, LGBTQ2S+ persons, and others who may contribute to the further diversification of ideas.

Prof. Emeritus Helene Polatajko appointed Officer of the Order of Canada

Photo of Helene Polatajko

Congratulations to Professor Emeritus Helene Polatajko on being appointed an Officer of the Order of Canada.

Announced by Her Excellency the Right Honourable Mary Simon, Governor General of Canada on December 29, Prof. Polatajko was recognized for “significantly advancing the understanding of developmental coordination disorder in children.” Prof. Polatajko is one of 135 appointments to the Order of Canada in 2021.

Dr. Helene J. Polatajko is a Professor Emeritus in the Department of Occupational Science and Occupational Therapy at the University of Toronto. She is a world leader in the field of developmental coordination disorder and in the profession of occupational therapy. Dr. Polatajko’s seminal research on the nature and management of developmental coordination disorder revealed that the dominant sensory-motor hypotheses were not supportable and that the interventions based on these hypotheses were ineffective in improving children’s performance. This body of work spurred a paradigm shift in assessing and treating developmental coordination disorder.

Her work over the past four decades has significantly shaped the education and practice of occupational therapists, the field of rehabilitation, and healthcare more broadly, through her excellence in teaching and curricular development, dedicated mentorship, methodical and rigorous rehabilitation intervention development and research, and acclaimed scholarship in advancing client-centred, occupation-based practice.

In the fields of occupational science and occupational therapy, Dr. Polatajko is a distinguished teacher and scholar in Canada and around the world. Her preeminent and innovative research on cognitive strategies and tireless work teaching and mentoring academics, educators, students, and practitioners established her as a model of exemplary scholarship.

Read the Full Story

Congratulations to Professor Emeritus Helene Polatajko on being appointed an Officer of the Order of Canada.

“Created in 1967, the Order of Canada recognizes outstanding achievement, dedication to the community and service to the nation…Those who bear the Order’s iconic snowflake insignia have changed our nation’s measure of success and, through the sum of their accomplishments, have helped us build a better Canada.”

Dr. Polatajko developed and advanced the implementation and evaluation of the Cognitive Orientation to daily Occupational Performance intervention, first with children with developmental coordination disorder, then along with her colleagues and graduate students, across significant diagnostic groups. Under Dr. Polatajko’s leadership, there are now 52 Certified CO-OP instructors located in 16 countries, who can present in 10 different languages. These instructors train local occupational therapists and other rehabilitation health professionals on an ongoing basis to build capacity. She is Co-President of the International Cognitive Approaches Network (ICAN) and remains involved in research with colleagues and students, internationally.

Dr. Polatajko has received numerous awards in recognition of the international impact of her work. In 1992, she was awarded the Muriel Driver Lectureship, the highest honour in Canada for an occupational therapist, given for sustained service and significant contributions to Canadian occupational therapy. Subsequently, she was inducted into the American Occupational Therapy Foundation Academy of Research (1996), as a Fellow of the Canadian Association of Occupational Therapists (2002), a Fellow of the Canadian Academy of Health Sciences (2009), a lifetime member of the Ontario Society of Occupational Therapists (2007), and a lifetime member of the Canadian Association of Occupational Therapists (2020). In April 2018, she received a Leadership Service Commendation Award from the American Occupational Therapy Foundation and is the only Canadian and one of only two non-Americans to receive this award.

As Professor and Chair of occupational therapy programs at two prominent Canadian universities, Dr. Polatajko has been a model of exemplary scholarship to students and faculty. Upon her recruitment to the University of Toronto in 2000, Dr. Polatajko led the transition from the baccalaureate to the master’s professional entry-level occupational therapy curriculum. This MScOT program was implemented in 2001, incorporating significantly augmented theoretical and research components and becoming the second Canadian program to offer master’s professional entry-level programming for occupational therapy, well in advance of most of the other Canadian occupational therapy programs. She held leadership positions in the Graduate Department of Rehabilitation Science (GDRS) between 2004 and 2015, was instrumental in initiating the doctoral-level research stream in 2006, and in establishing GDRS as an Extra-Departmental Unit, now the Rehabilitation Sciences Institute.

The appointment as an Officer of the Order of Canada recognizes Dr. Polatajko’s incredible contributions to scholarship and education in Canada and globally in the research and practice of occupational science and occupational therapy, and in significantly advancing the understanding of developmental coordination disorder.

By Jane Davis & Sandra Sokoloff
January 11, 2022

Enabling resiliency after an acquired brain injury

New research with community impact conducted through Paul J.J. Martin Early Career Professorship

Five years after its endowment establishment, the March of Dimes Canada Paul J.J. Martin Early Career Professorship has made an important contribution to improving community integration for individuals with acquired brain injury. Driving this progress has been Dr. Emily Nalder, Assistant Professor, Department of Occupational Science and Occupational Therapy, and the inaugural researcher to hold the professorship. From the start, Dr. Nalder’s vision has been to use the best available evidence to optimize service delivery and ultimately ensure that experiencing a brain injury is not a barrier to successful community participation.

In delivery of her research program, Dr. Nalder has worked in collaboration with March of Dimes Canada and their clients, families and partners. She has examined how to optimize the participation of individuals living with brain injury, by understanding and targeting resiliency, breaking down silos in service delivery and through innovations in housing services and supports.

March of Dimes Canada is one of the country’s largest organizations serving and supporting people with disabilities, and recognizes that acquired brain injury is a leading cause of disability worldwide, and that there is an urgent need for community services and supports that would maximise community participation. Their funding of the career professorship supports emerging researchers and provides evidence-based knowledge to better develop best practices in service areas and program priorities.

“We are excited to see the results of Dr. Nalder’s research,” said Dr. Michelle Nelson, Chief Knowledge and Innovation Officer, March of Dimes Canada. “We are committed to continuing our support of this professorship and research that can improve the lives of people affected by a disability and provide opportunities to translate evidence to practice.”

Dr. Nalder has facilitated educational and training opportunities for staff at March of Dimes Canada and students from the University of Toronto with the aim to contribute to a culture of evidence-based practice, developing research capacity within a national service organization, and supporting professionals working in community services so that they can be change agents and responsive to community needs.

The importance of resiliency

It will require a shift in thinking, but my dream is to see resiliency become an explicit part of rehabilitation.

Dr. Nalder’s work explores how to enable resiliency, that is, the ways in which individuals and communities negotiate life challenges. Resiliency is important to services optimizing participation, as it prepares people to negotiate the challenges they may face in their lives.

“It will require a shift in thinking,” said Dr. Nalder, “but my dream is to see resiliency become an explicit part of rehabilitation.”

Together with March of Dimes Canada, she has developed and begun validating a conceptual model of resiliency specific to the context of living with traumatic brain injury. She has determined that resiliency must involve engaging in meaningful and productive activities, feeling a sense of belonging, making sense of difficult experiences and having hope. The next stage is to examine how service providers foster resiliency, and using arts-based research, to uncover stories of resiliency from individuals with brain injury.

Breaking down silos

Imagine someone living with a brain injury that develops dementia later in life. Will they continue receiving services from the disability organization that may have been providing them with housing and personal care support for many years, or a care facility with specialized knowledge of dementia?

March of Dimes Canada has been a strong advocate for the need to break down silos that exist between aging and disability services and policies. Dr. Nalder and March of Dimes Canada have developed a framework that describes initiatives intended to integrate aging and disability services.

“The framework outlines actions that can be taken in research to facilitate collaboration and exchange of knowledge on disability and aging to address common challenges and in policy and service delivery,” said Dr. Nalder. “These steps address barriers to individuals accessing the right care at the right time.”

A place to live

Housing is recognized as a core building block shaping how individuals live their life. Individuals with traumatic brain are at high risk of homelessness, with two-thirds of vulnerably housed individuals in Canada reporting a lifetime history of brain injury.

Dr. Nalder and her colleagues, in collaboration with March of Dimes Canada − which provides housing services as well as attendant care in supportive housing settings − are examining the critical characteristics of housing and support services for individuals with brain injury. Preliminary findings suggest that housing services extend well beyond provision of a dwelling and include case management, crisis support, and supports for community participation. For example: life skills training, and employment services and opportunities.

Support through technology

Dr. Nalder is also working with researchers in Quebec to develop technological innovations such as smart home or wearable technologies, that can support individuals with brain injury and their caregivers in the home. The goal: harnessing emerging technologies that can be used to support the person and their families to remain living in their home, engaged in activities they need or want to do, for as long as possible.

The March of Dimes Canada, Paul J.J. Martin Early Career Professorship has been a significant investment in research to enhance community services and optimize participation for individuals with brain injury. It is also building capacity in junior scholars like Dr. Nalder, and by supporting over 50 University of Toronto learners who have collaborated with March of Dimes Canada in research, program evaluation or clinical fieldwork placements.

The early career professorship and partnership between the University of Toronto and March of Dimes Canada is unique and an excellent model for bringing community and academic organizations together to address areas of community need.

With Dr. Nalder’s term ending, applications are being sought to fill the second five-year term for the professorship.

“The early career professorship and partnership between the University of Toronto and March of Dimes Canada is unique and an excellent model for bringing community and academic organizations together to address areas of community need”, said Dr. Heather Colquhoun, associate professor and interim chair. “We are excited to see what the next person appointed to this role will bring to this body of research.”

Find out more and how to apply at the University of Toronto Careers Website.

Four MScOT Students Receive 2021 U of T Student Leadership Award

The University of Toronto Student Leadership Award recognizes graduating students for their exemplary contributions and significant impact at U of T and on the university experience of their peers.

This year, four MScOT students (Class of 2021) received this prestigious award: Congratulations to Bismah Khalid, Meera Premnazeer, Gobika Sithamparanathan, and Marcus Yu.


Bismah Khalid	Meera Premnazeer	Gobika Sithamparanathan	Marcus Yu

Bismah, Meera, Gobika and Marcus shared their perspectives on leadership as occupational therapy students. Click on each photo to read their stories.

2021 U of T Student Leadership Award: Meera Premnazeer

The University of Toronto Student Leadership Award recognizes graduating students for their exemplary contributions and significant impact at U of T and on the university experience of their peers. This year, four MScOT students (Class of 2021) received this prestigious award: Congratulations to Bismah Khalid, Meera Premnazeer, Gobika Sithamparanathan, and Marcus Yu.

Below, Meera Premnazeer shares thoughts on leadership as an occupational therapy student:

What motivates you to take on leadership roles?

As the eldest daughter of immigrant parents and being an immigrant myself, I found I was automatically placed into the role of a speaker for and on behalf of my family at a young age. Because of this, I was always outspoken but also enjoyed supporting others. I strived for unique roles that would allow me to grow as an individual. Ever since I was young, I ensured I was involved within the community I was part of. I mainly did this by joining various student-run groups. As I grew, I took upon more executive positions and leadership roles. I found I relished speaking in front of people and collaborating with others on various initiatives. This also was one of my motivators for the leadership roles I undertook. Through my experiences, I learned that leadership in general does not mean telling others what to do. Rather, it implies that you listen and take the time to consider the opinion of others and work together by guiding them in a plausible direction. This has and continues to be my approach to leadership.

Tell me about the leadership role(s) you are most proud of, and why.

To date, the leadership role I am most proud of is my involvement in the cross-departmental Creative Wellness Committee at the University of Toronto. I am currently an executive member who also co-chairs one of the Project Planning subcommittees within this group. I am most proud of this initiative because it is a cross-departmental collaboration that impacts mental health of students in 13 programs across the Faculty of Medicine through arts-based initiatives. Moreover, I was able to assist in leading this project from when it was just an idea to where it is now. It is a project that is three-years long, and I hope to see meaningful change within the student community.

What advice or support can you give to students who would like to be active leaders but are unsure how to get started?

I’ve always found that, first, it is good to find out what you are most passionate about, and then seek leadership opportunities relating to that area. Moreover, another important aspect of becoming an active leader in something one is passionate about is to ensure that you gain experience related to that particular topic. For instance, it may be good to start off as a volunteer or hold a general role and then progress to hold stronger leadership roles.

Do you have any role models who supported and encouraged your leadership capabilities, and if so, what did they do to support you?

My mother has always been a strong supporter of any initiatives I’ve undertaken. She has always helped me to make decisions and encouraged me to take leadership roles that I’ve been unsure about. If it was not for her support, I may not have taken up half of the opportunities I am in now. My mother always taught me to be there for those who need help and to be selfless. I feel all the values and advice she provided helped me to shape my pathway. Furthermore, for any leader you always need the emotional support and I feel that my friends and family have been there to provide me with that.

How did it feel to be nominated for this award, and to be a recipient?

At the time when I was nominated for the award, I was unsure if I would be selected. I knew I had a vast amount of leadership experiences, yet I also knew that there were so many individuals within the Faculty of Medicine and all of University of Toronto who had shown great potential as well. Having received this award has reiterated to me that I am well prepared to function as a leader. I could not have achieved this without the support of my friends and family who always encouraged me to push myself. Overall, I hope many others take to such opportunities within their programs to follow their passion.

March 4, 2021

2021 U of T Student Leadership Award: Gobika Sithamparanathan

Below, Gobika Sithamparanathan shares thoughts on leadership as an occupational therapy student:

What motivates you to take on leadership roles?

Growing up in a war torn- country, my passion for leadership to creatively support folks with finite resources started from an early age and has remained close to my heart ever since. In fact, potential for leadership in healthcare is one of my main motivations to pursue a career in occupational therapy, where I can advocate for this holistic profession with a wide scope of practice. Leadership roles allow me to collaborate with a team, using a strengths-based approach, to incorporate everyone’s personal and professional goals to achieve outcomes that benefit all those involved. I value fostering leadership competencies in others I work with and supporting their growth in leadership roles.

Tell me about the leadership role(s) you are most proud of, and why.

I value representing the student voice in committees. Students are often on the receiving end of many department/institution wide amendments and it is important that our voices are amplified in decisions that impact our learning experience. Acting as a liaison between the student body and the University’s administration provides me the opportunity to advocate for students’ needs. Over the past year, I was especially grateful for the opportunity to liaise between the Professional Curriculum Committee in the Department of Occupational Science and Occupational Therapy and the student body by organizing student feedback to inform amendments on the curriculum due to COVID-19.

What advice or support can you give to students who would like to be active leaders but are unsure how to get started?

I would suggest starting by creating a vision map (a rough draft is also sufficient). I would also suggest writing down where they want to be in one year, in five years, and in ten years. I would then like to invite folks to reflect on why they want to be there and what skills/experiences would support their path towards that goal. This will help them devise actionable SMART goals towards achieving short term goals that support long-term goals surrounding leadership.

Do you have any role models who supported and encouraged your leadership capabilities, and if so, what did they do to support you?

I am very fortunate to have many role models. I appreciate the opportunity to learn from each and every leader I have worked with because each leader contributes their diverse perspectives, leadership style, and experiences to inform the work I do. I truly value the time my role models have taken to mentor me and support my growth. Many of them took time out of their busy schedules to ensure I was meeting my learning objectives. This is a quality I also practice as an educator, researcher, clinician in training, and I envision carrying onto my practice as an occupational therapist.

How did it feel to be nominated for this award, and to be a recipient?

I am truly honored to be nominated and selected as a recipient of this award. My contribution to the U of T community for six years would not have been possible without the support of my peers, faculty, staff, and most definitely my family. I am humbled to have learned from and be mentored by faculty, clinicians, senior students, and teammates, who shaped me into the leader I am proud to be today. I hope to continue contributing to the department, faculty, and university upon graduation through research, teaching, mentorship, and advocacy through advisory committees and task forces.

March 4, 2021

2021 U of T Student Leadership Award: Marcus Yu

The University of Toronto Student Leadership Award recognizes graduating students for their exemplary contributions and significant impact at U of T and on the university experience of their peers. This year, four MScOT students (Class of 2021) received this prestigious award: Congratulations to Bismah Khalid, Meera Premnazeer, Gobika Sithamparanathan, and Marcus Yu.

Below, Marcus Yu shares thoughts on leadership as an occupational therapy student:

What motivates you to take on leadership roles?

Growing up, I was relatively quiet. It was not until I started taking on leadership opportunities while volunteering and working with children at summer camps that I developed my confidence and realized the impact that leadership has on personal growth. I am motivated to take on leadership roles for the opportunities not only to develop my own skills, but to share learning with others and work to make a lasting impact.

Tell me about the leadership role(s) you are most proud of, and why.

Two leadership roles that I am most proud of are being a Student Representative on the Student Affairs Committee (SAC) which was one of my first leadership roles in the OT program, and in my second year, my classmates had the confidence to elect me as their Student Association Co-President. These leadership roles allowed me to play an integral role in many initiatives to improve the student experience and student wellbeing. For instance, I represented the MScOT program at the Vice Dean’s Graduate Student Wellness Grant review meeting to address mental health among graduate students in the Faculty of Medicine at U of T. I was able to collaborate with a team of students and faculty spanning across the Rehabilitation Sciences Sector to receive a $10,000 grant for our proposal aimed at promoting wellbeing through creative arts.

What advice or support can you give to students who would like to be active leaders but are unsure how to get started?

Step outside of your comfort zone and push yourself to make as many connections as possible. I later called upon many of these connections to support me and help me succeed while in the program. I also recommend finding strategies to strike a healthy work-life balance. Involving yourself in one of the many clubs at U of T is an incredible start for those seeking to become more active leaders. Find a cause that is meaningful to you and find a group or others who support that cause. If that club or committee does not already exist, consider starting your own. Another word of advice is to not spread yourself too thin. The OT program is fast paced, so balancing several commitments can be draining at times; striking that balance is key.

Do you have any role models who supported and encouraged your leadership capabilities, and if so, what did they do to support you?

I have a strong support network made up of current and past professors, work supervisors, mentors, family, and peers who have supported my academic and extracurricular pursuits. This network has provided me with opportunities to reflect on many situations that I encountered while in the OT program and provided me with feedback and insight into how I can grow and develop personally, academically, and professionally. I have built rapport with many faculty members who have taken the time to get to know me outside of the classroom and connected me with individuals and resources that they felt would benefit my development and leadership activities.

How did it feel to be nominated for this award, and to be a recipient?

It is an honour to be nominated for this award and be a recipient. I am humbled to receive this award and I am grateful for all my peers and faculty members who have supported, encouraged, and believed in my potential and leadership. Receiving such an incredible award reaffirms the actions and decisions that I have made over the past year-and-a-half and encourages me to continue to be a leader of today and tomorrow.

March 4, 2021