The PhD students at UM are among the 166 scholars in the 2025 cohort. They conduct world-leading research in the Rady Faculty of Health Sciences and the Faculty of Agriculture and Food Sciences, receiving $150,000 each, over three years, to continue their research.

“We are incredibly proud of our four Vanier scholars, who represent the best of research leadership in Canada,” says Dr. Mario Pinto, Vice-President (Research and International). “UM is pleased to provide the research infrastructure and mentorship to help these promising graduate students to achieve their goals and work to solve the world’s most pressing problems.”

UM’s 2025 Vanier Scholars   

Md. Abdul Aziz, photo credit Mahin Hasan

Md. Abdul Aziz is a PhD student in the College of Pharmacy, Rady Faculty of Health Sciences.

Trends in antidepressant use for mental health disorders in Manitoba

Aziz’s research aims to understand real-world patterns of antidepressant use over a long time period. Millions of people take antidepressants to help them with mood and anxiety disorders, but many discontinue their medications early. Aziz is using Manitoba population health data to determine what factors force someone to discontinue their medications. He is also examining how often specific antidepressants are used, especially when a person’s genes might influence how they respond to these medications. 

“This is a dream come true and fills me with immense gratitude,” says Aziz. “It is an honour to be recognized for my research and provides me with invaluable freedom to devote my time to bridging the gap between health-care professionals and patients to optimize drug therapies.”

His work is supported by the Canadian Institutes of Health Research. 

Barret Monchka

Barret Monchka is a PhD student in the College of Community and Global Health, Rady Faculty of Health Sciences.

Improving data linkage techniques to enhance research reliability, efficiency and privacy protection

Monchka’s research will enhance the accuracy of patient-oriented research by improving how researchers link data from diverse sources, such as health, education and income. Weaving together these siloed data sets allows researchers to improve their understanding of the non-medical factors that impact health outcomes. His work will strengthen the foundations of public health research and will lay the groundwork for developing future AI models to be more equitable.

“Receiving this highly competitive award is an incredible honour,” says Monchka. “It allows me to continue advancing research at the intersection of population health, computer science and statistics and showcases the importance of using quality data to improve health outcomes.”

His work is supported by the Canadian Institutes of Health Research.

Chamali Kodikara

Chamali Kodikara is a PhD student in the Faulty of Agriculture and Food Science in the Department of Food and Human Nutritional Sciences.

Enhancing wheat safety through new strategies for better detection and management of Ergot contamination

Kodikara’s research focuses on protecting the quality and sustainability of Canada’s world-renowned wheat by detecting and reducing naturally occurring toxins called ergot alkaloids. These compounds are produced by fungi and can pose human health risks if they enter the food supply. Her work uses high-resolution mass spectrometry and cold-plasma processing as innovative tools to improve grain safety.

“The Vanier Scholarship affirms the value of my work and the role I can play in advancing food safety, sustainability, and public well-being. This support allows me to expand knowledge, build partnerships, and be a force for positive change that benefits people in Canada and around the world.”

Her work is supported by the Natural Sciences and Engineering Research Council.

Deanne Nixie Miao

Deanne Nixie Miao is a PhD student in the department of biochemistry and medical genetics in the Max Rady College of Medicine, Rady Faculty of Health Sciences.

Understanding the genetics of hearing loss caused by cisplatin

Miao’s research focuses on cisplatin, a widely used cancer drug that can cause hearing loss in up to 80 per cent of patients. It especially affects children, who are at a three-fold higher risk of developing cisplatin-induced hearing loss compared to adults. Despite its prevalence, there is a knowledge gap regarding how genes, pathways and specific ear cells are affected by cisplatin. Miao will use cutting-edge single-cell technologies to identify specific genes, pathways and ear cells to help predict and prevent hearing loss.

“Receiving the Vanier Scholarship reinforces that my work and my voice belong in research,” says Miao. “As a Filipino-Canadian PhD student, I don’t often see people in my field who look like me. This honour gives me the confidence to grow as an independent researcher and inspires me to contribute to solutions that can improve the lives of people affected by drug toxicities.”

Her work is supported by the Natural Sciences and Engineering Research Council of Canada.

Vanier Scholars are chosen for their academic excellence, research potential and leadership. Students are nominated by their university, evaluated by multi-disciplinary peer-review committees and selected by a board composed of world-renowned Canadian and international experts.   

“While this is the last year of the Vanier competition, UM’s Vanier scholars continue to be recognized for their groundbreaking research and academic excellence. This funding allows them to continue their journey to transform our world through their research, leadership and desire to make a difference,” says Dr. Kelley Main, Dean, Faculty of Graduate and Postdoctoral Studies. “Congratulations to all of them on this outstanding achievement.” 

A total of 59 UM graduate students have been named Vanier Scholars over the past 17 years. 

This year the conference promises discussions and engaging research. It provides a platform for education graduate students to showcase their research and engage in scholarly discourse within a supportive academic environment.

The theme “The Future of Education: Practice, Research & Theory” will examine transformative and emerging trends, challenges and opportunities around the field of Education. Through presentations, roundtable discussions, and poster sessions, participants will explore the evolving landscape of teaching, learning, researching, and theorizing in education.

We are happy to announce Dr. Rheanna Robinson as our keynote speaker, Dr. Robinson will draw on her lived experience as an Indigenous disabled scholar to discuss being an “unexpected academic” and how her scholarly research represents a compelling example of how Indigenous knowledges continue to offer the world important and meaningful representations of inclusion in diverse and varying ways.

Don’t miss this opportunity to be part of a dynamic exchange of ideas and perspectives at the Education Graduate Student Research Conference.

“The Future of Education: Practice, Research & Theory”

Date: May 2 – 4, 2024. With a pre-conference social gathering planned for Wednesday, May 1.

Location: Education Building.

Visit EdGSA website for more details and information on the 25th Education Graduate Student Research Symposium.

In November 2023, our Aurora Project team visited seven UM locations, unveiling the New Aurora Launch page to enthusiastic reviews. March 2024 marks the beginning of this remarkable journey, offering a comprehensive, one-stop destination with single-sign-on access to essential tools like UM Learn and Course Registration.

Throughout 2024, anticipate a phased rollout of new features, ensuring a smoother academic journey tailored just for you. As we transition, existing functionality will seamlessly integrate with the new system, with more details coming after the Winter Term Break.

Excitement is mounting for this transformative experience. Together, we’re shaping a future where innovation meets accessibility, making your student journey more engaging than ever. Stay tuned for the dawn of a new era with New Aurora!

While the provincial government only recently mandated Holocaust education in all schools, Hiebert has been teaching about the systematic state-sponsored persecution of European Jews since he first stepped into a Westwood classroom 16 years ago. He has enlightened hundreds of students about the events and climate that led to the Holocaust, and encouraged thoughtful discussion and debate about other atrocities and the need to speak up about human rights abuses. His commitment to experiential learning opportunities has seen him facilitate the making of a poignant student documentary film about the rise of hate, and lead a group of students on a tour of Holocaust memorial sites in Europe.

Now he is offering a similar opportunity to Manitoba educators.

That opportunity is the Holocaust Education Teachers Training Program scheduled to take place in July 2025.

Read here

During our recent conversation, Raihanah (currently a fourth-year psychology student) spoke of finding a home in the residence community both as she’s worked towards her academic degree and during her three years as a Don. As she’s found her voice and become part of the community, she’s experienced the residence as a place where she could try new things and build life-long friendships. 

“The college residence has allowed me to step outside my comfort zone and build leadership and community skills. I was nervous yet excited about what it offered when I walked into the college. From the benefits students receive at the residence, like the delicious Daily Bread Café food, accessibility to events and academic help, it’s an accessible accommodation for all students.” 

Living at St John’s college residence offers students more than just a place to live. Students are welcomed into the community through events, connections with staff, and the following benefits that come with your stay:   

• Weekly meal plan from the Daily Bread Café, including snacks on Sunday night and during exam periods 
• Affordable laundry services   
• Student council opportunities to build professional development   
• Access to monthly events planned by the student residence council   
• Access to St John’s college services, including St John’s library, Daily Bread Café, lockers, college classrooms, and Chapel and Chaplaincy services.   
• Dedicated lounge 
• Housekeeping services include cleaning, vacuuming, dusting, and garbage removal.   

Whether you’re an international or domestic student, everyone is welcome to St John’s college residence. In hosting students from all over the world, we are a diverse community that looks to bring people together to build community.   

For residence rates and information, click here to visit our website.   

To submit your application and join our residence, click here to apply!   

For more information about our residence, contact Matthew Bowman, Dean of Residence.   

In addition to the presentations, students were able to browse through the information village on Joe Doupe concourse to get information on specific programs and have direct conversations with faculty and current graduate students. Prizes were offered based on participation in the information village, with students receiving science stamps on their “passports” to submit for a draw to win bookstore gift cards.  

“I really enjoyed how interactive a lot of the booths were. Everyone was very approachable and knowledgeable in their own respective fields. It was fun learning about the different Master’s/PhD programs that the university offers,“ said Jesse Porcioncula, a 2022 Bachelor of Health Sciences graduate from the University of Manitoba.

“I was personally interested in the Master of Physician Assistant Studies program. With our health-care system rapidly evolving, I think this profession has a lot of potential in minimizing gaps and doing really amazing work.”

Students at the Fort Garry campus were able to take advantage of a shuttle service to and from Bannatyne campus for an easy commute to the open house, which took place November 15, 2023.

“The open house gave students a chance to explore RFHS graduate studies, as well as the Bannatyne campus, beyond what they can find on the UM website,” said Dr. Hope Anderson, vice-dean, graduate and post-doctoral studies, Rady Faculty of Health Sciences. 

This year included some new elements such as an online Q & A tool to encourage student participation during the presentations. It resulted in a great response with more than 40 questions asked and answered throughout the presentations.

Representatives of graduate studies programs from the Dr. Gerald Niznick College of Dentistry, Max Rady College of Medicine, the College of Rehabilitation Sciences and the College of Pharmacy gave presentations.

“The turnout was really good. We had students from different levels, with a lot from first-year university, which was so great to see that students are already starting to think about what to do when they  graduate,” said Pei San Lew, a technician in the department of physiology and pathophysiology. ”It was a whole variety of students from different backgrounds, not only students in science.”

At the end of the day there was a networking and coffee event to provide more opportunities to strengthen the connections between students and faculty.

“I appreciated the chance to connect with faculty members and current students. The one-on-one interactions allowed me to learn about their research interests and ongoing projects, which helped me gauge the potential for mentorship and collaboration,” said Porcioncula.

Members of the Health Sciences Graduate Students’ Association volunteered for the event and helped to answer questions of prospective students.

Listen at 10:59

“As a teacher-researcher, I conducted a four-week qualitative case study in my grade two classroom using poststructural feminism and queer theory as theoretical lenses to explore the ways in which the children experienced and understood literature that challenged the dominant discourses of gender and/or heteronormativity,” explains Trottier. “In my research, I aimed to inform my own practice and to support teachers in choosing quality disruptive literature and to learn about and demonstrate how, as teachers, we can challenge the discursive binary identity constructions of the characters and any overt and/or implied heterosexuality. In doing so, I strove to support the children in constructing more fluid constructs of gender and sexuality through these texts.”

Nicole Trottier, M.Ed Student

Why is this award important?

Puts your findings on a national stage and creates greater opportunities for educators to hear or read your research. As it is challenging to bridge the gap between academic research and classroom teachers’ pedagogies and practices, the more your research is discussed and shared, particularly by organizations such as The Canadian Society for the Study of Education (CSSE), the greater the possibility your findings will be heard and implemented.

How will this award impact your career?

I have been fortunate in that I have presented my research on several occasions since defending my thesis. Most recently, I presented at the American Educational Research Association (AERA) annual meeting in Chicago. I am hopeful that CSSE’s recognition of my research creates more opportunities to share my findings and reach more educators which in turn, may create safer and more welcoming school spaces for children who live outside the prescribed societal gender norms and heteronormativity.

What do you hope to achieve in the future?

I hope to eventually shift from presenting my research to writing about it. There are many parts of my study that may be helpful for future researchers which the timed presentation format does not allow me to elaborate on. For example, in my presentations, I am often asked about the design of my study. Though there were challenges, it made both pedagogical and methodological sense that the study would take place in my classroom. My role as a teacher-researcher afforded me time and opportunity to observe the children during unstructured classroom times. The rich conversations between children at school happen spontaneously throughout the day, at recess, playtime, and eating times. I was there for those conversations as children explored and (re)constructed the gendered world and their place in it. It was in these moments, as well as in the children’s responses to the disruptive texts that I recognized just how entrenched gender norms and heteronormativity were in their lives. I observed the children upholding heteronormativity by eschewing cross-gender pairings in friendships, when choosing partners, when picking teams for recess games, and when choosing seat-mates.

What’s once piece of advice you have for new grad students?

In speaking from my own experience in the M.Ed program, I suggest, if you can, to take advantage of all that the university has to offer during your studies. There are countless opportunities to hear leading scholars speak about issues important to education, researchers sharing their latest work, and panels of graduate students sharing their knowledge and research on the most pressing issues in education. Step up and share your work as well. Find your passion but also go outside your comfort zone to be an advocate for all your students and their educational needs.

His current work with H.C. Avery Middle School and The Green Minds project goal is to support students with climate crisis and mental and emotional wellbeing. “Like many other trauma inducing events, the climate crisis is a difficult experience to discuss. Our work is to support students and provide tools with unpacking difficult experiences and feelings so that they can manage eco-anxiety, and engage in personal growth and collective action for ecological justice,” Durling explains.

Scott Durling, grad student

Durling’s work with The Green Minds project developed through Manitoba Teacher Idea Fund (TIF), “engaging students in land-based learning and ecological justice is the most important need we have in education for action with the climate crisis, reconciliation, and resurgence,” says Durling.

A key part of this project is to support mental health among students “when we feel good, we can do good for our community. The goal of the project is to support student mental health and to learn more about the climate crisis through a solutions-frame,” explains Durling. He explains how difficult and overwhelming it can be for teachers to integrate climate change and climate action into the curriculum. “The goal of our project is to inspire and develop creative learning experiences that make connections between ecological justice and land-based learning within Manitoban curriculum. We are currently implementing our own Green Minds curriculum to support classroom projects and learning experiences connected to climate change,” explains Durling.

He is working with four classrooms on a national “Future City” Project and Challenge, organized by the non-profit Canadian organization Engineers of Tomorrow. “Students are learning about ecological justice issues in urban settings, and what a sustainable, ecologically just city might look like in 100 years from now. Classroom teachers have chosen themes to focus on with their students from their own personal interests, including waste, water, social justice, or the TRC’s 94 calls to action. Students are designing and building physical city models that will demonstrate their learning of what a city might look like through the 94 calls to action or a municipal policy of zero-waste,” explains Durling.

The 2023 Symposium theme is Systems That Shape Us: (Re)considering Education, Teaching, and Research. You are asked to (re)consider the systems—small and large—that you work, study, and live within and how those systems shape you and your practice as an educator, student, administrator, policy maker, parent, among others.

The Education Graduate Student Research Symposium aims to promote the research and scholarly activities of graduate students in the Faculty of Education at the University of Manitoba, allowing students to present and discuss their work in a supportive, academic forum.

Education Graduate Student Association invites all students enrolled in master’s or doctoral program at a Canadian University, as well as students who graduate this past calendar year (2022) to submit proposals for the 24th Education Graduate Student Research Symposium

When are proposals due?

Proposals should be submitted by no later than Sunday, January 22, though we suggest you submit them earlier.

Where should I submit my proposal?

The proposal can be submitted using the following Google form: https://tinyurl.com/EdGSA-Symposium-2023

For more information visit Education Graduate Students’ Association website www.edgsa.weebly.com

Systems that shape us: (Re)considering Education, Teaching, and Research

Date: February 23 – 25, 2023

The Symposium will be held virtually via Zoom

More information coming soon!