Susan Bens

Dr. Susan Bens (PhD), Academic Integrity Strategist, Office of the Provost

Susan is a thoughtful and principled leader whose work at the University of Saskatchewan reflects a deep commitment to students, fairness and academic excellence. She brings empathy, insight and collaboration to one of the most complex areas of university life, helping shape approaches that strengthen both learning and accountability.

Rob Peace

Rob Peace, Laboratory Engineer, Department of Mechanical Engineering, College of Engineering

Rob is a dedicated and innovative member of the University of Saskatchewan community whose work has significantly strengthened teaching, research and safety across the College of Engineering. As a laboratory engineer, he brings technical expertise, creativity and a collaborative spirit to every aspect of his role, consistently improving the student experience and supporting faculty success.

Katherine Stewart

Dr. Katherine Stewart (PhD), Associate Professor, Department of Soil Science, College of Agriculture and Bioresources

“I hope my students carry forward a sense of wonder and curiosity and have built confidence to put their knowledge into action as participants in their communities, believing that they can make positive changes in the world. I hope my students continue to self-assess and reflect deeply, especially when learning from challenges and failures. Finally, I hope my students bring collaborative and interdisciplinary approaches to forge new relationships, knowledge and solutions to today’s challenges.”

Kyle McLeister

Dr. Kyle McLeister (PhD), Lecturer, Department of History, College of Arts and Science

“University should be fun – all too often we concentrate exclusively on making sure that students have mastered a specific topic or learned some new skill. And while those things are obviously important, focusing too much on them can make university feel like a slog to get through or a list of checkpoints to hit. So I try to make my classroom a place not just for curiosity and learning, but also for laughter and fun. And I hope that students come away from my classes remembering to have fun, regardless of what they’re working on.”

Matthew Toohey

Dr. Matthew Toohey (PhD), Associate Professor, Department of Physics and Engineering Physics, College of Arts and Science

“I hope that my students carry forward an appreciation of how the concepts of physics relate to our everyday life and a sense for the importance of curiosity and play to thinking like a physicist. Most of all, I hope that they remember a moment when something clicked, when some concept that was once nebulous and vague became infinitely clearer, and they experienced the deep feeling of reward that comes from understanding.”

Michelle Siqueira

Dr. Michelle Siqueira (DDS, DSc), Assistant Professor; Scientific Director, Sterilizer and Waterline Monitoring Service; Academic Director, Y1/Y2 DMD, College of Dentistry

“I hope students carry forward the understanding that learning is not about getting everything right on the first try, but about staying curious, asking questions, and being willing to refine their thinking over time.”

Jing Xiao

Dr. Jing Xiao (PhD), Associate Professor and Graduate Chair, Educational Administration, College of Education

“Learning brings out the strengths that are already in you. I hope students leave my classroom trusting that their background, culture, and lived experience are not barriers to success, but sources of insight and resilience. Whether you are an international student or a domestic student, you already bring with you valuable knowledge. My goal is to help my students recognize it, strengthen it, and apply it with confidence in whatever path they choose on their learning journey.”

Brooke Klassen

Brooke Klassen, Associate Professor, Management and Marketing, Edwards School of Business

“I hope students come away with the confidence to embrace a growth mindset and remain open to change. There are many ways to understand the world, and the best decisions are rarely simple or obvious. I encourage students to consider multiple perspectives, question assumptions, and see uncertainty as an opportunity for learning rather than a barrier. Through this process, I have seen them grow in their ability to think critically and navigate challenges with both humility and purpose.”

Brad Schmid

Brad Schmid, Associate Professor, Civil Geological and Environmental Engineering, College of Engineering

“I hope students from my engineering classes take with them the ability to critically evaluate their solutions. I try to stress the importance of understanding if their solutions make practical sense. I often ask students for a ‘gut check.’ They critique their solution to consider if the result makes practical sense. The ability to identify when your solution may be incorrect, no matter how good the analysis appears to be, is essential.”

Michelle Bussière-Prytula

Dr. Michelle Bussière-Prytula (PhD), Graduate Chair and Associate Professor, Johnson Shoyama Graduate School of Public Policy

“I hope students leave my courses with the understanding that learning is not just about grades, but about developing the knowledge, skills, and judgment they will need throughout their careers. When students understand and reflect on both their strengths and areas for growth, they are better equipped to continue learning, adapt to new challenges, and contribute thoughtfully to the organizations and communities they serve.”

Shannon Forrester

Shannon Forrester, Lecturer and USASK Sustainability Faculty Fellow, College of Kinesiology

“It is my hope that students carry forward a strength-focused, compassionate approach to movement. One that honors diverse perspectives, values inclusion, and supports both personal and collective well-being. I encourage thoughtful, evidence-informed physical activity promotion that is adaptable and empowering. Practices that help people build confidence, resilience, and connection, while respecting the health of individuals, society, and the planet.”

Clayton Bangsund

Dr. Clayton Bangsund (PhD), Professor of Law and Buckwold/Milani Scholar in Commercial Law, College of Law

“Most of my students become practicing lawyers who serve clients of all sorts including individuals, corporations, and governments. I hope that students emerge from my classroom with foundational knowledge of the law along with a pragmatic mindset that enables them to identify and effectively resolve problems in their future clients’ best interests.”

Stanley Bardal

Dr. Stanley Bardal (PhD), Associate Professor, Anatomy, Physiology and Pharmacology, College of Medicine

“My advice to students is to embrace the opportunities that change may bring. The fact that my field (pharmacology) is constantly evolving is what keeps me interested and engaged, but I understand that constant change can also be unsettling. This generation of graduates will likely see change than any before it. Be flexible, adaptable, learn from your mistakes, and listen to those around you. Most importantly, stay curious and keep learning. Make us proud!”

Jill Zdunich

Jill Zdunich, Instructor, College of Nursing

“Nursing education has brought much joy and fulfillment to my career. My goal has always been to improve the overall experience for students while helping to empower the next generation of competent and committed future nurses through collaboration and integrating knowledge with practice. It continues to be a privilege to support students while also challenging them to think critically. I hope that students realize their potential and always remember to approach nursing with curiosity, humour, and compassion.”

Jason Perepelkin

Dr. Jason Perepelkin (PhD), Associate Professor, Pharmacy, College of Pharmacy and Nutrition

“I hope students leave with a habit of thinking critically for themselves. To question, reflect, and adjust, even when answers are not clear or easy. To stay curious, seek feedback, and keep learning in their personal and professional lives. To connect knowledge to practice and take responsibility for their decisions. To be comfortable saying “I don’t know” and then finding the answer. And to contribute with care, humility, and empathy, while also taking care of themselves.” 

Michael Wu

Dr. Michael Wu (PhD), Associate Professor, Department of Veterinary Biomedical Sciences, Western College of Veterinary Medicine

“In teaching foundational knowledge to future veterinarians, I want students to continually ask how their classroom learning applies in clinical and real-world contexts. I hope that by taking time to reflect on this knowledge, they will be better able to explain and interpret the scenarios they encounter in their own experiences with animals, which I hope will greatly enrich their knowledge mastery.”

Alec Aitken

Dr. Alec Aitken (PhD), Professor, Department of Geography and Planning, College of Arts and Science

“I believe that geography is best learned through direct engagement with the processes, landscapes, and communities that shape our world. At its core, my teaching philosophy emphasizes experiential learning, the integration of multiple ways of knowing, and the cultivation of curiosity through storytelling and scientific inquiry. I aim to cultivate independent thinkers who ask meaningful questions, make informed observations, and approach the world with humility and respect for the cultural histories embedded in the land.”

Valerie Caron 

Dr. Valerie Caron (PhD), Assistant Professor, School of Rehabilitation Science

“I aim for students to carry forward a mindset of inquiry and resilience. Developing the habit of pausing to reflect, question, and engage meaningfully with the community around them is central to that. I want them to trust their capacity to lead, communicate, and advocate for themselves, their profession, and those they support. Being a healthcare professional is not about having the right answers, but about being willing to explore, adapt, and persist. If students leave with the confidence to think critically and act with purpose, their learning will continue to evolve long after their time in the program.”

Madison Ricard

Dr. Madison Ricard (DVM, PhD), Lecturer, Department of Veterinary Biomedical Sciences, Western College of Veterinary Medicine

“I want my students to take away genuine enthusiasm and curiosity — not just for my topics, but for veterinary medicine as a whole. Perhaps most importantly, I want them to be unapologetic in their excitement and desire to learn more. Ask all the questions! Share fun facts with your friends! The spirit of curiosity will benefit your colleagues and make you the best veterinarian you can be.”

Natalya Mason

Natalya Mason, Equity, Diversity and Inclusion Specialist, College of Medicine

“In my teaching practice, I aim to introduce critical concepts in a way that is approachable and relatable so that students can make the connections between critical theory, their personal lived experiences, and the tangible impacts on patients in the healthcare system. I hope they take advantage of being students at the University of Saskatchewan, it is a wonderful opportunity to explore new ways of knowing, challenge long held beliefs, and reimagine what a healthy and prosperous future could like for all the people of Saskatchewan.”

Gabrielle Achtymichuk

Dr. Gabrielle Achtymichuk (DVM), PhD student, Department of Veterinary Biomedical Sciences, Western College of Veterinary Medicine

“I hope to not only help my students learn new material, but also help them recognize that teaching is reciprocal, and the importance of being open-minded. While I teach my students, they are always teaching me as well. Everyone approaches problems differently and, instead of getting everyone to think the same way, we should be working to understand their reasoning. Being open-minded allows me to learn from the students and think differently, letting me grow from my teaching experiences.”

Andrew Hartman

Andrew Hartman, PhD Candidate in Applied Social Psychology, Department of Psychology and Health Studies, College of Arts and Science

“My hope is that students leave my class seeing the world differently, carrying the concepts and theories we explore into their everyday lives. When a student can pause at any moment and name the dynamics at play, connecting what they learned in the classroom to the world around them, that is when I believe learning has truly taken place.”

Jordan Raymond

Dr. Jordan Raymond (PhD), Lecturer, Educational Foundations, College of Education

“I hope students leave my classroom with a commitment to critical thinking, empathy, and social justice, rooted in anti-oppressive education. I want them to question assumptions, recognize and challenge systems of inequality, and value diverse perspectives. My goal is for students to embrace learning as a tool for both personal growth and collective liberation, carrying forward the habit of advocating for equity and creating inclusive, transformative spaces wherever they go.”

Chanchal Roy

Dr. Chanchal Roy (PhD), Professor, Department of Computer Science, College of Arts and Science

“What excites me most about my work is watching students discover confidence in themselves. Watching a hesitant, uncertain student gradually grow into a confident and independent scholar is what gets me out of bed every morning. When a student begins defending ideas they once hesitated to express, overcomes self-doubt, or produces work that later influences the field, I feel the deepest sense of professional satisfaction.”

Michael Cottrell

Dr. Michael Cottrell (PhD), Associate Professor, Educational Administration, College of Education

“Be courageous…take risks.”

Michael has been one of the leading champions of Study Abroad at USask for over two decades, organizing and leading over a dozen Study Abroad classes in six different countries, including Jamaica, UK, Ireland, New Zealand, China and Finland.

Kirsten Fisher

Dr. Kirsten Fisher (PhD), Associate Professor, Department of Political Studies, College of Arts and Science

“As a scholar of transitional justice, I am motivated by the belief that research can contribute to positive change when it is conducted in partnership with those most directly affected by injustice. Seeing research inform policy, support community initiatives, and amplify the voices of those who are often marginalized is deeply rewarding. It is this combination of learning, collaboration, and the possibility of making a tangible difference that inspires and excites me about my work.”

Mirjana Mandaric

Mirjana Mandaric, Immigration and Settlement Coordinator, International Student and Study Abroad Centre (ISSAC)

“Stay curious, be open to learning from others! In this field especially, growth comes from listening, reflecting, and being willing to see things from different perspectives. Not every situation will feel comfortable, but those moments often lead to the most meaningful learning.”

Chinelo Uju

Dr. Chinelo Uju (DVM), PhD student, Department of Veterinary Biomedical Sciences, Western College of Veterinary Medicine

“My PhD supervisor, Professor Suraj Unniappan, has had a profound impact on my personal and professional development. His integrity, discipline, and exceptional organization have set a standard that I continually strive to emulate. More importantly, he believed in me and my potential, often before I fully believed in myself. This gave me the confidence to grow into the scientist and educator I am today. I hope to have that same positive impact on my own students and trainees in the future.”

Arinjay Banerjee

Dr. Arinjay Banerjee (PhD), Adjunct Professor, Department of Veterinary Microbiology, Western College of Veterinary Medicine, and Principal Investigator, Laboratory of Zoonotic Viruses and Comparative Immunology, Vaccine and Infectious Disease Organization

“I have been fortunate to work with some amazing collaborators across the planet. It’s rewarding to learn from these individuals. My mentors opened a lot of doors for me, and I want to open even more doors for my trainees.”

Deborah Adewole

Dr. Deborah Adewole (PhD), Assistant Professor, Department of Animal and Poultry Science, College of Agriculture and Bioresources

“With a growing human population, demand for animal protein will continue to rise. As we work to meet that need, we must ensure that animal production protects human health while minimizing negative impacts on the environment I am pleased that my research contributes to solutions that address some of the critical needs currently facing animal production.”

Jamesy Patrick

Jamesy Patrick, Assistant Professor, College of Law

"We have a major systemic over-representation of Indigenous youth and children in care ... and I saw there’s a gap in research in this area, and there’s a gap in resources. For me, it’s all about the kids and the future of the province and the country as we face the realities of reconciliation. If we make a difference for one kid, if we’re going to break the cycle and trauma of residential schools, this is where we’re going to start. I think this is scholarship in action. It’s the students, it’s the communities, it’s tangible. I’m seeing the impact, and it’s important that we have these types of relationships as a university."