On this page:
Terry HĂ©bert
Setrag Manoukian | Aparna Nadig | Patricia Pelufo Silveira
Winner
Terry HĂ©bert, Pharmacology & Therapeutics
“I don't want my students to become me. I want them to become łŮłó±đłľ.”
Biography
Although trained as a research scientist and deeply interested in the biology of G protein-coupled receptors, my approach has always been the integration of research and teaching for graduate students. As Assistant Dean, Biomedical Sciences Education, I am deeply involved in updating our graduate programs. I maintain science outreach programs using Facebook, X and LinkedIn with thousands of followers. I designed and run two graduate certificate programs- Graduate Certificate in Stem Cells and Regenerative Medicine and the Graduate Certificate in Biomedical Science Translation, both which span 1.5 years and enrich basic science training through a mix of medical style coursework crafted for graduate students, an immersive clinical experience. I believe we have to help students determine their futures, not simply train copies of ourselves!
Approach to graduate supervision
I approach any subject and any audience with humility, patience and humour. I do not and cannot know everything- that is a message I try to impart to students at every level. Teaching classes at the graduate level is something I enjoy immensely. It usually provides the opportunity to explore a subject together as colleagues and can even invert the usual student/teacher relationship. I learn a great deal in preparing for and attending graduate lectures. I think it is critical to involve the students as much as possible and to draw them out without evoking undue levels of stress in the smaller and more intimate class settings. The same personal availability described above is offered to graduate students as well. Training graduate students for careers in research is something that I take very seriously as well. Thus, we not only have to teach them how to think about and perform experiments, but also how to write, how to present and defend results and how to teach.
Testimonials
As a PhD student in his lab, I have experienced first-hand his commitment to fostering an intellectually stimulating, collaborative, and supportive research environment. Dr. HĂ©bert encourages his students to approach research with creativity and independence, while also providing the guidance and support necessary to succeed. I am deeply grateful for the opportunities I have (and will have) to learn from Dr. HĂ©bert and am confident that his impact will continue to shape the careers of many students in the years to come. It is professors like him who encourage and motivate the future generation of scientific researchers like me.
Diego Loggia, PhD candidate
Department of Pharmacology & Therapeutics, ÂĚñÉç University
A hallmark of Dr. Hébert’s teaching style is that he encourages students to develop their own solutions to problems using the resources they have available. During my training in his lab, Dr. Hébert had a notable style of answering course-related questions that didn’t simply give us the answer; he taught us how to find, appraise, and incorporate information from appropriate scientific resources ourselves and “learn how to learn”. This pedagogical expertise shows that Dr. Hébert understands how to engage and challenge his students to succeed academically and set them up to be independent lifelong learners after completion of their graduate degree.
Jacob Blaney, PharmD Student
Leslie Dan Faculty of Pharmacy, University of Toronto
Nominees
Setrag Manoukian, Institute of Islamic Studies
“Supervision requires time, not counted in hours, but in depth of engagement”
Bio
I am a cultural anthropologist mainly interested in the relationship between power and knowledge, in both its existential and institutional dimensions. My main area of research is Iran. I teach at the Institute of Islamic Studies and the Department of Anthropology at ÂĚñÉç.
Approach to graduate supervision
I approach graduate supervision trying again and again to show students how to develop their research and their place in the academy, while encouraging them to nurture their own vision. To shape their projects as they see them, to think in their own terms. Supervision is also group-work, coordinating and discussing with colleagues who serve on the committees of students I supervise. Supervision requires time, not counted in hours, but in depth of engagement. Students learn more by doing than by being told what to do. Therefore, supervision means trying to guide them to develop practical academic wisdom and entails establishing together with them clear short and long-term objectives, while being mindful of the weight that this disciplining process has on them. Invite students to cultivate trust in their surroundings, while pushing them to consider lucidly current conditions for the reproduction of knowledge under current economic conditions. Trying to reassure them about what they have accomplished while also asking them to continue to go further, especially further than I go.
Testimonials
Professor Manoukian’s greatest strength as a supervisor lies in his ability to inspire graduate students to think critically and independently. His mentorship is characterized by depth of knowledge, extensive theoretical insight, patience, attention to detail, and a long-term vision for student growth. At every step of my academic journey, he encouraged me to take the time to explore multiple avenues while equipping me with resources and discussions to analyze them rigorously. This approach has not only helped me develop a more nuanced and grounded dissertation topic but also cultivated a sense of ownership and confidence in my scholarly work. Such mentorship is especially critical for graduate students, particularly international students like myself, who may face challenges navigating new academic environments.
Jaleh Ebrahimi, PhD student
Institute of Islamic Studies, ÂĚñÉç
Professor Manoukian’s teaching and supervision were fundamental to my intellectual formation as a graduate student at ÂĚñÉç and it is no exaggeration to say that my approaches to both pedagogy and scholarship have been deeply indebted to his intellectual example ever since. Having now spent over a decade as faculty myself, I have rarely encountered the mixture of care and rigour he brings to the job. After a decade’s worth of reflection, I have come to understand the deep impression he made on me to be the result of his prioritizing of human relationships over institutional demands and expectations. As I said in the acknowledgements to my dissertation, and again in the published book that resulted from it, Setrag’s “broad-mindedness and perspicacity are equalled only by his kindness and generosity.” This was a concise, and admittedly insufficient, way of recognizing the humanity, open spirit and generosity I witnessed throughout our years of association.
Junaid Quadri, Associate Professor, Department of History
Director, Program in Religious Studies
University of Illinois Chicago
Aparna Nadig, School of Communication Sciences and Disorders
“I aim to foster intellectual independence while providing consistent and individualized guidance in the research process”
Bio
I have been on faculty in the School of Communication Sciences and Disorders since 2007. I have dual training in Cognitive Science (PhD, Brown University) and neurodevelopmental conditions (Postdoctoral Fellowship, University of California, Davis). My lab members and I study language development and social cognition through an intersectional lens, focusing on people on the autism spectrum as well as neurotypicals, and on bilinguals/minority language speakers. We aim to increase social inclusion for those on the autism spectrum. I am grateful to those who took actions to bolster my path. I enjoy mentorship relationships, and hope to provide this source of connection for others.
Approach to graduate supervision
In my research supervision I have sought to champion students from a range of backgrounds (with respect to culture, visible minority status, neurodivergence for example). I aim to foster intellectual independence while providing consistent and individualized guidance in the research process. I engage my trainees in all stages of the research process, encourage their critical input, and expose them to scientific culture as well as to required technical and professional skills. I have learned through my own continuing education on addressing microaggressions in the classroom, and established the confidence needed to proactively identify my classroom and lab as an inclusive and mutually respectful space for all students. I act on this by adapting to diverse needs and learning styles in collaboration with my students.
Testimonials
Aparna’s mentorship was invaluable during my doctoral training and has continued to be impactful in my subsequent academic career. Aparna encouraged me to build my own body of knowledge as a PhD student across disciplines. This broad and interdisciplinary training inspired through her mentorship critically informed the ways in which I currently view the field. During the program she supported my progress by taking the time to troubleshoot details, plan for next steps, and guide the progress of each of our diverse projects. As I advise students today, I am reminded by the lessons she taught me to train widely across disciplines and to develop perspective and depth through my interests. In doing so, she was preparing me for a rich and exciting professional trajectory that I can also pay forward to my students.
Janet Y. Bang, Assistant Professor
Child and Adolescent Development
Lurie College of Education, San José State University
I know no other professor who invests as much time and energy in their students as Professor Nadig does. Her guidance has profoundly shaped my academic and personal growth, transforming me into a confident researcher, autism advocate, and leader. Thanks to her mentorship, I developed the skills and confidence that led to my nomination for Forbes’ 30 Under 30 list in the “Science” category – a recognition earned through countless hours of thoughtful supervision and meaningful discussions. The expertise I gained also empowered me to become a leading autism advocate across post-Soviet countries. Professor Nadig has a deep understanding of what it means to be a leader. She not only challenges her students to excel but also ensures that we have the tools, confidence, and encouragement to overcome obstacles along the way. It is a privilege to be her student.
Nariman Amantayev, PhD Candidate
School of Communication Sciences and Disorders, ÂĚñÉç
Patricia Pelufo Silveira, Psychiatry
“My approach prioritizes personalized mentorship, fostering intellectual curiosity, and creating an inclusive, collaborative environment.”
Biography
I am a physician-scientist and Associate Professor of Psychiatry at ÂĚñÉç, leading a translational research program on how early-life adversity affects brain development and long-term health. My work focuses on the intersection of brain and metabolism, particularly insulin’s role in neurodevelopment and behavior. I developed expression-based polygenic scores (ePRS) to integrate gene expression into risk prediction and have published over 200 peer-reviewed articles. I am a member of the Royal Society of Canada’s College of New Scholars and serve on the National Scientific Council on the Developing Child, bridging science and policy to improve child health.
Approach to graduate supervision
Graduate education is a transformative journey, not only for students but also for me as a mentor and educator. At its core, my teaching philosophy is grounded in the belief that graduate education should empower students to become independent, critical thinkers who make meaningful contributions to their fields, their collaborative environments and to society. I prioritize making complex concepts accessible to diverse audiences, having a passion for clear, engaging instructions and knowledge mobilization. My approach prioritizes personalized mentorship, fostering intellectual curiosity, and creating an inclusive, collaborative environment that supports the diverse aspirations and challenges of each student. I strive to guide, challenge, and support students throughout their academic and professional journeys, providing tailored advice and resources while encouraging independent decision making. My lab is known for having extremely committed and involved students, which I believe reflects the level of commitment they perceive in their mentor, and the shared passion for clinically relevant science.
Testimonials
Dr. PatrĂcia Pelufo Silveira had a profound impact on my career and personal development as a scientist. Her mentorship during my PhD shaped my trajectory, providing me with rigorous training, interdisciplinary research opportunities, and exposure to national and international collaborations. Her lab fostered a collaborative, supportive environment where I gained invaluable scientific and interpersonal skills. When I faced challenges, including a necessary project shift, Dr. Silveira guided me with clarity, encouragement, and unwavering support, ensuring my academic success and intellectual growth. She actively facilitated access to international training and conferences—experiences that were rare and transformative in my context. Beyond research, Dr. Silveira modeled how to thrive in academia while embracing motherhood, leaving a lasting impression on me as a woman in science. Today, as a tenured professor, I draw from her mentorship often. Dr. Silveira is an exceptional supervisor whose dedication, integrity, and passion made a true impact on my trajectory.
Roberta Sena Reis, Adjunct Professor
Faculdade de Nutrição, Universidade Federal de Goiás
I’ve been supervised by Dr. Silveira since 3 years ago, starting as an undergraduate volunteer research assistant and currently just passed my IPN PhD candidacy exam. Throughout these years, Dr. Silveira has consistently been a positive impact in my academic journey: her passion about her research helped me make the decision of joining the field, and consequently pursuing a graduate degree in neuroscience; while as her student, she never not shy away from giving me opportunities and sharing valuable guidance, resources, and critical insight to support my project. Thank to her supporting my research, I had the chance to give an oral presentation at this year’s Society of Biological Psychiatry conference and pass my candidacy exam at the third semester of my graduate study. I believe that my progress so far would not be possible without her support and excellent supervision.
Qizhou Xia, Master's Student
Integrated Program in Neuroscience, ÂĚñÉç
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