Ivan Finlay Leadership Award

Warren, a current graduate student in chemical engineering with a background in petroleum engineering, has been a catalyst for fostering equity, diversity, and inclusion within his academic and professional circles. In his undergraduate final year, as president of the Petroleum Engineering Students’ Association, Warren spearheaded a transformative overhaul of the recruitment process. Moving beyond a narrow focus on academic excellence, he extended the recruitment criteria to include candidates' diverse backgrounds, experiences, and perspectives, aiming for a representation that mirrored the diverse student body he saw on campus. 

Under Warren's leadership, the establishment of an International Students Committee marked a step towards fixing the underrepresentation of international students on campus. This inclusive approach to recruitment led to an increase in the association's diversity, notably achieving a more gender-balanced leadership in a historically male-dominated council. This shift not only enriched discussions but also introduced varied perspectives into decision-making processes, cultivating an environment where all members felt a profound sense of belonging. 

Furthermore, Warren played a pivotal role in ensuring financial support for initiatives led by the elected Woman’s Commissioner within the students' association. This initiative underscored his commitment to creating equitable opportunities for female students to lead and influence within the association. 

One of Warren’s most rewarding initiatives was his leadership in the SPE’s Energy4me program, where he guided a team of 15 volunteers in raising awareness about the pivotal issues facing the energy sector. As an ambassador of the program, he orchestrated the development and delivery of educational presentations to over 200 high school students, sparking their interest in petroleum engineering and the broader energy sector. This initiative was not merely about imparting knowledge; it was an endeavor to kindle curiosity and inspire the next generation to explore careers in the energy industry. 

During her tenure as the vice president of the Nepalese Scholars’ Association (NSA) at the University of Alberta, Rachana, a geotechnical engineering graduate student, identified a chance to foster a more inclusive and diverse executive council. By collaborating with her colleagues, she successfully broadened the council's diversity, bringing on board members from eight distinct academic departments, including three women on the board, a significant change from its previous all-male, graduate-only composition. This initiative not only diversified the council but also introduced 50 undergraduate members to the association, thereby enhancing the sense of inclusivity and diversity within the group through Rachana's commitment to diversity. 

In October 2023, as the VP administration for the NSA, Rachana spearheaded the volunteer recruitment and management for a cultural celebration, aiming to enlist six volunteers. By leveraging various outreach methods, including social media and email campaigns, they promoted the volunteer opportunities available. The response was exceptional, with 11 applications received, surpassing the turnout for similar roles in the past. The six chosen volunteers comprised three undergraduates (including one female) and three graduate students (two of whom were female), ensuring a team enriched by diverse perspectives. This strategic selection contributed to the program's success, drawing over 100 attendees, doubling the attendance from previous years, and featuring participants from five different nations. This diversity enhanced the event's vibrancy and dynamic, fostering a more inclusive atmosphere that promoted better teamwork and innovation. 

Mona, a PhD candidate in civil and industrial engineering at the University of Alberta, has embarked on a journey to advocate for equity, diversity, and inclusion. Her dedication to this cause is rooted in a profound commitment to fostering an inclusive educational environment, guided by her work with the WISEST Strategic Programming and Evaluation Committee (SPEC). Understanding the significance of collective effort, Mona has actively engaged with her peers and sought insights from underrepresented groups to share her vision for a more inclusive campus. This collaborative approach has been pivotal in her endeavors to integrate EDI principles effectively, aiming to support women in STEM, enhance networking opportunities, and develop her leadership skills across all areas of her life and academic pursuits. 

Mona's motivation is deeply personal, shaped by her experiences growing up in a country where systemic biases often hinder equitable opportunities. Witnessing the challenges faced by underrepresented groups in academia first-hand, she became determined to drive positive change. In her role as a mentor at the Islamic Azad University (IAU), Mona significantly contributed to the personal and professional development of over 100 students, with a notable impact on female students, who comprised 70% of those she mentored. 

On a personal level, Mona has embraced the concept of "Diffability" — perceiving disability as a distinct ability rather than a limitation. This perspective led her to offer one-on-one meetings and free tutoring for students with learning disabilities, underscoring her commitment to creating a more accessible and inclusive academic environment. While Mona did not provide information on how many meetings and tutoring sessions she has undertaken, Mona's journey illustrates that advancing EDI requires not only institutional changes but also personal growth and empathy.  

Dhir, an undergraduate student at the University of Alberta majoring in mechanical engineering, is deeply committed to promoting equity, diversity, and inclusion on campus. His efforts are centered around creating a harmonious space that celebrates a wide range of cultural backgrounds. Collaborating with the Student's Union, Dhir spearheaded the establishment of International Students Day, an annual celebration of cultures. This event features booths from various regional groups showcasing their unique cultures, cuisines, games, and music, providing an enriching experience for all students to explore and appreciate diverse perspectives. 

Noticing a disparity in representation within the International Students' Association (ISA), where most applicants for internal positions were from India despite the association's membership being diverse with over 116 countries represented, Dhir took proactive steps to address this issue. Dhir worked with the executive team to implement a 30% cap limit on the number of students from any single country in leadership positions at a given time. This initiative aimed to foster greater inclusivity by ensuring opportunities for leadership were accessible to individuals from a variety of backgrounds, leading to a more diverse and representative executive team comprising members from nine different countries, a significant increase from previous years when there was only representation from three countries. 

Furthermore, Dhir broadened his cultural understanding through participation in Engage Edmonton, a service-learning program focused on learning about the challenges faced by Indigenous and impoverished communities in Edmonton. Completing a certificate in International Learning equipped him with essential skills in intercultural competency, which proved instrumental in bridging the gap between ISA and the Indigenous Students' Union (ISU). By actively engaging with ISU executives to understand their concerns and historical grievances, Dhir facilitated constructive dialogue and collaboration. Together, they worked towards reconciliation, with Dhir advocating for initiatives that align with Truth and Reconciliation efforts while ensuring that the needs of international students were also addressed.  

As the construction manager on the Engineers in Action (EIA) travel team, Ryan, a civil and environmental student at the University of Alberta, led a discussion on equity, diversity, and inclusion (EDI) within the group’s projects. Ryan emphasized the importance of addressing power imbalances and fostering collaboration with community members to enhance their experiences and make a positive impact on the communities they serve.  

By highlighting the value of local expertise, Ryan promoted humility and a willingness to learn from the community, resulting in a shift towards a more diverse, inclusive, and equitable approach in their planning and decision-making processes. This change underscored the significance of recognizing and addressing power imbalances in advancing the principles of EDI. The focus on EDI and listening rather than talking resulted in a shift of perspective between team members and created better learning opportunities between team members and the communities they engaged with.   

Maha, a graduate student at the University of Alberta, stands out for her unwavering dedication and leadership in mechanical engineering. Her dedication to enhancing diversity and inclusivity shines brightly, making her a source of inspiration. Maha actively motivates her peers to engage in significant campus initiatives like Women in Scholarship, Engineering, Science, and Technology (WISEST) and the Female Engineering Mentorship (FEM), all while exemplifying leadership as a principal teaching instructor. 

In her role overseeing the recruitment of ten teaching assistants (TAs), Maha championed a balanced and diverse team composition, achieving a remarkable 50% female representation. She prioritized diversity over specific backgrounds to mirror the varied student population on campus and within the wider community. Maha observed that equal female representation among TAs directly contributed to meeting student needs, cultivating an inclusive learning environment, and promoting smooth collaboration within her team. These outcomes highlighted the profound influence of deliberate inclusivity on team dynamics, underscoring the value of diversity and inclusion in elevating educational quality, fostering a fair and supportive community, and enhancing overall success.

Jolie, a software engineering undergraduate student at the University of Calgary, has emerged as a powerful advocate for menstrual health. Starting at 15, she founded The Cycle of Giving, a nonprofit aimed at improving menstrual health in the rural and indigenous communities of Southeast Asia. Her leadership has united over 70 people across four countries, demonstrating her passion and ability to inspire action. Jolie’s efforts have significantly elevated awareness of menstrual health issues, shifting societal views and encouraging impactful changes through community involvement. 

Understanding the importance of representation and cultural sensitivity, Jolie ensured her team mirrored the diverse demographics of their target communities. This strategic approach involved recruiting indigenous women and locals from these regions, emphasizing authentic representation in their mission. Under Jolie's guidance, The Cycle of Giving has successfully raised $40,000, contributing to the dismantling of menstrual health stigmas and biases. Her unwavering commitment not only marks her as an influential change-maker but also as a beacon of hope, dedicated to improving global health standards. 

Owen, a dedicated undergraduate mechanical engineering student at the University of Alberta, also shines as the head instructor for the University's Taekwondo Club. Beyond his academic and martial arts talents, Owen is deeply committed to enhancing equity, diversity, and inclusion (EDI) within the club's environment. This commitment is evident in his proactive approach to assembling a diverse team of instructors who bring a wealth of unique ideals, perspectives, and life experiences. By prioritizing diversity in recruitment, Owen ensures broad representation within the club, fostering an inclusive atmosphere where all members feel seen and valued. Although Owen does not specify the exact number of instructors on his team, his leadership approach significantly enhances the club's quality, engagement, and the overall inclusivity experienced by its members. 

Recognizing the enriching power of diversity, Owen actively recruits instructors with varied Taekwondo backgrounds, including those who have practiced the martial art in different countries and integrated it into different lifestyles. This strategy not only promotes a sense of belonging among students but also exposes them to a wide array of martial arts traditions and cultures, broadening their horizons and encouraging exploration and engagement with different cultures. 

In his leadership style, Owen embodies the principles of openness and active listening, always ready to navigate through disagreements with empathy and respect for differing viewpoints. He stresses the importance of open communication within his Taekwondo team, emphasizing that a comfortable and supportive environment where team members feel free to express their ideas and concerns leads to greater cohesion and improved performance. Owen's willingness to accept and act on feedback about his own leadership further exemplifies his commitment to transparency and continuous improvement. By engaging in constructive dialogues, explaining his decisions, and welcoming feedback, Owen ensures that any concerns are addressed collaboratively, fostering an atmosphere of mutual respect and understanding. 

Dylan, a civil engineering student at the University of Calgary, serves as an advocate for engineering and leverages his expertise to contribute as a volunteer for Robogals Ucalgary. He consistently seeks innovative approaches to positively influence young minds, promoting equity, diversity, and inclusion (EDI) to ensure equitable access for all individuals to explore a passion for science, technology, engineering, and math (STEM) disciplines. Dylan's primary focus lies in creating opportunities for underrepresented and marginalized communities to engage in STEM education. 

During Women in Engineering Day at the University of Calgary, Dylan led 30 female high school students through various STEM activities to inspire and cultivate interest in pursuing careers in STEM-related fields. Additionally, Dylan has implemented strategies to mitigate biases in the recruitment process for new members of Robogals. This includes involving at least three out of nine executive members in interviews and evaluating candidates across three distinct categories, fostering an environment where all applicants have an equal chance to interview for club positions. 

Furthermore, Dylan has developed new educational materials for an introductory Arduino and robotics workshop aimed at imparting essential engineering skills such as coding and teamwork to his peers. These materials are set to be introduced starting in late February 2024, showcasing his ongoing commitment to fostering inclusivity and advancing equity within STEM education and professional development initiatives. 

Arielle, a first-year engineering student at the University of Alberta, has demonstrated a strong commitment to fostering inclusivity and diversity, both in her academic journey and through extracurricular activities. During her senior year of high school, Arielle took the lead in establishing the "Best Buddies" club, aimed at cultivating enduring and meaningful relationships with students with disabilities. She actively recruited students from diverse backgrounds and cultures and paired them with peers enrolled in the "Community Living Skills" program. She emphasized the importance of inclusive communication methods tailored to everyone’s communication abilities, an approach that ensured that all participants felt accepted and capable of engaging with the team as a cohesive unit. Although Arielle did not specify the exact number of pairings made, she noted that the Best Buddies program became the largest club in terms of membership that year. 

While navigating her first year of university studies, Arielle volunteered with the WISEST CHOICES conference, where she played a key role in leading a group of 30 grade six female students on a tour of the university campus and organizing hands-on STEM demonstrations. By providing these elementary students with opportunities to build projects and participate in experiments, Arielle aimed to spark their interest in STEM subjects and inspire them to pursue STEM pathways in their later academic years. She firmly believes that igniting this passion early in their educational journeys is crucial to nurturing the next generation of scientists and engineers. 

Additionally, Arielle advocates for encouraging young female engineers to seek mentorship opportunities. Drawing from her own experiences as a mentee during high school, she understands the significant impact of having access to female role models in traditionally male-dominated industries. Through volunteering, participating in conferences like WISEST, and engaging in mentorship programs such as FEM+, Arielle actively promotes the importance of mentorship in empowering underrepresented groups, particularly women, to pursue careers in engineering. She recently created a presentation highlighting the positive effects of mentorship on the retention of women in STEM fields, sharing her personal journey as both a mentor and a mentee and spotlighting potential mentorship opportunities on campus to raise awareness about the benefits of mentoring. This effort resulted in Arielle recruiting an undisclosed number of peers, further fueling her passion to advocate for mentorship and diversity in the engineering field.