The University of Ottawa Alliance Supporting Indigenous Science Students (uOASISS) is a new, student-centred initiative to foster a supportive and inclusive environment for Indigenous students in the Faculty of Science. Built around three pillars — mentorship, community and funding — the program has established a strong and welcoming community for First Nations, Inuit and Métis science students. It has received enthusiastic feedback and is making a meaningful difference in both the academic and personal lives of its members.
Indigenous students bring invaluable perspectives to the scientific community, enriching research with diverse insights. Yet many face significant barriers to post-secondary education, including financial constraints, a need to relocate and a lack of guidance. To attract and retain Indigenous students, we need to create a strong sense of belonging and ensure their voices are heard and valued in the learning environment.
As the vice-dean of faculty affairs and inclusive excellence, Jaclyn Brusso — who is also a professor in the Department of Chemistry and Biomolecular Sciences (CBS) — is committed to addressing the systemic barriers that prevent Indigenous students from entering STEM careers. She and Connor Bourgonje, a Métis graduate student in the CBS department, played a key role in launching uOASISS. They had help from a team of faculty members that includes Cory Harris (Biology), Jeff Lundeen (Physics) and Adam Shuhendler (CBS), as well as Sue McKee from Let’s Talk Science.
After three years of planning and development, uOASISS officially launched in September 2023. Since then, it has worked to amplify Indigenous voices in science and provide a culturally safe space for students at uOttawa.
“With uOASISS, we’ve created a space where Indigenous students can thrive, connect and find the support they need. Our three pillars — mentorship, community and funding — are designed to address the unique challenges they face and help them succeed in their academic and research endeavours,” said Professor Brusso.
The mentorship pillar pairs Indigenous undergraduate students with senior peers, who offer informal guidance through monthly meetings focused on career goals and academic development.
The community pillar fosters a sense of belonging through regular events such as pizza lunches and Indigenous-focused seminars that offer opportunities to connect, share experiences and build networks.
The funding pillar features the Pathways Program, a paid research internship for Indigenous undergraduate students in the sciences. Modelled after the NSERC Undergraduate Student Research Awards program, it offers $8,000 for a 16-week, full-time position. By combining hands-on lab experience with direct mentorship, the program helps bridge undergraduate studies with graduate-level research.
Connor Bourgonje has played a vital role in building this supportive network. His commitment to enhancing the student experience has helped create a welcoming space for Indigenous students at uOttawa that’s built to last. “Founding uOASISS has been incredibly rewarding. Seeing the positive impact on fellow students and knowing we’re building a supportive community is inspiring,” said Bourgonje. “It’s about more than just networking — it’s about creating lasting change.”
Kloe Annabelle Mayhew, a first-generation university student from Nipissing First Nation, joined the Pathways Program after her second year in biomedical science. She was drawn by the opportunity to gain hands-on research experience and connect with other Indigenous students in science. She spent the summer working in Professor Shuhendler’s lab, where she contributed to a project on developing an imaging tool to help diagnose concussions by detecting changes in aldehyde levels in the brain. Through Pathways and uOASISS, Kloe found not only technical training but also a sense of community and belonging. “Seeing someone like Connor, an Indigenous PhD student, made it feel like I had a place here too,” she said. With encouragement from her supervisor and peers, she overcame impostor syndrome and began to see herself as someone who belonged in research. That shift has expanded her career aspirations from pursuing medicine to potentially becoming a clinician-scientist. This summer, she’s taking on a leadership role as the new student co-ordinator for uOASISS, helping to build community and expand opportunities for other Indigenous students in science.
The uOASISS team continues to work towards building a more inclusive and diverse scientific community by addressing the unique needs of Indigenous science students. These efforts will ensure every student has the opportunity to thrive and contribute to scientific discovery and innovation.
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