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Lakehead Researchers Welcome Community Members to Practice Anishinaabe Law and Governance
Published in The Chronicle Journal on February 18, 2026
By EMILY DONTSOS
Over the course of a weekend in early October 2025, more than 75 people—knowledge holders, students, faculty members, and community members—gathered at Lakehead’s Bora Laskin Faculty of Law in downtown Thunder Bay on the traditional territory of Anemki Wajiw (Fort William) First Nation.
Together, they spent the weekend processing a moose hide, creating jewellery from bone, rendering bear fat, engaging in storytelling, and learning about Indigenous languages. But above all, they were invited to simply be there: to drop in, share food, and be part of a community.
For Assistant Law Professor Larissa Speak and Dr. Leigh Potvin, who organized the event, the gathering was at the heart of their latest collaborative research project to explore and practice the principles of Anishinaabe law and governance.
In fact, the gathering itself was the research.
Larissa Speak, left, and Dr. Leigh Potvin, right, pour poplar bud salve into jars at a hide gathering. Photo credit: Patrick Chondon, Chondon Photography
“Our deliverables are to cultivate relationships, provide opportunities for students to learn from knowledge holders, and build community,” says Dr. Potvin, an associate professor and director of Lakehead’s School of Outdoor Recreation, Parks, and Tourism. “It’s about elevating Anishinaabe ways of knowing and doing.”
The project also provides an example of collaboration between Anishinaabe and settler researchers. Professor Speak is Anishinaabe and a member of Fort William First Nation. Dr. Potvin is a settler of French and British ancestry who also has roots in Thunder Bay.
Building Relationships as an Expression of Indigenous Law
The October event was the second hide tanning gathering hosted by Professor Speak and Dr. Potvin as part of an ongoing research collaboration funded by the Social Sciences and Humanities Research Council (SSHRC).
As friends and colleagues, the two scholars share the goal of decolonizing research and education by creating opportunities for students, faculty, and community members to engage in land- and relationship-based learning—principles that are core to Anishinaabe law and governance.
The idea took root when Professor Speak, who is also the co-director of the Faculty of Law’s Mino-waabandan Inaakonigewinan Indigenous Law and Justice Institute, began attending community hide tanning camps at Fort William First Nation and saw these principles in practice.
“Hide tanning gatherings aren’t just cultural events; they’re expressions of Anishinaabe law and governance, which is about relationships—including with our animal relatives,” says Professor Speak. “They’re about caring for each other, for the land, and for the moose.”
Together, Professor Speak and Dr. Potvin—who is particularly interested in decolonizing outdoor recreation programs by collaborating with Indigenous partners—secured support from SSHRC to bring the power of hide tanning to the Lakehead community.
Jean Marshall teaching with a hide.
Doing, Listening, and Creating Together
The 2025 event was held at the same site as last year’s event to honour a key principle of Anishinaabe law and governance.
“You always return to the same place to continue strengthening relationships and to make your presence known to the land,” explains Professor Speak.
The urban location was also intentional. “We wanted to show that cities are Indigenous lands too, that Indigenous law, culture, and governance belong everywhere. We don’t only have to go to the bush to practice our laws.”
With a moose hide offered by Jeordi Pierre, a hunter, Fort William member, land-based educator, and friend, hide-tanning activities were led by local knowledge holders and hide tanners Jean Marshall and Shelby Gagnon. The gathering was also supported by elders Charlotte Marten and Andrew Mandamin, as well as hide tanner Belmo.
Hide tanner, Shelby Gagnon with Speak
Participants were invited to move between different stations to engage with the hide-tanning process, sit in circle with elders, and learn through doing, listening, and creating.
“This work is not possible without the generosity of knowledge holders. Charlotte, Andrew, Jean, Shelby, and Belmo are all so knowledgeable and they are open to sharing with everyone,” Professor Speak says. “At these gatherings, these individuals breathe life into Anishinaabe practices and traditions. Leigh and I are so happy to work with them and to have them as friends.”
People of all ages and from all walks of life attended, including drag performer Olive Boogits, who worked on the hide-tanning process for a full day.
“It’s not something you see every day, and it was powerful, joyful, and inclusive,” Dr. Potvin says. “It was also a reflection of the fact that this resurgence in hide tanning as an expression of Anishinaabe governance is being led by women, non-binary, and queer people. It’s profoundly beautiful.”
Elder, Charlotte Marten with Olive Boogits in drag
Fostering New Perspectives on the Path to Decolonization
In the months ahead, the researchers will host a sharing circle to gather reflections from participants as they plan for their next gathering. They say the sharing circle will be more than just a necessary activity in their research process.
“It’s part of the law,” says Professor Speak. “How people feel, what they experience, what they need—that all matters in Anishinaabe law and governance.”
The researchers hope their work will ultimately inspire students and faculty alike to rethink how we learn, what we learn about, and what’s valued in higher education.
“When we see students, knowledge holders, faculty, and community members all working together, it changes how they think about what’s possible in education,” says Professor Speak. “If we really taught from within Anishinaabe pedagogies, learning would happen in context—on the land, with many teachers—not just one person at the front of a lecture hall.”
This ongoing research project closely aligns with several United Nations Sustainable Development Goals (SDGs), including #3: Good Health and Well-Being, #4: Quality Education, #10: Reduced Inequalities, and #12: Responsible Consumption and Production.
Student Bianca Zussino Wins a McCall MacBain Regional Award
Bianca Zussino has received a McCall MacBain Regional Award—joining a select group of high-achieving university students from across the country.
"This honour shows me that anyone can be a leader if you do something you're passionate about," she says.
This year, Bianca ranked among the top 90 of more than 700 Canadian applicants for the McCall MacBain Regional Award. "I hope to further explore the intersection of clinical medicine, research, and patient-centred care," she says.
The award recognizes students who have demonstrated exceptional character, community engagement, leadership potential, entrepreneurial spirit, academic strength, and intellectual curiosity.
Bianca is in her fourth year of Lakehead's Honours Bachelor of Science program, where she majors in biology and neuroscience. Her goal is to become a doctor.
She's thrilled to have won the $5,000 award and will use it to help fund her graduate studies. Bianca is particularly interested in gastroenterology, which treats conditions of the stomach, intestines, and esophagus.
She was drawn to this field by a healthcare crisis she faced.
A Life Turned Upside Down
"When I was in grade 9, with no warning, I began experiencing extreme nausea and vomiting," Bianca says.
Doctors were baffled by her condition and a proper diagnosis was hampered by the lack of specialists in Thunder Bay.
"I never thought of myself as a leader as a kid," Bianca says. "I wasn't very outgoing, but the more I began volunteering in the community, the more confident I became." Left, Bianca helps prepare a meal at the Dew Drop Inn soup kitchen.
The next four years were a nightmare for Bianca. She was in and out of hospital, suffering from medical crises.
At one point, she was airlifted to a London hospital where she had a catheter inserted into a vein near her heart to get enough nutrition into her body.
Eventually, it was discovered that Bianca's stomach wasn't emptying properly. Only surgery in the United States helped alleviate her condition.
"My parents and I had to do a lot of advocacy to get treatment," she says.
Reaching a Crossroads
After Bianca recovered from her illness, she made a resolution.
She would become a neurogastroenterology specialist and researcher based in Thunder Bay, so that other northwestern Ontarians wouldn't have to suffer the way she had.
Bianca started contacting medical institutions to see if she could join their research teams.
She's now been a neurogastroenterology research intern with Harvard Medical School and Massachusetts General Hospital for two years.
Through her collaboration with Massachusetts General and Harvard, Bianca has written five research articles released in publications such as The American Journal of Gastroenterology and Gastrointestinal Endoscopy.
"Working with Harvard has been incredible," Bianca says.
"I spent the first eight weeks of my internship shadowing physicians at Massachusetts General Hospital in Boston. I was able to see how clinical decisions are made and observe endoscopic procedures."
She's also been busy conducting gut motility disorder research with the team in Boston, and some of her work has been published in medical research journals.
Back home, Bianca has been fostering healthcare research in northwestern Ontario.
She belongs to the Compass North Clinic—run by the Northern Ontario School of Medicine University and Lakehead students—and recently became their LU branch research lead.
Friend to the Young and the Elderly Alike
Bianca's contributions to her community go well beyond research.
She coordinates the Thunder Bay chapter of Let's Talk Science, which inspires youngsters to consider careers in science, technology, engineering, and mathematics.
Bianca manages a team of about 50 educators and volunteers as the Thunder Bay Let's Talk Science coordinator. "We send volunteers into local schools to give presentations and do fun STEM activities." Above, Bianca speaks to local elementary students.
As a patient family advisor at the Thunder Bay Regional Health Sciences Centre, Bianca shares patient perspectives on health care and advocates for change. While at St. Joseph's Care Group, she volunteers with their Elder Life Program.
"When my great-grandmother was a patient at St. Joseph's, I saw people who didn't have many visitors, and it broke my heart," she says.
This spurred Bianca to begin visiting seniors every week to provide support.
"I've gained as much as I've given—I've had the privilege of learning about their lives and the challenges they've overcome."
Bianca's volunteer work with the Children's Aid Society, as both a math tutor and a baby cuddler, is also close to her heart.
"Most of the babies I cuddle are in the Neonatal Intensive Care Unit. They've been through a lot in their short lives, so it's wonderful to be able to comfort them."
Congratulations on your McCall MacBain Regional Award, Bianca! We're proud to have such an inspirational healthcare advocate in our community.
The McCall MacBain Scholarships are the result of a landmark $200 million gift in 2019, then the largest single donation in Canadian history, by John and Marcy McCall MacBain. More information about the McCall MacBain Scholarships can be found at mccallmacbainscholars.org.
Lakehead and City of Barrie Announce Second Site for Barrie STEM Hub
Thunder Bay and Orillia, Ont. - Lakehead University is expanding its footprint in downtown Barrie with the addition of 5 Ross Street as a second location for the Barrie STEM Hub, opening later this year.
Beginning in fall 2026, students will study for in-demand careers in engineering or computer science at the STEM Hub’s two locations downtown: 24 Maple Avenue and 5 Ross Street.
“This marks another incredible milestone for Lakehead University, as we continue to establish our university presence in Barrie,” said Dr. Gillian Siddall, President and Vice-Chancellor. “With the support of Mayor Alex Nuttall and the City of Barrie, we are building a modern, purpose-built environment for our students that is perfectly designed for hands-on learning and applied research.”
The new location at 5 Ross Street will support flexible classrooms and active learning spaces, student services and social spaces, as well as graduate student offices. The first floor at 24 Maple Avenue will house specialized research and teaching laboratories, including multiple advanced labs focused on Motors and Robotics, Machines, Instrumentation, and Mechatronics.
“We are providing high-quality classrooms, high-tech labs, student services spaces, and social areas that our students deserve, right from the start,” she said, noting the finalized academic plan for the Barrie STEM Hub includes 27,200 sq. ft. of teaching, learning and research space.
As one of the fastest growing municipalities in Ontario and one of the few among the 25 urban growth centres in the Greater Golden Horseshoe without a university campus, Barrie Mayor Alex Nuttall is happy to see this unique partnership come to fruition.
“The expansion of Lakehead University’s presence downtown is a major win for Barrie,” said Mayor Alex Nuttall. “This second STEM Hub location not only brings new energy to our core, but also enhances the student experience by creating vibrant, modern spaces to learn, collaborate, and connect. It’s an investment in our students, our businesses, and the future of our city.”
Together with Georgian College, Lakehead University is re-energizing the downtown core and building an interconnected ecosystem where students can study locally for in-demand careers in engineering, mechatronics, and computer science. “By creating new pathways for local learners and new talent pipelines for local employers, we are helping build a stronger, more resilient regional economy,” explained Dr. Siddall.
In December 2024, the City of Barrie Council approved a plan to partner with Lakehead to bring the STEM (Science, Technology, Engineering and Mathematics) Hub to downtown Barrie. Delivering engineering and computer science programs at the undergraduate and graduate levels, the STEM Hub will create a pipeline of skilled workers ready to join in-demand industries, especially in STEM fields.
The Barrie STEM Hub will open in fall 2026. Applications are now open.
Find out more at www.lakeheadu.ca/about/barrie-stem-hub.
Cheque Requisitions
Payments Under $5,000
Payments for most goods and services totalling under $5,000 can be made by using a purchasing Visa card (p-card), by submitting an approved invoice to Accounts Payable, or by submitting a cheque requisition.
When to Use the Purchasing Visa Card (p-card)
The p-card is an efficient and effective method of procuring and paying for low-dollar value goods and services and should be used when making purchases for goods or services under $5,000. Most vendors accept credit cards, including Aramark at the Thunder Bay Campus.
Alumni Spotlight: Yukon Educator Heidi Warren
This Exceptional Alumni Award Winner Helps Children Blossom
"Students have taught me more lessons about myself than I ever could have expected," says educator and Lakehead alum Heidi Warren, above.
One moment in particular stands out for her. She was trying to lead an elementary school class outside, but as she was hurrying the children along, a young student tried to get Heidi to stop.
"I was feeling overwhelmed and rushed, and I said, 'Come on, let's go,' and he started to cry. He wanted to show me this incredible picture of a rainbow and hearts that he'd drawn for me on the chalkboard.
I realized that I needed to take a breath, connect with that student, and look at his picture. It only took a moment, but it made a huge difference."
.jpg "Chalkboard Drawing")
"To keep planting seeds for meaningful change in education," is Heidi's mission. "I want to continue creating spaces where hearts and minds can grow (including my own)." Above is the chalk drawing created for her by her young student.
Taking the time to build connections shapes Heidi's approach to learning.
She's currently on a secondment as a whole child coach with the First Nation School Board in Yukon. Her regular job is as the principal of the White River First Nation's Nelnah Bessie John School in Beaver Creek, Yukon.
"I want to support kids so that they thrive because when I was a student, sometimes I got support and sometimes I didn't," she says.
Embracing Community in the Arctic
Heidi spent much of her childhood in the Northwest Territories, including Fort McPherson and Inuvik.
"There's no separation between Indigenous and non-Indigenous people in the north; we all lived in community together," she says.
"My parents taught me that we were visitors and that we should take our lead from Elders and Indigenous people. This gave me a much stronger relationship to the land and to the community."
.jpg "Yukon Border")
Heidi received her Bachelor of Arts and Science and Bachelor of Education in 2010. She's happy to be teaching in Yukon, where she spent part of her childhood. Above, she stands beside her mother who's holding her little sister.
Both of Heidi's parents were educators. "As a young child, I loved being in the classroom with them, surrounded by books and chalkboards."
These early experiences made her want to be a teacher, but Heidi first tried out several different careers before embarking on an education degree as a mature student.
"I started at a large university close to Toronto—by that time, my family had moved to southern Ontario—but I found it hard to be in such an impersonal environment."
Stepping into a New World
Things changed when her mother told her that a university would be opening in Orillia.
This news prompted Heidi to enrol in Lakehead Orillia's Bachelor of Arts and Science program (specializing in biology and anthropology) and concurrent Bachelor of Education program.
She began her studies in 2006, becoming a member of Lakehead Orillia's charter class.
"It was perfect. The professors had high expectations, but they offered great support, and the classes were small.
(1).JPG "2025 Lakehead Celebrates Awards Ceremony in Orillia")
Heidi (4th from the left) received an Exceptional Alumni Award at an October 25, 2025, ceremony at Lakehead Orillia. "It was lovely to be back again. The ceremony was heartfelt and true to the Orillia way."
I remember every single one of my instructors. Anthropology Professor Dr. Tim Kaiser's belief in me and his passion for his subject were inspirational. Biology professor Dr. Nanda Kanavilil was incredible, too. He always wanted us to strive for the deepest understanding of genetics and biology."
Nurturing Children's Self-Worth and Curiosity
In her role as a whole child coach, Heidi works with First Nation School Board education assistants and teachers committed to using a holistic lens with their learners.
Through her coaching, she enables educators to support students academically, culturally, and cognitively to create the sense of safety that's necessary for a supportive learning environment. "Historically, school hasn't been a safe space for Indigenous children," she explains.
.jpg "Fall Camp")
First Nation School Board students at a fall camp that helps them stay connected to their culture and language through activities including setting fish nets, moose hunting, duck hunting, camp meal prep, and storytelling.
This fall, Heidi returned to the Orillia campus to receive an Exceptional Alumni Award for her transformative work as an educator. "I was very honoured and surprised," she says.
"I want to fan the flame of kids' passions and interests," she adds. "Helping children discover who they are gives me my sense of purpose."
Celebrating Lakehead’s Teaching Award Winners
Where would we be without teachers?
Most of us have been taught by at least one educator who inspired us with their knowledge, changed the way we saw the world, and helped us believe in ourselves—even when we didn't.
That's why, every year, Lakehead honours outstanding faculty and staff members whose commitment to teaching helps their students excel.
Read on to meet Lakehead's most recent award recipients and discover why these educators deserve a round of applause.
Distinguished Instructor Award Recipient
Dr. Sam Salem
Civil Engineering
"Teaching with purpose—inspiring minds and shaping futures—is my foundational principle. Even if my day has been tough and I'm feeling exhausted, once I'm in the classroom and see the excitement in students' eyes, my tiredness disappears."
Favourite Class to Teach:
Any class that is practical and interactive, emphasizing real-life applications over theory alone. I often use visuals, real engineering examples, and open discussion to simplify complex concepts and engage students. By encouraging questions, ethical awareness of public safety, and hands-on learning, I help students connect classroom knowledge to real-world structural engineering with a strong sense of responsibility.
Proudest Teaching Accomplishment:
"Even though it's wonderful when my students get good grades, what makes me most proud of them is when they try hard and ask questions. It shows me that they want to learn. For me, teaching is a work of the heart. You have to love what you teach in order to inspire students."
Contribution to Teaching Award Recipients
Dr. Davut Akca
Interdisciplinary Studies (Criminology)
"I love teaching because it allows me to share my knowledge, research, and professional experience with new generations while learning alongside them. It is deeply rewarding to witness students grow, gain confidence, and find their career paths. Teaching also keeps me intellectually engaged and up to date in my research field.
Favourite Class to Teach:
One of my favourite classes is the highly hands-on Investigative Interviewing course. Students apply evidence-based interviewing techniques, conducting mock interviews in a separate classroom while their peers observe and later provide structured feedback. It allows students to experience professional-level skill development.
Proudest Teaching Accomplishment:
Consistent student feedback highlighting the practical and engaging nature of my courses. One student wrote: "Dr. Akca is a great prof and clearly explains the course materials." Comments like this affirm my belief that—in an era of easy access to information—creating meaningful opportunities to apply knowledge is what truly supports student learning and professional growth.
Dr. Ahmed Elshaer
Civil Engineering
"I enjoy helping students see the real world through engineering. The classroom becomes a place where curiosity grows, ideas turn into projects, and students start thinking like problem solvers. Teaching allows me to guide them through challenges and share the excitement of learning."
Favourite Class to Teach:
Either Wind Engineering, Engineering Optimization, or Artificial Intelligence. Wind Engineering is inspiring because students learn how wind interacts with real structures and how engineering decisions shape resilience and safety. Engineering Optimization and Artificial Intelligence empower students to solve complex problems using modern tools and data-driven thinking.
Proudest Teaching Accomplishment:
Students often mention that the clarity and energy in the classroom helped them succeed in courses they once worried about. I've had students explain that my teaching helped them choose engineering as a career path with confidence. It means a lot to know that one of my courses changed how they see themselves and what they believe they can achieve.
Dr. Kathryn Walton
English
"I love being able to create courses that not only teach students fundamental skills and ideas, but also inspire them to think deeply and intricately about English literature, its history, and its continued relevance today. Most of all, I love being able to interact with students on a day-to-day basis in the classroom."
Favourite Class to Teach:
I love teaching children's literature because students come into class with very set ideas about what it is (purely simplistic and fun). I tear down that assumption with an intense critical, historical overview of children's literature from the Middle Ages to today. It's very rewarding to get students to think more deeply about these seemingly simplistic works and how much attitudes towards children have shifted.
Proudest Teaching Accomplishment:
I am proud of any and all student engagement, but I am most proud when students are inspired to pursue graduate studies because of my teaching and materials.
Brian Weishar
Education
"My courses involve a lot of social interaction. I think it's important to build a community within the classroom. So one of the things I love about teaching is seeing the connections and discoveries that come out of that social interaction. It's a real gift to be a part of that."
Favourite Class to Teach:
"Each course offers something special. In the Classroom Management, Evaluation and Planning course, we spend a good portion of the time thinking about and practicing how to design learning. This feeds into the teacher-candidate placement. I get to 'follow' some of the students out into their placements, as a faculty advisor, and see them transfer what they've learned into action."
Proudest Teaching Accomplishment:
When teacher candidates come back from placement, after they've been in my course, and share the things they applied when they were out in the field. I love seeing the impact that they're making on their own as learners.
Other Contribution to Teaching Award Recipients:
Kaitlin Adduono, Nursing
Professor Tenille Brown, Law
Teaching Innovation Award Recipients
Mohit Dudeja
Education
"I love teaching because it enables me to transform learning into a creative, political, and collective experience. It allows me to design learning environments that question dominant narratives, centre underrepresented voices, and invite students to interrogate how power operates in our own lives and communities."
Favourite Class to Teach:
My favourites are activism courses, such as Gender & Climate Activism and Sexual Activism & Politics, that take unconventional and justice-oriented pedagogical approaches that position students as political actors rather than observers. Activism is a survival practice for me. I have been a fighter from an early age, and the battles I have lived through shape how I teach."
Proudest Teaching Accomplishment:
At the end of our 2025 Activism in Education play, the room echoed with claps and many were in tears. It wasn't the kind of emotion that comes from performance alone, but from recognition. Students had seen their lives, struggles, and unspoken truths reflected back to them.
Dr. Taryn Klarner
Kinesiology
"What I love most about teaching is the relationships. I care deeply about my students as people first, and I always try to position myself on their side. Together we face the course material and assignments. When students feel seen, safe, and supported, they're more willing to get involved and engage with everything."
Favourite Class to Teach:
Any class where I can use hands-on, experiential learning. I've found that learning really comes alive when students can touch, experiment, move, and engage. Hands-on activities—like our KNIT innovation—help break down barriers, build confidence, and make the content feel meaningful.
Proudest Teaching Accomplishment:
When students tell me that they feel genuinely supported and cared for in my classroom. Hearing that reminds me why this work matters so deeply because when students feel supported, they're not just getting through school, they're learning to believe in themselves and their potential. This is our highest calling as teachers.
Professor Larissa Speak
Law
"I hope that my teaching practices help build the capacity for settler students to better understand Indigenous perspectives and laws. I also really value the relationships I've built with Indigenous students—their contributions shape my teaching practices."
Favourite Class to Teach:
Indigenous Perspectives because it has a land-based learning component—the Gaa-maada'ooniding Law Camp. This class gets all of us out on the land and engaging with local knowledge holders about treaty history, respect, medicine teachings, and language. I'm very grateful for our partnership with the School of Indigenous Learning (SOIL), which makes this class possible.
Proudest Teaching Accomplishment:
After my first year teaching, an Indigenous law student gifted me an eagle feather to recognize my contributions to teaching at the law school. As a new instructor, this was a very encouraging and generous gift, grounded in Anishinaabe practices. I continue to care for this feather and to bring Anishinaabe practices and knowledges into my teaching.
Other Teaching Innovation Award Recipients:
Kristen McConnell, School of Nursing
Teaching Support Award Recipient:
Adam Humeniuk, Teaching Commons
Congratulations to all the 2025 recipients of Lakehead's highest teaching honours!
Winter Safety
Stay Safe, Prepared, and Informed
Snow, ice, and reduced visibility can create hazardous conditions both on campus and while travelling. All university community members are urged to plan ahead, use caution, and follow safety advice at all times.
Your Safety Comes First
To help prevent slips, falls, and travel-related incidents, please follow these important safety reminders:
Use only cleared and maintained entrances, sidewalks, and pathways. Avoid shortcuts, snow-covered areas, or unmaintained routes.
Wear winter-appropriate footwear with good traction and dress for the conditions.
Leave yourself plenty of time to get to your class, meeting or car/bus, and avoid rushing.
Use extra caution in parking lots and on sidewalks, as fresh snow can conceal ice.
When conditions are uncertain, use the closest cleared building entrance.
For more information on Snow Removal and other facility concerns, contact Physical Plant.
Driving Safety Tips:
Drive slowly and allow extra stopping distance.
Turn on headlights to improve visibility.
Clear all snow and ice from your vehicle before driving.
Watch for pedestrians, snowplows, and other vehicles.
Reporting Hazards
Report any safety concerns right away. That way, we can help keep everyone safe. Find the reporting method for your campus below:
Thunder Bay: Report icy or slippery roads, parking lots, sidewalks, or indoor puddles to Work Orders or Security Services at security@lakeheadu.ca or 807-343-8569.
Orillia: For security or parking-related concerns, please visit or contact Security Services at orsecure@lakeheadu.ca or 705-330-4028.
If You Experience a Slip or Fall
If you experience a slip, trip, or fall on campus—even if no injury is immediately apparent—please report the incident as soon as possible using Lakehead University’s online Incident Report Form. Timely reporting helps ensure appropriate follow-up, hazard mitigation, and support where needed.
The Incident Report Form can be accessed:
Through the MobileSafety App, or
Directly via the online incident reporting link
Be Prepared:
Consider keeping a winter survival kit in your vehicle, including:
Phone charger
Water and non-perishable food
Flashlight
Blanket and warm clothing
Jumper cables
Shovel
Traction mats or sand
Candles and matches or a lighter
Snow brush and ice scraper
Cancellations and Campus Closures
The University closely monitors winter weather and road conditions across our regions. Decisions to cancel in-person classes or exams, or to close campus (except for required services), will be communicated through:
The MobileSafety App (push notifications)
Lakehead email accounts
Alert banner on the lakeheadu.ca website
The Bulletin
Lakehead University social media (Facebook and Instagram stories)
Local media outlets
Direction from your immediate supervisor (where applicable)
We strongly encourage all community members to download the MobileSafety App (available in the Apple Store and Google Play) and enable push notifications under About / Preferences.
For more information on campus closures, please review the Campus Closure/Class Cancellation Policy.
Attendance, Work, and Academic Considerations
Winter conditions can vary significantly by location. Please use your best judgment and prioritize personal safety.
Employees who are unable to attend work or expect to be late due to weather must notify their immediate supervisor as soon as possible. In discussion with their supervisor, options may include:
Working from home (in accordance with Alternate Work Arrangement Guidelines)
Making up lost work time through flexible hours
Using lieu time (where applicable)
Using vacation leave
Taking leave without pay
Students who are unable to travel safely should notify their professor or instructor as soon as possible to discuss alternative arrangements.
Employees are encouraged to review the Campus Closure/Class Cancellation Policy, which outlines expectations and entitlements, including provisions for units required to remain on campus during closures.
Additional Resources
For helpful winter preparedness tips for home and travel, visit:
Winter Storms – Get Prepared
Working in the Cold: Risks and Prevention
Open Session - Any College or Polytechnic
Learn everything you need to know about Lakehead University's post-diploma Bachelor of Engineering (BEng) pathways designed for graduates of engineering technology diploma programs
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