RSI Celebrates the Class of Fall 2025
The Rehabilitation Sciences Institute proudly celebrates their newest MSc & PhD graduates and all they have accomplished during their studies.
As they prepare to bring their rehabilitation knowledge and skills into the health care field and beyond, two graduating students reflect on their experiences as part of the RSI community, sharing the moments that shaped their journey and their aspirations for the future:
Lianna Montanari, MSc Graduate
Before beginning my master’s studies, I completed an Honours Bachelor of Applied Science and Diploma in Fitness and Health Promotion at the University of Guelph-Humber. Building on the foundation of my graduate research, I’ve continued my academic journey as a first-year PhD student at the Rehabilitation Sciences Institute, conducting my research through the KITE Research Institute under the supervision of Dr. Jennifer Campos. My work focuses on the cognitive health of older adults with sensory impairments, such as hearing loss, and examines how these impairments influence mobility and overall functional well-being.
In 2019, my grandmother was in a car accident which left her in critical condition. After surviving, the injuries that she had sustained required her to undergo several surgeries and an inpatient rehabilitation program at Toronto Rehabilitation Institute. It was ultimately the rehabilitation strategies implemented that gave my grandmother her life back, and I couldn’t help but wonder about the research that must have been conducted to inform said strategies. This experience therefore motivated me to pursue a career in Rehabilitation Science, with a specialization in aging
Securing the Canada Graduate Scholarship – Masters from the Natural Sciences and Engineering Research Council of Canada (NSERC) was my most memorable moment in the program because it was my first major academic award. It gave me the confidence and resources to pursue my goals at a higher level, and it validated the hard work I had put into my research up to that point. That recognition pushed me to keep striving for excellence in my academic journey
I would tell first-year self to believe in herself and her abilities! It is natural to feel overwhelmed initially, but viewing challenges as opportunities for growth is essential. I would also emphasize the importance of seeking guidance and building professional relationships, as they are invaluable throughout one’s academic journey
I have always been passionate about mentorship, and I hope to teach at an academic institution in some capacity. Sharing knowledge and guiding students through their learning journeys is something I find deeply rewarding. I aim to combine teaching with active research to contribute meaningfully to my field while inspiring and supporting the next generation of scholars.
Emily Wood, PhD Graduate
I completed my undergraduate degree at Wilfrid Laurier University in the department of Languages and Literatures, with a focus on French, Spanish and German linguistics, translation and texts. To bridge my interest in languages, healthcare and education I decided to pursue a career in speech-language pathology and earned my clinical master's degree from McGill University. I practiced with pediatric populations, primarily in school-based contexts for seven years full-time before returning to graduate school here at the University of Toronto to pursue my PhD at the Rehabilitation Sciences Institute (RSI) under Dr. Monika Molnar's supervision. My PhD research integrated my personal and professional interest in bi/multilingualism and drew on my clinical experiences in literacy assessment and instruction in school systems. I focused on developing more equitable, valid and linguistically appropriate early literacy assessment tools for bi and multilingual children.
My clinical experiences working in schools inspired me to pursue a PhD, where I could deepen my understanding of how research can improve assessment and intervention practices for children. I had questions and ideas about practice I wanted to answer, and I was motivated to contribute to scholarship and make changes to literacy assessment practices for bi and multilingual students. I had established connections with the University through supervising clinical students on placements at the school board where I worked, and by guest lecturing in the department of speech-language pathology. This is how I learned about Rehabilitation Sciences Institute (RSI) and ended up attending an information session about the program. It was a big step for me to leave my established career as a permanent full-time clinician in the school system, and return to graduate school, but it was undoubtedly the best decision for me as RSI is recognized as one of the leading programs in North America, bringing together world-class faculty, interdisciplinary research opportunities, and strong clinical and academic partnerships.
Some of my most memorable moments from my time as a PhD student at RSI include publishing my first first-author paper, winning an international grant from the education technology company Duolingo, organizing our yearly Graduate Language Research Day conference with my supervisor and lab mates and getting the chance to talk about my research at the provincial 3MT (Three Minute Thesis) competition. Other memorable moments include receiving my first rejection on a paper (ouch!), spending hours and hours struggling with R code, and writing, rewriting and formatting my manuscript drafts and my thesis in preparation for my defense. Reflecting on these memories, the lesson for me is that in academia there will always be highs and lows, but both are essential parts of the process. You learn and grow from the struggle, the losses or rejections, and you celebrate and build on the wins and successes. I want to keep that mentality with me as I progress throughout my career.
I think if I could offer one piece of advice to my first-year self it would be to not let the impostor syndrome or feelings of inadequacy hold you back. While I had a lot of clinical experience, I was relatively new to research, and I worried about how that might affect my performance in the program or in academia more generally. I’d remind my first-year self to stay curious, ask questions, and trust that the skills and confidence will grow in time.
In September of this year (2025) I began my position as an Assistant Professor, Teaching Stream in the department of Speech-Language Pathology here at the University of Toronto. This was a lifelong goal of mine, and I could not be happier that I am able to stay connected to the Rehabilitation Sciences Sector and to the University of Toronto.