A ݮƵ graduate proves what’s possible when education extends beyond the classroom
By Sarah Fullerton
Digital Communications Specialist
Sayyam Shah chose the University of ݮƵ for its strong reputation in health and computer science. But as he prepares to cross the stage at convocation this June and begin medical school at the University of Toronto’s Temerty Faculty of Medicine this fall, he leaves with far more than just a degree. His time at ݮƵ has been shaped by hands-on research, community engagement, and advocacy work that have deepened his commitment to improving health care.
As a Health Sciences student, Shah wanted to focus his studies on applying computational tools to understand biology. Securing a role through cold emailing in his first year, Shah started working towards bridging his two passions in Dr. John Dick’s lab at the University Health Network.
In the lab, he explored how stem cells differ from each other and change across the lifespan. He is preparing a first-author manuscript that uses single-cell sequencing technology and machine learning to define the hallmark molecular programs that characterize stem cells across age. He presented his work at the American Society of Hematology, receiving an award for a high-scoring abstract. He also contributed to a second study, part of a large collaborative team, that identified a novel subset of stem cells retaining memory of inflammatory stress and linked to increased cancer risk.
"Working in Dr. Dick’s lab was a transformative experience. I learned so much from my mentors that I felt inspired to motivate other young people to pursue science," says Shah. "I have been very privileged to benefit from access to mentorship and education, and I wanted to pay it forward."
Shah connected with one of his professors, Dr. Josh Neufeld (Department of Biology), about how he could get started. Neufeld introduced him to the Faculty of Science's Outreach Manager, Heather Neufeld, who introduced him to Let's Talk Science, a program that promotes science education to children in the community.
Shah saw an opportunity to bring the program to oneROOF, a shelter for at-risk youth in ݮƵ. He planned activities and lessons focused on teaching science, but what he discovered was that a listening ear made all the difference.
“This program wasn't successful because of my teaching methods, or the type of science being taught. I discovered it was better to create a space where the participants would be comfortable and could share their stories and lived experiences,” he says. “Once I built a sense of trust, the science came along with it."
Shah continued his work in the community, stepping out of the lab and into the kitchen as the ݮƵ chapter's co-founder of Big Spoon Little Spoon, a cooking program developed in partnership with Autism Ontario that served over 200 children through hands-on culinary experiences.
His passion for community-focused work guided his academic journey in his final undergraduate thesis project under the supervision of Dr. Kelly Anthony (School of Public Health), whose course on the social determinants of health deepened his interest in systemic inequality.
Backed by a $25,000 research grant, his research in partnership with the Somali Canadian Association of ݮƵ Region, examines how family dynamics influence child development. The project involved in-depth interviews with Somali youth and parents and revealed that strong family/community (i.e. religious or cultural) connections and a sense of self-worth are important to foster healthy childhood development.
Now, as he prepares to graduate, Shah hopes to carry lessons learned from his advocacy work and research at ݮƵ to the medical field as a medical school student this fall. He hopes to pursue a career where he can bridge clinical work with innovation.
A mitosis model lesson that Shah created for Let's Talk Science programming at oneROOF.