For Shilo Chislett, a recent visit to Rankin Inlet, Nunavut was both a homecoming and an opportunity to inspire the next generation.
As an MEng graduate student in ChemE and an NSERC Indigenous Student Ambassador, Chislett travelled to her hometown this spring to speak with students at Maani Ulujuk Ilinniarvik (MUI) High School about STEM, higher education and the opportunities available beyond high school. The visit was part of the NSERC Indigenous Student Ambassadors program, which supports Indigenous students in sharing their experiences and promoting STEM education within Indigenous communities.
Born in Rankin Inlet and raised in both Nunavut and later Stephenville, Newfoundland, Chislett understands the unique challenges and opportunities that come with growing up in remote communities. For her, returning to Rankin Inlet as a graduate student and researcher carried special significance.
“I wanted students there to see someone who came from the same community and pursued higher education and research,” she says. “Sometimes opportunities can feel distant when you live in such a remote community, and I hoped that sharing my experiences would make those pathways feel more accessible.”
From remote communities to graduate studies
Chislett has long been interested in STEM, but it was during the COVID-19 pandemic, while she was in Grade 11, that she developed a particular interest in microbiology. That passion ultimately led her to the University of Toronto, where she completed double majors in Molecular Genetics & Microbiology and Immunology, along with a Certificate in Sustainability.
During her undergraduate studies, she became involved in research projects spanning both infectious disease and environmental microbiology. She worked at the Emerging Pandemic Infections Consortium (EPIC), studying a bacterial protein involved in Bovine Respiratory Disease, before joining BioZone in ChemE, where she researched bacterial-signalling regulation of the marine carbon cycle.
Those experiences led her to pursue graduate studies in ChemE. Chislett, who is expected to graduate from the MEng program in October 2026, says the interdisciplinary nature of the program has allowed her to build on her interests in both environmental and health-related research.
“Working in both of these fields is what led me to pursue ChemE for my graduate studies because of how interdisciplinary the program is,” she says. “It has allowed me to continue to incorporate my interests at the intersection of both environment and health.”
Like many students transitioning from smaller communities to a large research-intensive university, Chislett initially found the adjustment challenging.
“I wanted students to know that there isn’t one perfect path into STEM,” she says. “I was honest about the challenges I faced during my transition to U of T, and how I felt behind my peers during my first year.”
Through mentorship, research opportunities and a strong support system, she found her footing—an experience she hoped would resonate with students she met in Rankin Inlet.
Creating pathways into STEM
Chislett visited MUI High School on May 28, where she met with Principal Kylie Curry and spoke with students about her educational journey, university life and the many pathways available after high school.
Rather than encouraging students toward a specific career or educational path, her goal was to broaden their understanding of the opportunities available to them.
“My main goal wasn’t necessarily to convince students to pursue STEM or attend university,” she says. “I wanted them to leave knowing that opportunities exist for them, whatever path they choose.”
Growing up in a remote community can sometimes make future possibilities feel out of reach, she explains. During her presentation, she highlighted the scholarships, programs, mentors and support systems available to students pursuing their interests after high school.
“Whether that’s university, trades, research, or something else, where they come from doesn’t have to limit where they go.”
As part of the discussion, Chislett also introduced students to research taking place in the North, including the Canada-Inuit Nunangat-United Kingdom Arctic Research Programme (CINUK), which focuses on climate change and health in the Canadian Arctic while incorporating Inuit knowledge and perspectives.
“What stood out to me most was being able to talk about research happening in the North and seeing how directly it connected to the students’ own community,” she says. “It felt meaningful to connect broader scientific work to something that is directly tangible to them.”
The importance of representation
For Chislett, outreach initiatives like the NSERC Indigenous Student Ambassadors program play an important role in helping students see themselves reflected in STEM.
When she was in high school, she says, hearing from someone with a similar background would have helped her better understand the educational pathways available to her.
“Representation matters because it’s easier to imagine yourself in a role when you’ve seen someone with a similar background succeed in it,” she says. “For students in northern or remote communities, opportunities in STEM can sometimes feel distant or inaccessible.”
She credits many mentors throughout her life—including family members, teachers, professors, coaches and research supervisors—with encouraging her to pursue opportunities that shaped her educational journey. The experience in Rankin Inlet prompted her to reflect on the role she can now play for younger students.
“I’m still learning myself, but if sharing my experiences helps a student feel more confident about pursuing their own goals, then that’s something I’m proud of.”
A meaningful homecoming
Beyond the school visit, the trip gave Chislett an opportunity to reconnect with the community where she was born. She spent time exploring Rankin Inlet, revisiting places from her childhood and reconnecting with family friends.
Returning in a new capacity—as a graduate student, researcher and STEM ambassador—was an emotional experience.
“Returning to my hometown really made me reflect on everything that has allowed me to be where I am today,” she says.
One of the moments that stayed with her most was meeting teachers who had known her as a child and seeing how much had changed over the years.
“Being back in my hometown in a completely different role felt both surreal and meaningful.”
As Canada recognizes National Indigenous History Month, Chislett hopes her experience highlights the importance of creating meaningful pathways into STEM for Indigenous students and students from northern and remote communities.
“Creating pathways into STEM isn’t just about increasing numbers—it’s about ensuring students feel supported, welcomed and empowered to succeed once they get there,” she says. “Talent exists everywhere; students from northern and remote communities have so much potential, and creating accessible pathways into STEM helps ensure that potential has the opportunity to grow.”
Looking ahead, Chislett hopes to remain involved in outreach and return to Nunavut for future opportunities to connect with students and communities.
“I would love to return to Nunavut and participate in similar outreach or research opportunities in the future,” she says. “Being able to reconnect with the community while supporting students was very rewarding.”