Nadine Simpson

Graduate Student

Question 1: I believe that I would be an excellent candidate to be considered as a Student Governor because:

I possess a rare and valuable combination of lived experience, professional practice, and scholarly leadership that can strengthen student governance in ways that are both strategic and grounded.

My deep equity-informed leadership comes from my community work in providing peer support and systems navigation, and as a researcher my work centres on equity-owed populations: women, families, people living in social housing, and those navigating intersecting barriers related to health, poverty, gender, trauma, and access. This equips me to bring an intersectional, systems-level lens to governance decisions that affect diverse student populations.

I do not work for the university in other areas, which allows me to bring a fresh perspective to the table. Alternatively, I have proven experience navigating complex systems. I have firsthand experience engaging with academic institutions, healthcare systems, housing providers, and government bodies, which gives me credibility and insight into how policy decisions translate into real-world impacts, especially for students balancing caregiving, financial strain, disability, or mental health challenges.

Question 2: I have the following skills and experiences which would be beneficial in my role as Student Governor:

I bring strong strategic and systems thinking skills, with the ability to analyze how institutional policies, funding decisions, and governance priorities shape student experiences in practice. My background in research and community-based work supports evidence-informed decision-making, allowing me to interpret data, assess risk, and contribute meaningfully to board discussions. I am skilled in policy analysis and knowledge translation, synthesizing complex information into clear, actionable recommendations that support accountability, sustainability, and student success.

I also bring a deeply equity- and intersectionality-informed approach to leadership, ensuring that governance decisions consider their impacts on diverse student populations, including mature students, caregivers, students with disabilities, and those facing financial or structural barriers. My strengths in stakeholder engagement, ethical judgment, and collaborative communication enable me to listen across perspectives, represent under-heard voices responsibly, and contribute thoughtfully within formal governance environments while upholding fiduciary and institutional responsibilities.

Question 3: If elected to the Board, what would you like to gain from the experience and/or what skills would you like to further develop?

If elected to the Board, I hope to gain direct experience in institutional decision-making at the board level, including how universities balance academic priorities, financial stewardship, risk management, and equity commitments. I am particularly interested in understanding how strategic plans, budgets, and policy decisions are developed, debated, and approved, and how student perspectives are meaningfully integrated into those processes. This experience will deepen my understanding of how governance structures influence access, inclusion, and long-term institutional sustainability for distinct student groups.