Holly Nelson M.A. 

Holly received her master’s in developmental psychology at Wilfrid Laurier University in 2021. Her master’s research focused on the use of mental-state talk in parent-child reminiscing and storytelling and its association to children’s source-monitoring skills and mental-state understanding. She completed her honour’s degree in child and youth studies at Brock University where she examined parenting, perfectionism, and child well-being. Holly is very interested in early childhood development and parental influence. At Laurier, Holly was a TA for undergraduate statistics, a peer support volunteer, and a co-supervisor for a fourth-year student. She has a passion for working with children and families and aspires to apply her learnings into educational, legal, or clinical settings.

Krystene Green

Krystene Green graduated from Wilfrid Laurier University April 2021, majoring in Honours Psychology, Forensic Specialization and minoring in Criminology. She obtained a spot on the Deans Honour Roll upon graduation, in the Faculty of Human and Social Sciences. Krystene is currently enrolled in the Forensic Identification program at Humber College, studying forensic science and crime scene techniques and applications. In the future, she hopes to pursue her Masters in Criminology.
In the lab, Krystene started out with a summer NSERC position as a Research Assistant, helping with a few different projects over the summer. She continued to volunteer during the school year of her final year. She is very appreciative for the opportunity she had to contribute to the lab as a Research Assistant and to work with such an amazing team!

Kaitlyn Butterfield, MA

Kaitlyn received her Masters in the Development Psychology Program at Wilfrid Laurier University. She has a passion for child psychology, notably those with neurodevelopmental disorders. In 2018, Kaitlyn graduated from the University of Ottawa with an Honours Bachelor of Arts, Specialization in Psychology and Minor in Communication. Her thesis research focused on the inclusive nature of mindfulness in the classroom, specifically comparing beneficial outcomes in children according to their level of executive function. She hopes to establish a tailored mindfulness curriculum, complementing the one-size-does-not-fit-all nature of mindfulness. In addition to her thesis work, Kaitlyn spends her time teaching an undergraduate statistics lab, working as a clinical intern in a local private practice, collaborating with interdepartmental research labs, and presenting self-initiated research projects at multiple conferences across Canada. She aspires to build from her current and future education, training, and research as she moves toward completing her Masters degree, entering an accredited Clinical Psychology doctoral program, and becoming a clinical child psychologist.

Dr. Kathy Zhang, PhD

Kathy received her PhD in the Developmental Psychology program at Laurier. She received her Bachelor of Mathematics degree from the University of Waterloo and Master of Science degree in Psychology from National Taiwan University. Under Dr. Yee-San Teoh’s supervision, Kathy’s Master’s thesis examined the effects of anatomical doll on Taiwanese children’s recall of a repeated event. She enjoys working with children of all ages and is thrilled to have joined Dr. Kim Roberts to further her research in children’s memory.

Representative Research
  • Zhang, HH, Roberts, KP, & Teoh, YS (2019). Children's recall and source monitoring of a repeated event using a timeline as an interview aid. Applied Cognitive Psychology, 33(2), 176-187.
  • Qi, H, Zhang, HH, Hanceroglu, L, Caggianiello, J, & Roberts, KP (2018). The influence of mindfulness on young adolescents' eyewitness memory and suggestibility. Applied Cognitive Psychology, 32(6), 823-829.

Dr. Vivian Qi, PhD

Vivian completed her doctoral program in Developmental Psychology at Laurier (2015-2019). She is now a Ph.D. student in Clinical Psychology at UBC (2019 - current). Her broad research interest lies in the influences of socio-cultural background on children's cognition, interpersonal relationships, and psychological wellbeing. Under the supervision of Dr. Roberts, Vivian conducted various cross-cultural studies with a focus on the influences of macrosystem (i.e., social and cultural values) on children and adolescents' autobiographic memory. Through these research experiences, Vivian developed a strong interest in looking at the impacts of microsystem (i.e., the immediate environment, such as school and family) on children. That is why she decided to pursue more training in clinical psychology. Her recent project investigated the bidirectional associations between cross-racial friendships and children's social and academic adjustment. She hopes that her future research could help understand improve minority and immigrant children's social and academic adjustment.

ORCiD: https://orcid.org/0000-0002-6800-4492

Melantha Lin

Melantha is a third-year Psychology  undergraduate student with a minor  in Sociology. Melantha has experience as a volunteer teacher in a primary school and has also volunteered in other children's programs. Because she loves to work with children, Melantha appreciates the opportunity to work in the Child Memory Lab. With an interest in how children's memory differs from adult memory, and the effects child memories have later in life, Melantha is excited to play her part in this wonderful team and work with children. Her plan in the future is to pursue a graduate degree in Social Psychology or Counselling Psychology.

Katelynn Glofcheskie

Katelynn volunteered in the Child Memory Lab as a placement student during her time at Bluevale Collegiate Institute. Katelynn's ambition to gain knowledge and experience in the field of developmental psychology lead her to this co-op placement. Katelynn's goal after high school is to pursue a bachelor's degree in Psychology and a minor in Criminology. She then hopes to continue her studies by completing a master's and PhD in Forensic Psychology. She aspires to become a police or military Psychologist. Her love for helping people and understanding the mind has helped her to find the right psychology path to take.

Alexandra Osborne

Alexandra graduated from Wilfrid Laurier University in the Honors Psychology: Research Specialist program (BA). Alexandra has experience as a leader in children’s ministry at her local church (Sanctus Church). At Laurier, she has also volunteered as a preschool teacher’s assistant at OpenSesame Headstart Preschool (Waterloo). The connections made and knowledge gained fueled her aspiration to support children and youth succeed academically, socially, behaviorally, and emotionally. After completing her undergraduate degree at Laurier, Alexandra has graduated from the OISE graduate program in Developmental Psychology and Education and is working as an Instructor therapist at the Portia Learning Centre. She is currently working toward becoming a  psychological associate and obtaining the supervised practice certification.

Raha Moradhasel 

Raha completed her Bachelor's degree in Psychology at Wilfrid Laurier university, where she conducted a direct study with Dr. Roberts on children’s well-being at the Child Memory Lab. After finishing her degree, she pursued graduate studies in business and she recently completed her MBA.  She is currently working as a Business Process Analyst in Information and Communication technology at Laurier. Although her path has shifted a bit, she has been looking at psychology with a different lens that expands her understanding of business strategies, and human mindset in a technology and business setting. Working with Dr. Roberts and the child memory lab members has been the most enjoyable part her undergrad.

Mackenzie Hills

MacKenzie is currently in her third year at Wilfrid Laurier University pursuing her degree in the Honours BA Psychology program with minors in Education, Philosophy, and Environmental Studies; with the additional Co-op and Sustainability options. Moving forward, MacKenzie hopes to further her education to achieve either a Master’s Degree in Developmental Psychology or Educational Psychology after her bachelor’s degree. Her cooperative education placement at Family Services over the summer of 2016 especially was an eye opener that drove her passion in developmental psychology. During this experience, she worked within the field of counselling and child developmental services by coordinating access to various supports for children and adolescents with complex needs. She is very excited to be a part of the Child Memory Lab this year and values the opportunity to work alongside Dr. Roberts to further her knowledge and be exposed to the Research Specialist side of her degree.

Hannah Cowan

Hannah graduated from The School of Law at Queen Mary University of London in 2021. Prior to studying law, she completed an undergraduate degree in Kinesiology, with a minor in Psychology from Wilfrid Laurier University. In both 2015 and 2017, Hannah was a recipient of the NSERC Undergraduate Student Research Award (USRA). Receiving these awards enabled her to assist with various mental context reinstatement (MCR) and repeated-event memory studies under the supervision of Dr Roberts. Hannah attributes much of her interest in Law to Dr. Roberts, her research, and its relevance to criminal investigations in Canada. Hannah is thrilled to have found her passion in the legal profession and is currently working in compliance at a corporate law firm in Toronto.

Lerna Hanceroglu, MA

Lerna completed her Master’s in Developmental Psychology at Wilfrid Laurier University under the supervision of Dr. Kim Roberts. She has broad interests within the field of developmental psychopathology, including the development of internalizing (e.g., anxiety) and externalizing (e.g., aggression) problems in children and adolescents, as well as prevention/intervention programs to treat such problems. Her thesis research examined the effects of a school-based mindfulness program on children’s mental, physical, and emotional states, as well as children's ability to recall events during forensic investigations. Prior to her Master's, she completed her undergraduate degree in Psychology with Honours from York University, where her thesis examined the effect of mindfulness on adolescents’ levels of self-esteem. Currently, Lerna is a Ph.D. student in Clinical Child Psychology at the University of Windsor. She completed another Master's thesis that focused on the bidirectional relationship between maternal depressive symptoms and aggression in young children. She aims to translate what she learns from her research into practice to assist youth and their families with complex needs. 

Dr. Becky Earhart, PhD

Becky completed her PhD in the Fall of 2016. She completed her undergraduate degree at Western University in the Honours Psychology program. Becky's undergraduate thesis looked at children's memory for the frequency of details in a series of repeated events, and she was excited to come to Laurier to continue studying children's memory with Dr. Kim Roberts. Becky's Masters thesis examined young children's source monitoring abilities, and specifically whether asking about sources serially versus parallel influences their ability to tag information with the source where they learned it. Her other research interests include children's spatial and temporal memory, source monitoring training techniques, and children's "don't know" responses during forensic interviews. Becky is currently collaborating with Dr. David La Rooy at the University of Abertay in Scotland. 

Representative Research

  • Earhart, B., La Rooy, D., Brubacher, S.P., & Lamb, M.E. (2014). An examination of "Don't Know" responses in forensic interviews with children. Behavioral Sciences & the Law. doi:10.1002/bsl.2141
  • Earhart, B. & Roberts, K.P. (2014). The role of executive function in children's source monitoring with varying retrieval strategies. Frontiers in Psychology. 5(405), 1-12. doi:10.3389/fpsyg.2014.00405

McKenzie Vanderloon, MA

McKenzie completed her Masters in the Fall of 2016. McKenzie’s Masters Thesis investigated children’s memory for repeated events and in particular, how the scripts we form in our minds (e.g., we have a script for grocery shopping-grab a cart, get vegetables, then frozen foods, and then pay)  influence our memory.  McKenzie examined if asking about a ‘different’ time’ that deviates from our usual script (e.g., one time you forgot your wallet at the grocery store)  helps improve memory accuracy compared to just asking children about ‘usual’ times (any given time grocery shopping). These results will be beneficial for how investigative interviewers can ask effective questions to help children testify accurately in court and therefore be credible witnesses. Since graduating from WLU and the child memory lab, McKenzie went on to complete her PhD at Western in their School and Applied Child psychology program. She graduated in 2020 and completed all her licensing examinations and is currently registered with the college of psychologists of Ontario. She is currently practicing as a school and clinical psychologist, working with children and adolescents. She provides treatment for anxiety disorders, depression, OCD, ADHD, and Tourette Syndrome. She also provides psycho-educational and ADHD assessments. She has recently started an instagram page called @childpsychology.clinic where she shares free information, tips, and strategies for parents of children and teens! 

Dr. Sonja Brubacher, PhD

Dr. Sonja Brubacher completed her PhD in the Child Memory Lab in 2011. Here, she devised and conducted studies that informed best practices for interviewing children about repeated events. In 2012, Dr. Brubacher was awarded a Banting Postdoctoral Fellowship, which she completed at Central Michigan University, USA. From there, she became a Research Fellow and lecturer at Deakin University’s Centre for Investigative Interviewing, in Melbourne, Australia. In January 2018, Dr. Brubacher, along with the Centre, relocated to the Griffith Criminology Institute, in Queensland, Australia. Dr. Brubacher remains in Queensland, today. Some of her research foci include children’s memory for repeated events, developing and testing interview practices that allow children to accurately and easily report their experiences, interviewer training, and interview preparatory phases (i.e. ground rules and narrative practice). Dr Brubacher has also been honoured with a Rising Star award from the Association for Psychological Science. 

Representative Research

  • Brubacher, S. P. & La Rooy, D. (2014). Witness recall across repeated interviews in a case of repeated abuse. Child Abuse & Neglect. 38(2), 202-211. doi:10.1016/j.chiabu.       2013.06.010. doi:10.1037/law000011   
  • Brubacher, S. P., Powell, M. B., & Roberts, K. P. (2014). Recommendations for interviewing children about repeated experiences. Psychology, Public Policy, and Law. 20(4), 325-335. 
  • Poole. D. A., Brubacher, S. P., & Dickinson, J. J. (Eds.) (2014). Children as witnesses. APA handbook of forensic psychology, Vol. 2: Criminal investigation, adjudication, and sentencing outcomes. Washington, DC: American Psychological Association. 
  • Poole, D. A., Dickinson, J. J., Brubacher, S. P., Liberty, A. E., & Kaake, A. M. (2014). Deficient cognitive control fuels children's exuberant false allegations. Journal of Experimental Child Psychology. 118, 101-109. doi:10.1016/j.jecp.2013.08.013  
  • Brubacher, S. P., Malloy, L. C., Lamb, M. E., & Roberts, K. P. (2013). How do interviewers and children discuss individual occurrences of alleged repeated abuse in forensic interviews? 27(4), 443-460. doi:10.1002/acp.2920 
  • Brubacher, S. P., Roberts, K. P., & Obhi, S. S. (2013). Gaze, goals and growing up: Effects on imitative grasping. British Journal of Developmental Psychology. 31(3), 318-333. doi:10.1111/bjdp.12009
  • Malloy, L. C., Brubacher, S. P., & Lamb, M. E. (2013). "Because she's one who listens": Children discuss disclosure recipients in forensic interviews. Child Maltreatment. 18(4), 245-251.
  • Brubacher, S. P., Roberts, K. P., & Powell, M. B. (2012). Retrieval of episodic versus generic information: Does the order of recall affect the amount and accuracy of details reported by children about repeated events? Developmental Psychology. 48(1), 111-112. doi:10.1037/a0025864
  • Obhi, S. S, Swiderski, K. M., & Brubacher, S. P. (2012). Induced power changes the sense of agency. Consciousness and Cognition: An International Journal. 21(3), 1547-1550. doi:10.1016/j/concog.2012.06.008  
  • Brubacher, S. P., Roberts, K. P., & Powell, M. B. (2009, April). The NICHD protocol: Does the type of event recalled in the practice phase affect children?s recall of a target single or repeated event? Paper presented to the second annual international Investigation Interviewing Research Group, Middlesbrough-Tees, UK.
  • Brubacher, S. P. & Roberts, K. P. (2009, March). The influence of source-monitoring performance, event frequency, and age on the credibility of children's live narratives. Poster presented to Division 41, American Psychological Association, the American Psychology-Law Society, San Antonio, TX.
  • Brubacher, S. P., Roberts, K. P., Powell, M.B. & Jennings, D.M. (2009, April). Does order matter in recalling script information and episodic information, in children?s reports of a repeated event? Poster presented to the Biennial Meeting of the Society for Research in Child Development, Denver, CO.
  • Brubacher, S. P., Obhi, S., & Roberts, K. P. (2009, October). The effects of eye gaze on imitative grasping in children and adults. Poster presented to the 6th Biennial Meeting of the Cognitive Development Society, San Antonio, TX.
  • Brubacher, S. P., Roberts, K.P., & Powell, M.B. (2008, March). Does Type of Memory Practice Matter when Interviewing Children about a Repeated Event? Paper presented to Division 41, American Psychological Association, the American Psychology-Law Society, Jacksonville, FL.           
  • Brubacher, S. P. & Roberts, K. P. (2007, October). Detail- versus thematic-labeling at encoding: Does the type of label differentially affect children?s recognition and source-monitoring performance? Poster presented to the 5th Biennial Meeting of the Cognitive Development Society, Santa Fe, NM.    

Dr. Angela Evans, PhD

Dr. Angela Evans completed her M.A. in Social and Developmental Psychology under the super vision of Dr. Roberts at Wilfrid Laurier University. From there, she completed her PhD in Human Development and Applied Psychology at the University of Toronto.  After completing her PhD, Dr. Evans held a SSHRC-funded Postdoctoral Fellowship at the Gould School of Law, University of Southern California. Currently, Dr. Evans is a Professor at Brock University in the Psychology Department. She holds the Chancellor’s Chair for Research Excellence and was recently received the Distinguished Researcher and Creative Activity Award. Her research, generally, examines social and cognitive development across the lifespan. Specifically, Dr. Evans examines how to obtain the most honest and accurate reports from child witnesses as well as how honesty develops and changes from childhood to older adulthood. 


 Representative Research

  • Ding, X. P., Omrin, D. S., Evans, A. D., Fu, G., & Chen, G. (2014). Elementary school children's cheating behavior and its cognitive correlates. Journal of Experimental Child Psychology. 121, 85-95. doi:10.1016/j.jecp.2013.12.005  
  • Lyons, T. D., & Evans, A. D. (2014). Young children's understanding that promising guarantees performance: The effects of age and maltreatment. Law and Human Behavior. 38(2), 162-170. doi:10.1037/lhb0000061
  • Evans, A. D., & Lee, K. (Eds.) (2014). Lying, morality, and development. Handbook of moral development (2nd ed.), New York, NY: Psychology Press. 
  • Evans, A. D., & Lee, K. (2014). The relation between 8- to 17-years-olds' judgments of other's honesty and their own honest behaviors. International Journal of Behavioural Development. 38(3), 277-281. doi:10.1177/0165025413517580   
  • Brunet, M. K., Evans, A. D., Talwar, V., Bala, N., & Lindsay, R. C.L., (2013). How children report true and fabricated stressful and non-stressful events. Psychiatry, Psychology and Law. 20(6), 867-881. doi:10.1080/13218719.2012.750896
  • Evans, A. D., & Lee, K. (2013). Emergence of lying in very young children. Developmental Psychology. 49(10), 1958-1963. doi:10.1037/a0031409  
  • Xu, F., Evans, A. D., Li, C., & Qinggong, H. G. (2013). The role of honesty and benevolence in children's judgments of trustworthiness. Journal of Behavioral Development. 37(3), 257-265. 
  • Evans, A. D., Brunet, M. K., Talwar, V., Bala, N., & Lindsay, R C.L. (2012). The effects of repetition on children's true and false reports. Psychiatry, Psychology and Law. 19(4), 517-529. doi:10.1080/13218719.2011.615808    
  • Evans, A. D., & Lyon, T. D. (2012). Assessing children's competency to take the oath in court: The influence of question type on children's accuracy. Law and Human Behaviour. doi:10.1007/s10979-011-9280-6
  • Fu, G., Evans, A. D., Xu, F., & Lee, K. (2012). Young children can tell strategic lies after committing a transgression. Journal of Experimental Child Psychology. 113(1), 147-158. doi:10.1016/j.jecp.2012.04.003 
  • Moriguchi, Y., Evans, A. D., Hiraki, K., Itakura, S. & Lee, K. (2012). Cultural differences in the development of cognitive shifting: East-West comparison. Journal of Experimental Child Psychology. 111(2), 156-163. doi:10.1016/j.jecp.2011.09.001 
  • Evans, A. D., & Lee, K. (2011). Performance on executive functioning tasks and lie-telling behaviors in 8- to 16-year-olds. Developmental Psychology. doi:10.1037/ a0023425
  • Evans, A. D., & Lee, K. (2011). Verbal deception from late childhood to middle adolescence and its relation to executive functioning skills. Developmental Psychology. 47(4), 1108-1116. doi:10.1037/a0023425   
  • Evans, A. D., Xu, F., & Lee, K. (2011). When all signs point to you: Lies told in the face of evidence. Developmental Psychology, 47, 39-49. doi:10.1037/a0020787
  • Li, A. S., Kelley, E. A., Evans, A. D., & Lee, K. (2011). Exploring the ability to deceive in children with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 41, 185-195. doi:10.1007/s10803-010-1045-4
  • Loke, I. C., Evans, A. D., & Lee, K. (2011). The neural correlates of reasoning about prosocial-helping decisions: An event-related brains potential study. Brain Research. 1369, 140-148. doi:10.1016/j.brainres.2010.10.109  
  • Bala, N., Evans, A. D., & Bala, E. (2010). Hearing the voices of children in the Canadian criminal justice system: Recognizing capacity and facilitating testimony. Child and Family Law Quarterly, 22, 21-45.  
  • Evans, A. D., & Lee, K. (2010). Promising to tell the truth makes 8- to 16-year olds more honest. Behavioral Sciences & the Law, 28, 801-811. doi:10.1002/bsl.960
  • Evans, A. D., Lee, K., & Lyon, T. (2009). Complex questions asked by defense lawyers but not prosecutors predicts convictions in child abuse trials. Law and Human Behavior, 33, 258-264.
  • Evans, A. D., Roberts, K. P., Price, H., & Stefek, C. (2010). The use of paraphrasing in investigative interviews. Child Abuse & Neglect, 34, 585-592.
  • Evans, A. D., & Roberts, K. P. (Eds) (2009). Children in an information society: The relations between source monitoring, mental-state understanding and knowledge acquisition in young children. Cognitive Development Society Biannual meeting. Hauppauge, NY: Nova Science Publishers.
  • Evans, A. D., & Roberts, K. P. (2009). The effects of different paraphrasing styles on the quality of reports from young child witnesses. Psychology, Crime & Law. 15(6), 531-546. doi:10.1080/10683160802385398     
  • Evans, A. D., & Roberts, K. P. (2009). Can paraphrasing increase length, richness and accuracy of reports from young child witnesses? Psychology Crime and Law, 15, 531-548.
  • Fu, G., Evans, A. D., Wang, L., & Lee, K. (2008). Lying in the name of the collective good: A developmental study. Developmental Science, 11(4), 495-503. doi:10.1111/ j.1467-7687.2008.00695.x   

Dr. Sean Cameron, PhD

Dr. Cameron completed his PhD in the Child Memory Lab, and his MA with Dr. Pratt at Wilfrid Laurier University. He is now a resource teacher at Westminister Woods Public School in Guelph. Dr. Cameron's PhD dissertation focused on source monitoring training with 3-8 year-old children using a mult-tier procedure. Recently, he provided a report on the Teacher Learning and Leadership Program (TLLP) - iPads for students with autism. The device is able to assist students with autism who have difficulty with traditional forms of writing and who may benefit from the use of a visual schedule to help them predict and organize their day.

Una Glisic, MA

Una completed her Master's degree in the Child Memory Lab, in the subject of children's memories for repeated events. Una is currently employed as the Manager, Research Compliance and Strategic Initiatives within the Office of Research Services at Wilfrid Laurier University. In her role, she oversees the research ethics compliance and research information systems portfolios, in addition to leading a variety of strategic research initiatives.

Representative Research 

  • Brubacher, S., Glisic, U., Roberts, K.P., & Powell, M.B. (2011). Children’s ability to recall unique aspects of one occurrence of a repeated event. Applied Cognitive Psychology, 25, 351-358. doi:10.1002/acp.1696

Donna Drohan-Jennings, MA

Representative Research

  • Drohan-Jennings, D. (2010). Interviewing children about repeated events: Does mental context reinstatement improve young children's narratives. Theses and Dissertations (Comprehensive). Paper 987.
  • Drohan-Jennings, D., Roberts, K.P., & Powell, M.B. (2010). Mental context reinstatement increases resistance to false suggestions after children have experienced a repeated event. Psychiatry, Psychology and Law. doi:10.1080/13218711003 739110
  • Drohan-Jennings, D., Roberts, K.P., & Powell, M.B. (2010, March). The effectiveness of mental context reinstatement in helping children with repeated-event experience resist false suggestions. Paper presented at the annual meeting of the American Psychology - Law Society, Westin Bayshore Hotel, Vancouver, BC, Canada.

Courtney Arseneau, MA

Kayleen Willemsen, MA

Kayleen became a member of the Child Memory Lab in 2011, where she worked as a Research Assistant for two years. After completing her undergraduate thesis with Dr. Tobias Krettenauer, Kayleen graduated with her Honours BA: Psychology Research Specialist degree in 2013. Afterwards, Kayleen completed her Master's thesis with Dr. Kim Roberts and recently finished the requirements for her Master's degree in Developmental Psychology. Kayleen's Master's thesis investigated the ways in which children think about their abuse in the context of investigative interviews with social workers and police officers. Currently, she is employed as a Cognitive Behavioural Therapist for a private company in Burlington.

Leanne Bird, MA

Leanne recently completed her Masters in Developmental Psychology. She completed her undergraduate degree in the Honours Psychology program at the University of Guelph under the supervision of Dr. Meaghan McMurtry, and her honours thesis looked at the measurement of Children’s fear (both alone and in the context of pain) in clinical populations. Her MA thesis examined developmental differences in the use of cues and Children’s source monitoring performance.

Former Research Assistants

  • Courtney Wood
  • Zeina Al Akhchar
  • Amy Linseman    
  • Paula Ghelman
  • Hannah Giles
  • Sharie Sobers
  • Anissa Mumin
  • Alexia Lambis
  • Candice Sommers
  • Jennifer Lawly
  • Kelsey Donald
  • Bryanna Gallant
  • Dominique Skubnik
  • Shawneen Dayman
  • Harneet Kang
  • Zhuyi Liu
  • Weixin Pan
  • Yi Wang
  • Emma Rempel
  • Monica Crnogorac
  • Mackenzie Hills
  • Riana Rajaram
  • Leila Setyo
  • Shaleesa Ledlie
  • Natalie Kim
  • Melanie Park
  • Mathusha Puvanendran