Piper Ingalls

Give a brief bio about yourself/your background/your history.

I am from Moose Jaw, Saskatchewan, where I was raised by my parents with my older brother. My family and I are very close which I attribute to spending many hours in the car together travelling for sports. I grew up playing hockey, box lacrosse and basketball but ultimately decided to stick with basketball in grade 10. I had a lot of success on my high school basketball team and found that the court was where I felt most comfortable in my life.

What education have you taken?

I graduated high school from Albert E. Peacock in 2019. I am currently in my fourth year at BU, taking a Bachelor of Physical Education (Recreation and Sport Management Stream).

How did you become interested in your field/area of study?

All sports have always made sense to me. My passion and interests have always been in sports.

What accomplishments are you most proud of?

I am most proud of earning a spot on the Women’s Basketball team here at BU.  It has allowed me to compete at a high level with some of the best players in Canada. I’ve also met some of my best friends while playing on the team.

Where do you see yourself in the future? What do you hope to undertake or accomplish once you leave BU?

I’m unsure if I will be ready to stop playing basketball once I use up my five years of eligibility at BU. If that’s the case, I would like to continue to play overseas. Once I am done playing, I would ideally like to help underprivileged female youth through sports. I believe my degree can help me achieve that goal.

What is your philosophy in life?

I believe through communication and relating with people you can help others be kinder to themselves and more tolerant of their own hardships.

In one sentence, how will you #EmbraceEquity? 

I will #EmbraceEquity by working to destigmatize disability.

First Nominator’s Comments:

Piper has been a bubbly, positive human being that exemplifies what it means to be Bobcat Student-Athlete. She is dedicated to her studies, team and community. She leads by example in prioritizing her academics and commitment to working hard to overcome personal obstacles both in the classroom and on the court. Piper is very open about her challenges but her commitment to working through learning challenges is what inspires her teammates.  In fact, with her permission of course, we announced her first semester GPA to the team, and she got a standing ovation and many hugs as everyone on the team sees the growth Piper has made.

Piper is a remarkable example of how with hard work and the proper support student-athletes can not only succeed on the court but also in the classroom.  Piper has gone from academic redshirt, sitting out her first year to focus on her studies, to a student-athlete who led their team in scoring while maintaining over a 3.0 GPA.

Second Nominator’s Comments:

I am delighted to nominate Piper for this year’s International Women’s Day award. As a dedicated member of the Brandon University women’s basketball team, Piper is required to balance competing academic and athletic responsibilities. This is not always easy. Yet, she is always up to the task as evidenced by her admirable work ethic and steadfast spirt. While the basketball court is truly where Piper’s heart is, she approaches her academics with the same tenacity she puts into her sport. Even when it’s hard. Through her efforts, Piper has gone from academic redshirt in her first year of university to maintaining a 3.0 sessional GPA. While the International Women’s Day awards have historically been used to showcase exceptional learners who excel in their discipline, it is important to note that learning does not always come easy for all students. Success is not always linear, nor can it be reduced to one’s GPA. Piper is an example of this. Though she has demonstrated substantial growth as a student, her journey is not always easy. Piper is open about her barriers to learning and academic difficulties she faces. Her vulnerability actively destigmatizes disability at Brandon University as she encourages others to speak openly about their experiences. These conversations are important in reducing shame and generating a culture of acceptance and belonging for students with disabilities.

Though not a paid staff member in the office, Piper’s peers have come to know her as an integral part of the Student Accessibly Service community. She can often be found in the SAS office, working diligently on her assignments and (loudly) cheering on her peers from sidelines during tests and exams. Without fail, Piper always greets her fellow students with an exuberant smile and expresses deep interest in learning about their lives. Her warm and inviting personality makes others feel welcomed and at ease, especially those who are new to the office. Social connection, community building, and a sense of belonging are an integral component of post-pandemic recovery for students with disabilities. Piper has inadvertently helped the SAS office with this work by simply being herself. Her ability to connect with others is a gift, one I hope she continues to use. Piper is a bright light for many of her peers in the BU student community. She is a remarkable young woman who epitomizes equity and inclusion in all she does. I am honoured to have been part of her academic journey and our office is a better place because of her.