The study, published in , tested a multi-agent system built with large language models (LLMs) to simulate the work of a liver transplant selection committee – a multidisciplinary group that decides which patients are placed on transplant waitlists.

Using real-world transplant registry data, the AI system demonstrated high accuracy in identifying patients who are likely to benefit from a liver transplant and those for whom transplantation would be unlikely to help.

“Liver transplantation is a rare case in medicine where access to a life-saving treatment is limited by organ availability,” explains co-senior author Divya Sharma, assistant professor in the Faculty of Science. “Decisions about who is waitlisted are complex, and committee deliberations can be subject to unconscious bias where a clinician's own background or identity may subtly influence their judgement, even when national guidelines are in place.”

Researchers set out to test whether AI agents – each assigned a clinical role – could support more objective decision-making. To test the approach at scale, researchers evaluated the system against transplant outcomes data.

The study analyzed 20 years of data from more than 8,000 adult liver transplant recipients in the U.S. using the Scientific Registry of Transplant Recipients. A simulated group of patients with known contraindications was also created to test the system’s accuracy in flagging cases that should be excluded from transplant consideration.

Results show the AI committee predicted one-year post-transplant survival with 92 per cent accuracy and six-month survival with 95 per cent accuracy. Contraindications were identified with an accuracy of more than 98 per cent, thereby identifying transplant candidates efficiently.

The research team also examined where errors occurred to better understand where the AI system works well, and where it needs careful oversight and improvement. The authors caution that continued monitoring is needed because transplant data can reflect broader inequities in access to health care.

“Our work positions LLM-based multi-agent AI systems as potential clinical decision-support tools, rather than replacements for human judgement,” says Sharma. “While AI shows promise in making liver transplant decisions more objective, it’s crucial to emphasize that the final responsibility must always remain with transplant teams and human oversight is critical to address ethical considerations.”

Sharma says while more research is needed to test the AI tools in real-world settings across different health systems, AI-supported committees have potential to help standardize complex medical decisions where resources are limited.

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Several times a month, a small drone rises above the trees at Swan Lake, following a precise path over the water. Parkgoers who enjoy walking, jogging or birdwatching might assume it’s there to capture scenic footage. Instead, the drone is part of a żě˛ĄĘÓƵ-led effort to understand – and help restore – the health of an urban lake under pressure.

Swan Lake, a former gravel pit transformed into a stormwater pond and community green space, faces ongoing water quality challenges. As rainwater flows into the site from surrounding roads and neighbourhoods, it carries excess nutrients, road salt and other pollutants. Over time, this can fuel frequent algae growth, cloud the water and reduce oxygen levels, stressing fish and wildlife, limiting recreation and, in some cases, raising public health concerns.

Since April 2025, żě˛ĄĘÓƵ researchers, led by CIFAL York, have been turning concern about the lake’s health into measurable data and practical action through the Swan Lake Citizen Science Lab (SLCS Lab). The initiative brings together York research centres, including ADERSIM and the One WATER Institute, with local partners such as Friends of Swan Lake Park, a community‑based volunteer organization dedicated to protecting and improving the area’s ecological health.

“Communities often know when something is not right with a local ecosystem, but it’s hard to act without clear, comprehensive and consistent information, as well as meaningful community engagement” says Ali Asgary, director of CIFAL York and professor in the Faculty of Liberal Arts & Professional Studies. “The goal of the lab is to support those concerns with reliable data that can guide real decisions.”

"To assess a lake is to assess ourselves," adds Satinder Kaur Brar, director of the One WATER Institute and professor at the . "Its health card is a mirror of our environmental stewardship."

One way the lab is assessing the lake is through advanced technology, such as the use of multispectral and thermal drones operated by York research teams.

Equipped with special cameras that capture different types of light – including some invisible to the human eye – the drones can detect potential algae growth and subtle changes in water clarity as they scan the lake from above. Flying low and on demand, they provide detailed, up-to-date views of trends across the entire water body, offering a clearer picture than satellite images and a broader perspective than scattered and spot‑by‑spot water sampling.

The drones have already yielded valuable insights, recently shared in a York‑led, under-review study that monitored patterns from spring through fall 2025. By flying the drones roughly once a month and analyzing the findings over time, researchers were able to pinpoint where algae forms, how blooms shift across the seasons and how changes in water cloudiness are driven by biological growth rather than stirred‑up sediment.

The findings confirm what many residents and park managers have long suspected: the lake is rich in nutrients and prone to recurring algae growth. The drone data, however, also reveal something new.

Conditions vary significantly from one area to another, suggesting that targeted, location‑specific interventions may be more effective than broad, one‑size‑fits‑all treatments applied across the entire lake. Knowing where problems emerge helps guide chemical treatments, shoreline naturalization projects and future restoration efforts – and provides a better way to measure whether those interventions are working. "Interconnecting drone data with on-ground water quality can turn ecological signals into informed action that is vital for communities," says Brar.

“What the data made clear is that this isn’t a uniform problem,” adds Asgary. “When conditions vary so much from one part of the lake to another, it changes how you think about solutions. This kind of information allows us to be more precise, more proactive and more strategic in environmental management.”

In addition to monitoring Swan Lake, York‑led teams are working to make the data easier to interpret and use in planning. Researchers are developing AI tools to identify patterns in the drone imagery, anticipate conditions such as algae outbreaks and translate complex trends into clearer insights.

Other teams are using virtual reality and simulation to help users visualize the lake over time and explore how different interventions might affect conditions. Meanwhile, geographic information system (GIS) specialists are turning the results into interactive maps and dashboards that help the public and those involved in lake management understand what is happening across the site.

A core goal of the Swan Lake Citizen Science Lab is to encourage meaningful community engagement and shared stewardship.

“From the start, this was never about researchers working in isolation,” says Asgary. “The goal of the Swan Lake Citizen Science Lab is to create a shared process, where community knowledge and scientific tools come together.”

Local partners are not just observers; they are active partners in the research. Residents take part in field checks, help interpret findings, attend workshops and contribute to outreach efforts that share findings. Alongside them, żě˛ĄĘÓƵ students gain hands‑on experience applying classroom learning to a real environmental challenge, working with researchers and resident members in a local setting.

For CIFAL York, which is affiliated with the United Nations Institute for Training and Research, the work at Swan Lake is a pilot that could inform other communities facing similar pressures on small urban lakes and wetlands.

“The impact here is very tangible,” says Asgary. “Through drones, data and collaboration, we’re building a deeper understanding of how this ecosystem functions and how it can be protected over time. That kind of shared knowledge is what allows stewardship to last.”

Find out more about the SLCS Lab, and see it in action, in the video below.

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In collaboration with Internet Archive Canada, a non-profit digital library, the MHSO is making its collection of multicultural newspapers – one of the most comprehensive in the country, with titles dating back to the 19th century – freely accessible online to scholars, educators and the public.

Housed within the offices of żě˛ĄĘÓƵ’s Institute for Social Research (ISR), the MHSO’s archive was previously hosted by Simon Fraser University Library but is now migrating to a centralized, open-access platform designed to ensure long-term preservation and improve discoverability.

The initiative has launched with – The New Canadian, The Canadian Jewish Review, The Canadian Jewish News and L’Ami du Peuple – which document the experiences of Japanese Canadian, Jewish Canadian and Franco Ontarian communities.

Additional titles, including Chinese Canadian Community News and The Chinese Times, are being added, with more publications from the MHSO’s extensive collection to follow.

“Ethnic and francophone newspapers were vital instruments for community members to engage with and express their views on contemporary events,” says Julia Rady, Chair and president of MHSO. “Through our collaboration with Internet Archive Canada, there is now a single platform for people to discover and research these important resources, helping to preserve their legacy for generations to come.”

“This partnership significantly expands access to rare and historically important primary sources,” says Lorne Foster, director of ISR. “For York researchers – and scholars at other institutions – it supports new and existing work in areas such as migration and diaspora studies, history, sociology and equity-focused research.”

Beyond preservation and access, the collaboration also creates opportunities for student engagement. Under its agreement with York, the MHSO provides orientation and training for students working with its archives, supports work-study and co-op placements, and connects students with community historians and organizations. York is also represented on the MHSO’s board of directors.

The development builds on York’s and the MHSO’s shared leadership in digital research and cultural preservation. The ISR helped bring the MHSO to York’s Keele Campus in 2023, contributing to a growing digital ecosystem that includes searchable archives of oral histories, newspapers, photographs and textual records documenting the experiences of ethnocultural and Indigenous communities across Ontario.

“By supporting open, digital access to these materials,” says Foster, “the initiative helps preserve and amplify the histories of underrepresented communities in Canada, while highlighting the University’s role in fostering inclusive research infrastructure through its hosting of the MHSO and its connections with community-based knowledge.”

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Faculty of Science Professor Cora Young and Associate Professor Trevor VandenBoer were recognized through the NASA Group Achievement Award for their contributions to the Atmospheric Emissions and Reactions Observed from Megacities to Marine Areas (AEROMMA) campaign, a joint effort between NASA and the The National Oceanic and Atmospheric Administration (NOAA) to study air quality and climate interactions across North America.

The award is reserved for those who have made exceptional contributions to NASA's mission and scientific endeavours.

AEROMMA combined aircraft, ground-based measurements and satellite observations to study how contemporary emissions from cities and oceans affect air quality and climate. NASA and NOAA approached York to lead the Toronto supersite, one of several measurement hubs established in major North American cities to contribute to the campaign's airborne data.

Young served as scientific lead, coordinating a team of 25 to 30 researchers; VandenBoer served as logistical lead, overseeing the physical transformation of York's rooftop laboratory – on the Petrie Science and Engineering Building – to host the research.

Also involved were York colleagues Mark Gordon, associate professor at the , and Rob McLaren, professor emeritus in the Department of Chemistry.

Collaborators came from across Canada and internationally, including Environment and Climate Change Canada (ECCC) and the University of York in the U.K.

York graduate and undergraduate students had the opportunity to work on the project with those visiting researchers.

"Our ability to bring together this strong team of researchers allowed us to ensure it was worthwhile for AEROMMA to include Toronto," says Young. "Otherwise, we would have missed out on this unprecedented opportunity to learn about modern air quality here."

The 2023 summer AEROMMA project unfolded during a period of intense wildfire smoke across the region, an unplanned development that offered a rare opportunity for study.

"Wildfires will exacerbate air quality issues," says VandenBoer. "Understanding the chemistry of wildfire plumes arriving in the city is going to be critical to informing the public on when and how to protect their respiratory health."

The existing Air Quality Health Index is not well-suited to wildfire conditions because the smoke differs from the other drivers of urban air pollution.

One of the first papers to emerge from the project, now in its final round of peer review, found that wildfire smoke changed chemically as it travelled, changing how health and climate impacts are understood and communicated.

York researchers have also been in dialogue with the team behind ECCC’s 2024 żě˛ĄĘÓƵ of Winter Air Pollution in Toronto (SWAPIT). Together, the summer and winter datasets create a year-round picture of urban air quality in Canada’s largest city that could inform policy on everything from wood-burning smoke to the atmospheric impacts of road salt.

The work also validated NASA’s TEMPO satellite, a space-based instrument tracking air pollution across North America. Measurements from York’s site, alongside NASA research aircraft and ECCC sites, were essential in confirming the satellite’s early readings, helping move the tool into practical use for ongoing air-quality monitoring and research.

For York graduate students, the initiative created opportunities to build international networks. VandenBoer says students helped host collaborators by familiarizing them with York’s facilities and procedures, and in some cases were involved with operating, maintaining and responding to issues with visiting researchers’ instruments.

Those connections continued beyond the project. Graduate student Yashar Ebrahimi-Iranpour later spent two weeks collaborating at NOAA’s Chemical Sciences Laboratory, while graduate student Na-Yung Seoh went on to join an international University of York-led campaign in Cape Verde.

AEROMMA involved a range of York collaborators, including facilities staff, operations teams and University leadership.

"It's a York community undertaking," says VandenBoer. "A lot of people wanted to support us, and for no other reason than that's just the type of community that we have."

Young points to why the work is imperative today.

"There are a lot of chemicals being emitted into the environment we can't see or smell or taste," she says. "Just because we can't detect them with our own senses doesn't mean they're not a problem. We need to keep on top of it."

With files from Mzwandile Poncana

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In the course, students are asked present industry‑ready marketing campaigns directly to industry representatives. When Rachel Saarony's turn was up, she noticed her hands trembling as she walked into the offices of Penguin Random House Canada (PRHC).

The fourth-year professional writing student was about to present a full-scale marketing plan to the country’s largest book publisher, completing the final assignment for PRWR 3004/4004 – an upper-year course designed to bring real-world publishing exposure into the classroom.

For Saarony, the moment felt significant. “I felt a lot of pressure to leave a strong impression in front of industry professionals,” she says. It was her first encounter with the publishing industry, and the stakes felt real.

That opportunity was exactly what Matthew Bucemi, director of żě˛ĄĘÓƵ’s Book Publishing Specialization in the Writing Department, had in mind when he helped reshape the program in 2022. Among his efforts was the desire to create meaningful connections between academic learning and the industry realities students would face after graduation.

“My goal was for students to get a level of hands-on experience that a classroom can’t provide,” Bucemi says.

As part of that push, Bucemi drew on industry connections at Penguin Random House Canada and approached Polly Beel, director of marketing and publicity, to explore collaborations. The result was PRWR 3004/4004, a course grounded in a shared idea that students learn best when they are asked to meet professional standards and should have the opportunity to present their work beyond the classroom. “What does it feel like to really present something to senior staff at a publishing house?” says Bucemi.

First, however, it was Beel’s who would present. In January, she and members of PHRC's marketing team visited Bucemi’s class to introduce a project where students would develop original, comprehensive marketing plans for Spoiled Milk, a debut supernatural gothic horror novel scheduled for release.

While students were given broad creative freedom, Beel outlined the same expectations a marketing team like theirs would face, including deliverables, timelines and creative standards. “It reframed the project from a classroom exercise into something that felt professionally real,” says Saarony.

The class was divided into five teams, each responsible for a different piece: a preorder push, influencer outreach, paid digital advertising, organic social media content and an in-person reader event. Over the course of three months, students worked collaboratively to build a unified, multichannel strategy that blended digital marketing with immersive, experiential ideas.

The final campaign leaned heavily into the gothic atmosphere of Spoiled Milk. Elements were timed around culturally resonant moments, such as Friday the13th and Halloween, with the aim of extending the novel’s eerie tone beyond the page. One proposed initiative – dubbed a “Summer-ween” reader event – imagined bringing the book’s haunted boarding school setting into the real world.

Saarony served as one of two team leads on the influencer mailer project, which focused on creating a tactile, interactive experience for book-focused creators on TikTok and Instagram. She and her team designed a themed mailer inspired by the novel’s setting.

The package took the form of a vintage steamer trunk and included story-linked objects such as tarot cards, a custom bookmark and a painted compact mirror featuring a rotting apple. Interactive elements encouraged recipients to explore the contents over time, including hidden messages revealed with a UV Ouija planchette (also known as a spirit board pointer).

“Our goal was to give influencers something they could return to,” Saarony says, “objects they could explore, decode and interact with.”

Another student, Lauren Russell, co-led the digital ads team, which developed a cross-platform advertising strategy tailored to online book audiences. The team identified platforms such as Goodreads and Book Riot, and created a range of static and animated banner ads, alongside short-form video content for social media.

For Instagram, Russell took on an acting role, posing as a fictional student from the novel’s boarding school in a character-driven mock interview. The team also produced a TikTok-style video showcasing gothic horror recommendations, positioning Spoiled Milk within a broader reading community.

At the end of March, students visited Penguin Random House’s Toronto offices to deliver their pitch.

After months of preparation, Russell says the key was stepping into the room with confidence. “We kept reminding ourselves that we knew our work was strong,” she says. “Our job was to show it clearly and enthusiastically.”

For Saarony, the nerves subsided quickly. “Once we started, I went into autopilot,” she says. “I trusted the preparation, and it went better than I could have hoped.”

Following the pitch, PRHC staff provided detailed, industry-aligned feedback to each group. Students were encouraged to think critically about their creative choices, audience targeting and feasibility. One piece of feedback resonated strongly across the class. “We were told that the presentation we had put together was corporate level,” says Russell. “I felt like all our hard work culminated in that moment.”

With the project complete, students reflected on what they gained. For Saarony, the opportunity helped build confidence in her ability to contribute to large projects, and to lead them – which sparked a new interest. During a post-pitch conversation with PRHC’s managing editor, Saarony mentioned her curiosity about the legal side of publishing – an exchange that led to an offer for her to connect with the company’s legal team to learn more.

Russell similarly described the experience as a turning point, noting how it sharpened her leadership, communication and research skills while demystifying how much planning and coordination goes into launching a book.

For Bucemi, those outcomes reflect the program’s broader purpose. Giving students the chance to apply their skills in a real-world context helps them see how theory translates into practice, and how their interests might evolve once they engage directly with the industry. “Understanding what professional life looks like before you graduate makes a real difference,” he says.

At the same time, he was pleased when Beel noted that the students demonstrated a level of ambition and creativity that would get them a job at any company in the industry.

“The biggest thing for me is helping students get practical opportunities that will support them as they enter the job market,” he says. “My hope is that putting something like this on their resume will be a real X-factor when they're looking for a publishing job."

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An associate professor of math education at żě˛ĄĘÓƵ’s Faculty of Education, Osibodu focuses her research on how Black students experience math and how education systems can better support equity.

“I want Black learners who enter a mathematics classroom to be fully, completely themselves instead of feeling like they don’t belong,” says Osibodu, who is keenly aware of the persistent and unfounded stereotypes about Black learners’ abilities in math – and how those beliefs intersect with Canada’s colonial legacy and history of immigration.

Osibodu’s teaching experience across three continents has fuelled her interest in and passion for addressing challenges faced by Black students in Canada. Before joining York, she taught secondary school mathematics in South Africa and later taught mathematics and mathematics education courses in the U.S. and Canada. Her research has since documented a range of obstacles faced by Black students in Canadian classrooms.

“It’s impossible to look at course syllabi without realizing that it’s important for equity to be at the core of the teaching practice,” she says. “My ultimate goal is to create math education where Black learners are thriving.”

A key aspect of her work is understanding how Black students experience math, which, in Canada, requires knowledge of the population’s demography. As her colleague Carl James, the Jean Augustine Chair in Education, Community and Diaspora at żě˛ĄĘÓƵ, has long emphasized, the Canadian Black community is diverse – including descendants who arrived via the Underground Railroad, families who immigrated from the Caribbean decades ago and more recent immigrants from sub-Saharan Africa – leading to a variety of educational experiences.

“It’s something I hope to explore,” Osibodu says. “In the United States, many scholars in mathematics education have studied the racialized experiences of Black learners and can trace these experiences through generations. In Canada, that isn’t the experience of most Africans, who are largely first-generation immigrants with a fairly young population.

African-born parents tend to be trusting of education systems, she notes. “I want to understand how these parents navigate the mathematics education of their children in the Canadian system. I want to collaborate with and support these parents with more tools to advocate for their children better.”

Osibodu is also examining how math education can address broader social and economic realities. Together with Alexandre Cavalcante at the Ontario Institute for Studies in Education at the University of Toronto, she has findings from their Social Sciences & Humanities Research Council of Canada Insight Development Grant exploring critical financial literacy among Black youth. The work highlights the importance of teaching financial literacy in response to Ontario’s 2020 mathematics curriculum, which introduced financial literacy expectations.

The research emphasizes that financial literacy should be taught through a systemic lens (e.g. discussing barriers to financial systems) rather than focusing exclusively on personal responsibility (e.g. budgeting).

Osibodu’s scholarship often draws on decoloniality as a theoretical and analytical lens, particularly for work directly connected to sub-Saharan Africa. One of her examined the impact of coloniality through the widespread use of the British-developed Cambridge Assessment International Education curriculum throughout anglophone Africa.

Across her work, Osibodu returns to the same principle for math education worldwide.

“It is imperative for equity to be at the core of a mathematics education practice and to constantly challenge deficit narratives about who belongs and who doesn’t,” Osibodu says. “We need to be very intentional in pushing against those narratives.”

With files from Elaine Smith

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Announced March 27 at York’s Markham Campus, Natural Resources Canada will invest $28.9 million in 12 projects across the country to build and deploy clean energy technologies through its Energy Innovation Program.

These investments support efforts to reduce emissions and modernize Canada’s energy systems as clean technologies advance.

York's project, led by Associate Professor Marina Freire‑Gormaly at Lassonde, is one of four initiatives funded in the Carbon Capture, Utilization and Storage stream which supports early research on capturing, moving, story and reusing carbon dioxide.

Freire-Gormaly will focus on developing a carbon capture technology that replaces heat‑intensive systems with electrochemical and light‑driven processes. By using advanced materials, the technology aims to cut energy use, reduce operating costs and improve performance.

“This funding allows us to move promising carbon capture ideas from the lab and scale them up, closer to real‑world use,” says Freire‑Gormaly. “It supports York’s role in developing practical, low‑energy solutions that can help reduce emissions.”

The project, titled “Development and scale-up of novel solid C02 capture photoelectrochemical active sorbents,” began in 2023 and will continue until March 2027 with a focus on creating and testing new solid materials that absorb carbon dioxide when exposed to light and electricity, instead of through thermal processes.

Freire‑Gormaly and her team of researchers – including co-applicant Assistant Professor Solomon Boakye-Yiadom and other collaborators at York's Faculty of Science – have developed new electrode materials using copper, aerogels and specialized coatings to improve performance.

Researchers are using a small, custom-built lab to accurately measure how much carbon dioxide is captured. Findings will help evaluate costs, environmental impacts and carbon emissions, and help determine how sustainable and practical the innovative solvent-based pathway would be at an industrial scale.

“These innovations are crucial towards a net-zero energy transition for all Canadians,” says Friere-Gormaly.

Tim Hodgson, minister of energy and natural resources, says the project reflects Canada’s goal to scale up clean energy and responsibly grow the nation’s conventional energy industry.

“We are investing to provide reliable, affordable and clean power across the country that will propel our economic growth, protect affordability for Canadian families and make Canada a low-risk, low-cost, low-carbon energy superpower.”

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Created in collaboration with the United Nations Institute for Training and Research (UNITAR), the initiative brings together researchers, community organizations and international partners to build knowledge and capacity to respond to the global water crisis.

With Shooka Karimpour, associate professor at the , as academic director, the academy supports learning, strengthens global dialogue and bridges water knowledge with decision-making and public policy.

"Water insecurity means different things for different groups and different demographics," says Karimpour.

While some water challenges are shared internationally, she says, the academy also works to highlight local issues – from changing ice patterns in Canada to the impact of drought on specific communities elsewhere in the world.

That dual focus shapes everything the academy does. Its free online courses are open to learners worldwide at no cost. Offerings include “On Thin Ice: The Impacts of Climate Change on Freshwater Ice” and “An Introduction to Indigenous Relationships to Water on Turtle Island,” among others.

The courses aim to build practical knowledge of water systems, governance and sustainability at both local and global scales – whether the learner is a student, a community organizer or a policy professional.

In 2024, the academy engaged nearly 8,000 participants from 147 countries through courses, events and partnerships including United Nations conferences, international research collaborations and public exhibitions.

One of its most recent collaborations illustrates how that work translates beyond the classroom. For World Water Day 2026, the Global Water Academy partnered with the Aga Khan Museum in Toronto to present a Microplastics Discovery Station. This brought York scientists directly to the public to demonstrate how microscopic plastic particles move through aquatic ecosystems. Visitors examined water samples, identified microplastics and engaged with researchers first-hand.

For Karimpour, the event captured something central to the academy's mission: moving water science from the digital space into hands-on, in-person public engagement with communities.

There is also work happening with community-based organizations to surface stories and solutions that connect research to lived experience.

A with water activist Swani Keelson and the non-profit Global Water Promise examined how water insecurity in Ghana affects women's physical and mental health – and how limited access to clean water compounds broader inequalities, including period poverty and barriers to education.

"We are providing them with a platform and opportunity to share not only global water insecurity issues, but also innovative solutions that have been developed to mitigate this problem," says Karimpour. "Our goal is to raise awareness and ultimately inspire collective action."

That combination of training, storytelling and public programming reflects how the work aligns with York's broader sustainability agenda.

While its mandate is rooted in Sustainable Development Goal 6 – clean water and sanitation – the issues it engages consistently extend into climate resilience, health, gender equity and governance. The work around the Ghana story advances SDG 5 on gender equality, while the microplastics research supports SDG 14, life below water.

"You can't really confine the impact to one SDG because water availability is such a deep issue," says Karimpour. "It really affects and falls into a lot of other SDGs as well."

Karimpour credits strong institutional support from York, including from University leadership, as central to the academy's growth. Looking ahead, Karimpour says it will continue to build new courses and partnerships, with an emphasis on reaching communities that have the most at stake in global water insecurity.

With files from Mzwandile Poncana

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In 2023, a Canadian-wide review of undergraduate nursing programs found that of all 2SLGBTQIA+ topics, gender-affirming care was the least included in the curriculum. Haghiri-Vijehan, assistant professor in the Faculty of Health, was not surprised given her own experience as an educator.

“The literature shows that 2SLGBTQIA+ communities are not feeling safe and health care spaces are not affirming of their needs,” she says. “We need to include this as part of our education.”

As she considered how to incorporate more affirming care practices into her Community Health Nursing course, Haghiri‑Vijeh turned to an asynchronous learning tool called the Sexual Orientation Gender Identity Virtual Simulation (SOGI VS). The open‑access platform offers five‑ to eight‑hour modules featuring common patient scenarios, using interactive simulations to help learners identify appropriate, affirming approaches to care.

Haghiri-Vijeh integrated the tool into her course, but went a step further when she learned about York’s GNL initiative. The opportunity sparked a new idea: what if this simulation could become the foundation of a shared international assignment? It seemed like a powerful way to bring students in two countries into conversation, help them build intercultural competence and test whether a reflective, virtual global partnership could support that growth. Just as importantly, she hoped the project might serve as a practical model for other nursing programs.

To bring the collaboration to life, the GNL team at York connected Haghiri‑Vijeh with Alice Wong, a nursing lecturer at Hong Kong Baptist University (HKBU).

The process behind that has now been published in a paper in . Wong is a co-author along with York colleague Karen A. Campbell and York master’s student Camille Alcalde.

In the paper, the team outlines how they shaped the shared assignment. Early on, Haghiri‑Vijeh and Wong came together to learn about each other’s institutions, consult with their universities’ GNL offices, test the simulation tool and work together to design their co‑teaching approach.

They aligned the assignment timelines across their courses while keeping the activities asynchronous to accommodate the 12‑hour time difference. Students were required to complete the SOGI VS modules on their own and write a three‑page reflection connecting the experience to their specific placements or practicums. They also submitted an aesthetic piece of their choosing – a song, image, drawing or other creative representation – to capture how the coursework resonated with them.

From there, the students were paired across the two countries. York and HKBU partners exchanged reflections and offered constructive feedback. Guiding questions encouraged students to explore similarities and differences between their placements, and to reflect on at least one social determinant of health and one UN Sustainable Development Goal. Then students were asked to write a second reflection capturing what they had learned from the dialogue.

As the exchanges unfolded, both faculty and students began to see the impact of the work. Assignments and class discussions showed students learning about approaches to 2SLGBTQIA+ care in another country, but also about the social and institutional contexts shaping those approaches. Faculty gathered informal feedback through conversations and the student assignments, and identified increased awareness around issues such as cis-normativity, power dynamics in health care organizations and the importance of inclusive policies and representation in clinical settings.

When the project concluded, its success prompted Haghiri‑Vijeh to write about it with the hope of inspiring similar efforts across the field. A second paper is already under consideration with another major journal, this time exploring the data more closely to identify implications for nursing education. Three students are also developing autoethnographies based on their participation, and several alumni have presented their work at international conferences.

Haghiri‑Vijeh continues to advance her work through a recent to learn about migrant 2SLGBTQIA+ students’ sense of belonging and well-being.

For Haghiri‑Vijeh, student involvement has been among the most meaningful outcomes.

“Where possible, we engage students in the writing and co‑creation of knowledge,” she says. “Asking them if they would like to be involved builds capacity for them, as well.”

She is eager to continue the initiative, including with partners beyond nursing. Conversations are already underway with U.S.-based colleagues in psychology and social work.

“I'm a big believer that if you're doing anything that might be innovative or helpful for others, you have to share it,” she says. “You have to mobilize your knowledge.”

With files from Suzanne Bowness

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For real-world action to result from academic inquiry, researchers must be able to actively share and apply their findings.

This is the focus of York’s Knowledge Mobilization Unit (KMb Unit): to help scholars build relationships with community organizations, government and other non-academic partners. It supports efforts to share research in ways that are more accessible and usable beyond the University, ensuring York’s work reaches the right audiences.

For Michael Johnny, manager of KMb Unit, that work begins with communicating a simple idea.

“My definition of knowledge mobilization is that it helps take the best of what we know and makes it useful for people in our communities,” he says.

Located in the Office of the Vice-President Research & Innovation, the unit provides services and resources for collaborative projects, helps broker partnerships and offers training and strategy support for researchers, students and non-academic collaborators.

Johnny says it plays an important role because academic research does not always reach audiences in the right way.

“If everybody accessed information through academic journal articles, then we really wouldn’t need a service unit like this at York,” he says. “But it’s safe to say that different audiences like to access information in different ways.”

That means helping researchers build relationships at the front-end of the research cycle, and offering assistance in translating findings into plain language. There is also a multitude of tools and resources that can help implement research into practice.

Among the unit’s core areas of work is partnership-building. Johnny says the office regularly engages with organizations such as York Region, the City of Toronto and United Way Greater Toronto to better understand the kinds of questions and broader thematic issues that matter to them. KMb Unit then works to connect those needs with relevant York expertise.

That collaborative work also shows up in how researchers plan grant applications, with the unit supporting scholars who require a knowledge mobilization strategy for federal funding applications.

“Quite often what they are looking for is help and support around developing that strategy,” Johnny says.

The impact of the unit’s work can be seen in the long-term research partnerships it has facilitated. Johnny points to the work of Jennifer Connolly as an example – a psychology professor in York’s .

Through partnerships the unit helped facilitate in York Region, Connolly’s work took on a new direction, guiding graduate student research and overseeing collaborative projects while conducting research on gender-based violence.

Connolly works in partnership with York Regional Police and York Region’s Children’s Aid Society studying the prevention of sex trafficking. She uses her findings to develop tools and approaches for early intervention, such as the York Simcoe Sex Trafficking Screener.

“It completely changed the trajectory of her engaged scholarship,” Johnny says.

He also highlights the unit’s work with Community Music Schools of Toronto, originally based in Regent Park. After the organization approached the KMb Unit with a broad set of research questions, the unit helped coordinate an advisory group of York academics to respond.

According to Johnny, the resulting connections helped secure a $2-million endowment for the Helen Carswell Chair in Community Engaged Research in the Arts at żě˛ĄĘÓƵ, which creates meaningful opportunities for York students and faculty to work on projects shaped by community-identified needs.

KMb Unit’s training has expanded over time, including the introduction of MobilizeU, a non-credit course in knowledge mobilization. Johnny describes the offering as a “cornerstone service” that helps equip York researchers, students and community partners with tools and skills to maximize the impact of their work.

The success of MobilizeU, says Johnny, is due to the work of Senior Knowledge Mobilization Specialist Krista Jensen, who envisioned the program in 2017 and launched it in 2019.

The unit has also extended its reach through Research Impact Canada, a national network that grew out of early collaboration between York and the University of Victoria. Now made up of 46 members in Canada and the U.K., the network serves as a community of practice for knowledge mobilization, with York set to host its Canadian Knowledge Mobilization Forum in July.

For Johnny, one of the biggest challenges goes back to general understanding of what knowledge mobilization is, and why it’s important.

“For a lot of people, there is an understanding that knowledge mobilization is simply a dissemination or communications-based exercise around research,” he says. “And that’s not wrong. It’s just often incomplete.”

Applying research to real-world challenges, strengthening community partnerships and increasing research visibility are all key benefits of sharing the work of York academics.

Johnny notes that since it began operating in 2006, the unit has assisted in more than 1,600 unique interactions with faculty members, 2,000 non-academic partners and 2,500 students.

For Johnny, those numbers reflect the success of the KMb Unit and speak to the University’s a broader goal: helping research move into the world in ways that are collaborative, responsive and useful.

With files from Mzwandile Poncana

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