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 Bowes

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For people with limb loss, phantom pain and discomfort in the remaining part of the body – sensations that seem to originate from a missing or altered limb – have long captured clinical and research attention.

New work by Andrea Aternali, a doctoral researcher in the Faculty of Health, Heather Lumsden-Ruegg, master’s researcher, and Department of Psychology Professor Joel Katz, is advancing understanding of this phenomenon.

"Despite decades of research on phantom limb phenomena, telescoping has been largely overlooked," says Aternali.

Phantom limb telescoping occurs when someone perceives their absent limb as slowly shortening or pulling inward toward the residual limb, the part that remains after amputation. While many people report the sensation, researchers still know relatively little about how it relates to pain or interacts with emotional factors such as anxiety, depression, resilience or coping. Addressing those gaps, Aternali explains, can help clarify whether telescoping reflects distress, adaptation or a mixture of both and lead to support for the marginalization experienced by individuals.

"We hoped that by understanding a sensation like telescoping, new ways might be found to help this community," she says.

Aternali and her team conducted a study – now published in – involving 51 adults with upper or lower limb loss. Using a custom web-based tool, participants indicated whether they experienced telescoping, among other factors. They also completed standardized questionnaires assessing pain, emotional well‑being and coping styles.

Nearly half of participants reported the phenomenon, suggesting it may be more common than previously thought. Younger adults and those with upper‑body amputations – particularly right-sided, below‑elbow – were more likely to describe it.

The data also revealed that those who felt a more telescope phantom (a shorter phantom limb) reported lower levels of phantom pain and less interference with daily activities. At the same time, they described higher levels of anxiety and depression than those who did not experience the sensation.

For Aternali, the findings indicate that telescoping may, in some cases, reflect the brain’s natural adjustment to limb loss rather than something driven only by distress or pain. The results point to a more nuanced picture in which the sensation may arise from a complex interaction between emotional factors and neural adaptation. That insight could inform more individualized approaches to care for people adjusting to life after amputation.

The researchers note that more work is needed to fully understand how telescoping develops. Studies following individuals over time, using brain imaging and testing targeted interventions – such as virtual‑reality treatments or psychological therapies – could offer deeper insight. Larger and more diverse samples, along with qualitative interviews, may also help illuminate how people make sense of the sensation in their daily lives.

Aternali, Lumsden‑Ruegg and Katz hope their findings will highlight the importance of supporting both the physical and psychological aspects of recovery. They suggest clinicians should routinely screen for anxiety and depression in patients who report telescoping and consider offering tailored psychological support when needed. Doing so, they believe, could help ensure that care reflects the full spectrum of experiences that shape life after limb loss.

"We hope this research informs future treatments for phantom limb pain," Aternali says. "By highlighting the link between telescoping, anxiety and depression, we aim to encourage holistic care supporting both physical and emotional well-being."

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Robert Muller, professor at żě˛ĄĘÓƵ, contributed to Psychology Today April 1.

Ian Stedman, professor at żě˛ĄĘÓƵ, was quoted in Unpublished April 1.

żě˛ĄĘÓƵ scientists were mentioned in Irish Star April 1.

Helen Beny, a postdoctoral research fellow at żě˛ĄĘÓƵ, contributed to Policy Options April 1.

żě˛ĄĘÓƵ was mentioned in Frequency News April 1.

See more ways żě˛ĄĘÓƵ is making headlines at News @ York.

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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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Ciuying Jian (associate professor, ), Trevor VandenBoer (associate professor, Faculty of Science) and Daanish Mulla (postdoctoral fellow, ) are three of 34 delegates selected to engage in dialogue with policymakers during the 2026 Science Meets Parliament – Ontario Program (SMP-ON).

The event creates opportunities for in-depth knowledge sharing, in which delegates from the academic scientific community gain insights into the legislative process and learn how to effectively communicate research to policymakers.

This is the second year for the Ontario cohort, which is an expansion of the SMP federal program launched by the Canadian Science Policy Centre (CSPC) in 2018. It serves as a non-partisan initiative to benefit scientists, members of provincial parliament (MPPs) and Ontarians.

The three York representatives will bring research expertise in water and energy, air quality and chemical instrumentation, and human movement to the Spring 2026 delegation.

“This initiative is important because it creates a structured space for direct exchange between researchers and policymakers,” says Jian, a professor of mechanical engineering. “This type of engagement helps ensure that decisions are informed by evidence and allows researchers to better understand how policy is shaped in practice.”

Jian’s research explores innovative ways to use carbon and water more effectively. Specifically, her research examines how to sustainably produce carbon-based functional materials and use them to clean wastewater and improve environmental monitoring and green energy systems. Her lab also uses computer modelling to understand the behaviour of materials and interfacial systems at a microscopic level.

She plans to highlight to policymakers the importance of supporting both applied and fundamental research and hopes to help build mutual understanding between scientists and MPPs about how each approaches complex decision-making. Jian says she will share insights learned with Lassonde and the wider York community, as well as external partners such as the Canadian Society for Mechanical Engineering. She will incorporate these new perspectives into her research practice moving forward, she says.

For VandenBoer, the delegation is an opportunity to help ensure that “science is a non-partisan entity in politics,” and looks forward to scientists and MPPs working together to serve Ontarians

Atmospheric and analytical chemistry is the focus of VandenBoer’s research at York, which develops new tools to track nitrogen from use as fertilizer to grow crops to the air, as well as in the air quality of urban environments including indoor spaces. The research team working with VandenBoer studies how these chemicals travel and change from microscopic interactions at atmospheric interfaces to impacts at a global scale.

VandenBoer notes that by giving MPPs access to experts, and CSPC teaching scientists how to translate research for policy relevance, the program ensures that provincial decisions can be grounded in the best available evidence.

“The collaboration aims to benefit all Ontarians by bringing a wide range of diverse, expert voices into government to solve real-world problems,” says VandenBoer, adding he plans to maintain relationships developed during the delegation.

Mulla, a postdoctoral researcher with Connected Minds at York, sees the delegation as an opportunity to ensure his research generates evidence that is scientifically rigorous, but also directly actionable for public health policy.

His research investigates how the brain and nervous system control movements. By using advanced computer models, he explores how individuals learn new skills or break old habits, with the goal of finding ways to help people learn physical tasks faster and safely.

"Visible collaboration between researchers and policymakers signals that evidence and governance are working together, not in silos,” Mulla says, adding that he’ll apply what he learns to his teaching and research, and will incorporate findings into lessons about science communication.

By participating in the initiative, York researchers will help strengthen connections between science and policy at the provincial level.

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These honours celebrate academic excellence as well as the leadership, service and initiative that contribute to the school.

Presented to graduating students who have made an outstanding contribution during their time at Osgoode, the 10 juris doctor students selected from dozens of nominations for the 2026 Dean’s Gold Key Awards have enriched the academic journey and advanced student experience through community building, governance, advocacy and extracurricular leadership.

“One of Osgoode’s greatest strengths is our community. The Dean’s Gold Key Awards recognize students whose leadership, service and academic excellence have strengthened the Osgoode experience,” says Dean Trevor Farrow. “These graduates have set a standard for what it means to contribute meaningfully to a law school and to the profession. We are proud to celebrate their achievements and the leadership they will carry forward as Osgoode alumni.”

Ebun Akomolafe

Akomolafe has demonstrated exceptional leadership, integrity and a sustained impact on mooting, student governance and peer mentorship. An internationally accomplished mooter, she has earned top oralist honours and helped advance Osgoode teams at the highest levels while also strengthening the institution through structural reform, serving as the inaugural ethics officer of the Osgoode Mooting Society and later redesigning training programs to improve access, fairness and support for junior competitors.

She has been a steady leader in student governance and a deeply committed mentor, providing extensive one-on-one support during recruitment and transitions, often without recognition. She is noted for her principled judgment, even-handed leadership and quiet dedication.

Avery Cameron

Cameron is noted for exceptional leadership and a lasting impact on student mooting and mentorship. As president of the Osgoode Mooting Society, she expanded access to oral advocacy, guiding dozens of students and helped deliver some of the school’s most successful mooting years, including revitalizing Lerner’s Cup and sustaining Baby Gale and Cassels Cup when organizers or sponsors withdrew.

She devoted extensive time to coaching, brought senior judges to campus, and led the creation of a more ethical, student-centred mooting culture through new conduct and accountability frameworks. Nominators credit her with leaving Osgoode’s oral advocacy community stronger, more inclusive and better positioned for future generations.

Allessia Chiappetta

Nominated for sustained leadership and lasting contributions to student life, Chiappetta has served as president and co-president of the Intellectual Property Society of Osgoode and co-president of the Canadian Italian Association of Osgoode. She is noted for expanding leadership opportunities, launching cross-club collaborations and building programming that strengthens professional, academic and cultural engagement across the school.

Chiappetta has also distinguished herself academically and professionally through faculty research assistantships, advanced work in emerging areas of law, acquiring more than 140 hours of clinical service supporting under-resourced innovators, and success in mooting competitions. As an upper-year mentor and orientation leader, she has provided consistent, practical support to junior students.

Brandon Connor

Connor’s nomination is rooted in values-driven leadership and a broad impact on student life, equity and community care. As co-president of Osgoode OUTLaws, he led major fundraising and programming initiatives, expanded mentorship initiatives and panels supporting queer students navigating the legal profession.

His work as equity officer and Faculty Council Equality Committee member focused on embedding equity into institutional processes, including recruit-focused supports for equity-seeking students and advocacy for stronger student representation. Across clinical work, residence life, mentorship and governance, nominators emphasize that Connor consistently identified gaps in support and took concrete steps to address them.

Michael Conroy

Conroy was nominated for exceptional leadership, service and mentorship across clinical education, governance, scholarship and student life. He is noted for his extraordinary contributions to the CLASP–KPMG Tax Clinic, where he went beyond his role to secure significant relief for low-income clients and continued supporting cases after his formal commitments ended.

As a student leader, Conroy strengthened Osgoode’s mooting culture and tax law programming, helped sustain major competitions and improved fairness and continuity through institutional reforms. He also made lasting contributions through high-level academic research and publication, while consistently mentoring peers, junior students and incoming cohorts with generosity and care.

Elad Dekel

Dekel was nominated for behind-the-scenes leadership that materially improved student life, systems and access. As co-chair of Orientation Week and treasurer of the Legal and Literary Society, he modernized outdated processes, automated workflows, stabilized finances and introduced cost-saving initiatives, including a new financial management platform and at-cost student printing that saved thousands of dollars.

He also strengthened student programming through leadership roles in the Entertainment and Sports Law Association and extensive clinical and volunteer work, while consistently pursuing essential tasks that kept student life running smoothly.

Gabrielle Gonsalves

Gonsalves is recognized for her transformative contributions to equity and access within the law school community. As treasurer of the Black Law Students’ Association, she vastly expanded financial supports, growing the LSAT bursary program from three to 13 awards and establishing an emergency fund for Black-identifying students facing crisis.

She is widely recognized for her intensive, hands-on mentorship, providing academic, recruit and personal support to law and pre-law students, particularly those from underrepresented backgrounds. Across clinical work, student leadership and peer support, nominators emphasize that Gonsalves not only advocates for inclusion, but actively dismantles barriers and equips others to succeed.

Arianna Howse

Quiet leadership and a significant commitment to Indigenous student advocacy has earned Howse this award. From her first year onward, she has played a central role in the Osgoode Indigenous Students’ Association (OISA), serving as 1L representative, director of communications, and later co-chair, where she consistently acted as a bridge between cohorts, advanced student concerns and strengthened academic and community supports.

Her leadership contributed to record attendance at OISA events and record fundraising for Orange Shirt Day, while her mentorship of Indigenous students was sustained through co-leading training and transition sessions for incoming students. Her impact has been cumulative and enduring, marked by selfless service, careful mentorship and a measurable improvement in the Indigenous student experience at Osgoode.

Shivaansh Khanna

Khanna is recognized for leadership that enhanced student life, financial stability and community belonging. Through senior roles in student government and Orientation Week, he combined strategic planning with deep care for students, leading major initiatives that improved accessibility, inclusivity and long-term sustainability.

As a Legal and Literary Society representative, and later treasurer, he played a central role in restoring the society’s finances, eliminating a longstanding deficit through transparent decision-making and difficult but necessary reforms. Across governance, orientation and student programming, nominators describe Khanna as a calm, generous leader who mentors others and someone who takes on complex work without seeking recognition.

Jasmit Mander

Mander has demonstrated exceptional mentorship, principled leadership and a sustained commitment to equity and inclusion. As a founder and co-president of the Osgoode Sikh Students Association, he helped build a nationally connected student organization through mentorship programs, career panels, recruitment support and community outreach, while also amplifying student voices through council and strategic planning initiatives.

Through student governance, pro bono work and community leadership, Mander is described as someone who quietly expands access, builds confidence and walks alongside others without seeking recognition, leaving a lasting impact on the Osgoode community.

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When Lakeshore Teachers’ College was absorbed into żě˛ĄĘÓƵ in 1971, McCarthy was among those who became founding members of the Faculty of Education at żě˛ĄĘÓƵ.

She brought to the University a holistic approach to teaching, focused on all aspects of the child – including home and community – and grounded in a belief, increasingly shared at the time, that strong teacher-student relationships were central to learning.

She spoke to this in a 1969 article in Catholic News Service, saying: “The teacher has to be prepared to reveal his own self – his own moral viewpoints, so long as he does not seem to impose them. Otherwise there is no relationship, no feedback."

Colleagues remember McCarthy for her approach to teaching. “She shared her deep passion for teaching with her BEd students,” says Professor Emeritus Ron Owston.

“She was also a warm, caring colleague,” adds Owston. Professor Emeritus Donald Dippo also remembers her for the value she placed on creating connections not just with students, but within the Faculty. He recalls her as the first person to greet him when he joined żě˛ĄĘÓƵ in 1987, and how until her retirement, she hosted a year-end event at her home. “It served as a rare and important opportunity for colleagues to engage as more than people passing in a corridor,” he says.

McCarthy taught at York for more than 25 years, demonstrating deep dedication to the success of her students – one eventually recognized through the MarySue McCarthy Bursary, established by the Faculty of Education Alumni Association in her honour. Since 2000, 49 recipients have been supported through the award.

In this way, she lives on in the students she taught, in those who have received awards in her name.

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