Peniston, an associate professor in the School of Nursing, is the fourth faculty member to hold the fellowship since it was introduced in 2023. Her project, titled “Global Citizenship: Experiential, Decolonial and Transformative Teaching and Learning for a Healthy and Just World,” aims to prepare students to graduate as both skilled health professionals and ethically engaged global citizens.

"We want students to graduate with ethical responsibility and global awareness of what's happening in the world, because there are real-world issues that will impact their profession," says Peniston.

The project unfolds across three interconnected objectives.

The first is professional development for faculty: equipping educators across the Faculty of Health with the tools and frameworks to weave international citizenship themes into their existing courses. The second is Faculty-wide curriculum transformation, co-developing a pan-Faculty general education course and classroom modular teaching resources centred on global citizenship, health equity and sustainability. The third is preparing students to be globally minded by developing their critical thinking, ethical reasoning and ability to work across perspectives, so they graduate seeing themselves as agents of change who feel capable of addressing real-world health challenges.

The most tangible deliverable is a digital global citizenship badge that students can add to their CV or LinkedIn profile, signalling they have engaged meaningfully with health equity, sustainability and social justice during their time at York.

“I want every student graduating from the Faculty of Health to leave not only with expertise in their discipline, but also as a global scholar equipped to engage with the world," says Peniston.

Earning the digital badge will require completing specific elective courses related to global citizenship, including the proposed interdisciplinary pan-University course, participating in a capstone project through York's Cross Campus Capstone Classroom (C4) and engaging with York International's learning partnerships.

Together, these elements are designed to create experiential and digitally connected learning opportunities that reach beyond the classroom.

Peniston also plans to develop a health-focused teaching toolkit to support faculty in incorporating the UN Sustainable Development Goals into their classrooms, building on work she completed through a previous Academic Innovation Fund grant.

Running through all three objectives is a commitment to decolonial teaching practices by centring a broader range of voices, perspectives and ways of knowing in health education.

The decolonial focus is grounded in practical classroom application rather than abstract theory. Peniston points to the Truth and Reconciliation Commission's Calls to Action as one framework, and describes integrating Indigenous scholarship, diverse global perspectives and non-biomedical voices into what students read and hear.

"It's bringing in diverse perspectives and materials for students to engage with, inviting Indigenous scholars and other historically underrepresented voices, creating space to listen to those voices that haven't been heard and must be heard," she says.

Peniston will measure success at three levels: changes in student thinking about their professional roles and global responsibilities; increases in the number of faculty incorporating global citizenship modules into their teaching; and the Faculty of Health's ability to demonstrate leadership in socially accountable health education.

"What I find most exciting is the opportunity to work across all the schools in the Faculty of Health to co-create something together," she says. "It's about more than one course or one program; it's about building a shared approach to teaching that connects disciplines and prepares students for the world they're entering after graduation."

With files from Mzwandile Poncana

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The initiative is part of the ’s fourth-year course Sport and International Development (KINE 4310) that engages students in community-driven projects with local and global organizations.

Led by Associate Professor Lyndsay Hayhurst as part of a community-service learning (CSL) initiative, 45 undergraduate students partnered with seven organizations – Jays Care Foundation, Commonwealth Sport Canada, Free to Run, Skateistan, Prezdential Basketball, Canadian Women & Sport and the International Platform on Sport and Development – to effect real-world change.

Working in small groups, students contributed approximately 25 hours over the term to support partner-identified priorities related to: gender equity; monitoring, evaluation, accountability and learning; newcomer inclusion and belonging; climate justice; and youth development.

Each group developed a structured work plan, maintained regular communication with their partner organization and completed a midterm progress report and final report outlining their research, analysis and recommendations.

A core focus of the course was knowledge mobilization, with students producing accessible, action-oriented resources designed to be used in practice by organizations. These outputs included monitoring, evaluation, accountability and learning (MEAL) toolkits, policy briefs, infographics, coaching resources and digital content strategies.

The course concluded with a final in-class conference where students presented their knowledge mobilization outputs to partner organizations followed by discussion and feedback from partners and peers.

Partner organizations said the presentations offered practical relevance, clarity and creativity of the presentations, noting that several recommendations would be adopted to inform ongoing programming, evaluation and policy development.

The work, Hayhurst notes, highlights how students are engaging with contemporary challenges shaping sport and development practice.

One project, for example, worked on a policy brief on trans and non-binary inclusion for Canadian Women & Sport just as the International Olympic Committee released new guidance on trans athletes participating in women’s sport.

“The real-time policy shift that is widely interpreted as excluding trans athletes from women’s sports brought urgency to the group’s presentation and sparked conversations about how community sport organizations in Canada can respond with more inclusive, equity-focused approaches,” says Hayhurst.

The Jays Care student group worked on researching how youth-facing barriers to sport participation – and the efforts to address them – shape access, retention and experiences in community baseball. The project maintained a specific gender analysis, with attention to girls’ participation in the broader community-based landscape. Working with Jays Care, students presented an infographic exploring how equity, access, safe spaces, inclusive environments and meaningful participation translate (or fail to translate) into tangible outcomes for girls in baseball across Canada.

Alexandra Blanchard, director of strategy at Jays Care Foundation and York alum, says working with the students was positive experience, noting they were enthusiastic, curious and a pleasure to engage with.

“It's energizing to connect with the next generation of students who are passionate about the field and I'd jump at the chance to do it again,” says Blanchard. “University partnerships like this are a wonderful way to bridge research and community practice, and we'd recommend the experience to any community organization looking to do the same.”

In addition to applied research experience, the CSL model supports skill development in research, communication, teamwork and problem-solving.

“This course has run for the last 10 years with the goal of moving beyond traditional learning by engaging students in collaborative, community-driven projects,” says Hayhurst. “Students are not only developing critical insights into sport, development and social justice, but importantly, they are also creating tangible knowledge mobilization outputs that will be taken up in practice by community partners.”

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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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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 �첥��Ƶ’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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An associate professor of math education at �첥��Ƶ’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 �첥��Ƶ, 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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“For many people, the experience of TB is debilitating physically, emotionally, socially and financially,” says Nancy Bedingfield, a postdoctoral research fellow at the Dahdaleh Institute for Global Health Research, who works with Associate Professor Amrita Daftary at the School of Global Health. The way these effects are typically studied is through a unifying framework. “Quality of life (QoL) is a single concept capable of capturing these wide-ranging impacts,” she explains.

To measure QoL, researchers often use an internationally recognized questionnaire called the World Health Organization Quality of Life – BREF (WHOQOL-BREF). But while working on a larger study called MISSED OUTCOMES, which explores the causes and effects of high TB rates in South Africa’s Eastern Cape province, Bedingfield realized that standardized measures might miss something vital.

“Standardized questionnaires yield very valuable information, but cannot capture the cultural and individual complexity that really matter when it comes to an outcome as personal as quality of life,” she says. “We can’t truly understand the impacts of TB unless we look at the experience holistically. We need a nuanced understanding in order to do that.”

To address this, Bedingfield pursued a stand-alone study within MISSED OUTCOMES which has now been published in . The study was co-designed with Andrew Medina-Marino’s team at the Desmond Tutu HIV Foundation, University of Cape Town, and engaged a recent graduate of York’s School of Global Health, Mahilet Girma.

The team conducted open-ended interviews with individuals at different stages of treatment, giving participants space to share their own experiences of how TB affects their daily lives.

Participants described how TB didn't just damage their lungs, but disrupted routines, limited their independence and reshaped how they saw themselves and their roles within families and communities. Many described a decline leading up to a diagnosis, as unmanaged symptoms made work and everyday tasks increasingly difficult. Treatment was not an automatic remedy. In fact, early treatment was often the most challenging stage, marked by medication side effects, fatigue and mounting financial strain. Even after treatment ended, many participants continued to experience those challenges.

Participants judged their well-being on what mattered most to them: the ability to work, support family or pursue personal goals. Physical recovery wasn’t enough; without income or social assistance, many still felt the quality of their daily lives was poor. Through those personal perspectives, the study will add nuance to how well-being is understood in TB patients and highlight gaps in social and economic services, pointing to the systemic changes needed to improve outcomes.

“People experiencing TB, especially in low- and middle-income countries such as South Africa, require financial assistance and personalized counselling to achieve a fulfilling quality of life and recover from the setbacks imposed by TB,” says Bedingfield.

The study recommends more support during early treatment, when well-being is often at its lowest, as well as after treatment ends when people are considered "cured." This could include income assistance, counselling, education and programs to help people return to work.

Recovery from TB is about eliminating infection as much as it is about restoring stability, independence and dignity – something medicine alone cannot achieve.

“We hope our study comes to the attention of international and national decision-makers who can increase prioritization and funding for social protection programs – such as cash transfers, nutrition programs and personalized counselling – for people affected by TB,” Bedingfield adds. “The needs of people affected by TB are great, but the resources available for person-centred supports are lacking.”

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Research led by �첥��Ƶ draws attention to inequities in Canada’s public health care system affecting immigrant and racialized families raising children on the autism spectrum.

Conducted by a team at York’s in partnership with the community organization SMILE Canada-Support Services, the research centres on the voices of family caregivers who are often overlooked in autism research or policy discussions despite facing disproportionate barriers to care.

The study, published in , investigates the lived experiences of caregivers from marginalized communities to understand the social determinants affecting access to care and autism-related services.

Findings show that fragmented systems, stigma and structural barriers create long-term strain for individuals and families in caregiving roles, highlighting the need for public health policy reform across Canada.

“Caregiving does not happen in isolation,” says Farah Ahmad, professor in the School of Health Policy and Management. “This research shows how families are navigating multiple systems at once – health care, education, immigration and social services – and how gaps in those systems directly affect family well‑being.”

Autism is a lifelong neurodevelopmental condition affecting approximately one in 50 children and youth, aged one to 17 years. While support needs vary, parents and family members often take on complex and ongoing responsibilities soon after diagnosis, including care coordination, advocacy and emotional, and financial assistance, Ahmad notes.

The researchers argue that when caregivers’ needs go unmet, the effects extend beyond individual families. Chronic stress, burnout and declining mental health among caregivers can influence service use, employment and long‑term health outcomes, making caregiving a pressing public health concern rather than a private challenge.

“When family caregivers are stretched to the limit, the impact shows up across systems,” says Ahmad. “Health and education policies need to recognize caregivers as central partners in care.”

The study collected data using PhotoVoice, a participatory research method that allowed participants to document their experiences through photographs and personal narratives.

Immigrant and racialized family caregivers took part in four in‑person sessions that included guided photo‑taking, group reflection and collaborative analysis. York researchers worked alongside caregivers to identify key themes and refine the findings, positioning participants as knowledge holders rather than research subjects.

“This approach aligns with our commitment to community‑engaged research,” Ahmad says. “It allowed caregivers to show, in concrete ways, what gaps look like in daily life.”

The PhotoVoice study was led by graduate student Jesse Sam, which contributed to his major research paper for his master’s in health policy and equity. The team also included Tareq Khalaf (doctoral student in health) and �����Ჹ�Բ��������ٳ󾱱�� (master's student in critical disability studies). 

The group identified seven interconnected themes that reflect the complexity of caregiving: family and child needs; physical and emotional burden on caregivers; school support gaps; stigma and discrimination; overall journey with barriers; transitions and uncertainty; and “two sides of a coin:” isolation and strength, loneliness and hope.

School systems were flagged as a major pressure point, requiring caregivers to spend significant time advocating for support. For families facing other obstacles, such as language and systemic, these challenges were compounded.

“What stood out was how persistent and layered these barriers were,” says Ahmad. “Families were not dealing with a single obstacle, but a series of interconnected challenges that accumulated over time.”

Participants also described racism and discrimination within health and social service systems, along with financial strain tied to therapy costs, lost work time and administrative burden.

The study calls for policy changes that would improve equity in autism support: coordinated, culturally responsive health and education systems that reduce administrative burden, address stigma and assist families across key transitions.

Those who participated in the PhotoVoice study reported feeling validated and empowered, and expressed interest in sharing the findings with broader audiences.

Ahmad notes that by positioning caregivers’ experiences as evidence, the research challenges policymakers and practitioners to rethink how autism care is delivered and who is included in decision‑making processes.

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The five‑year project will examine how nurse practitioners and registered nurses can deliver low‑barrier, community‑driven services for groups that experience gaps in access to health care.

The project is led by Mia Biondi at York’s School of Nursing, , with co-principal applicants Karen Campbell (�첥��Ƶ), Molly Bannerman (Women and HIV/AIDS Initiative), Grace Chiutsi (AIDS Committee of Toronto) and Guillaume Fontaine (McGill University). The team also includes co-investigators from York and partner institutions, including School of Nursing Faculty Roya Haghiri-Vijeh, Catriona Buick, Ramesh Venkatesa Perumal; and School of Nursing graduate students Tamara Barnett and Michelle Hermans. The team received guidance from external partners, including service provider and community advisory boards, with members such as Elene Lam, from the School of Social Work.

The research builds on Phase I funding of $100,000 awarded in 2024 through CIHR’s Community-Based Research program and responds to a documented rise in HIV infections among women in Canada. The award funds projects grounded in lived experience and community partnership.

Biondi says cis and trans women, in particular, experience systemic and social inequities that limit access to HIV information, counselling, prevention and treatment. These inequities are intensified for women who are racialized, use drugs, have migrated, are criminalized, participate in sex work or identify as 2SLGBTQIA+.

The inform the direction of the project, the team held focus groups in spring and summer of 2025 with women affected by HIV and those who may benefit from prevention medication; service organizations and their leadership; nurse practitioners and registered nurses; and policy‑makers. Guided by its advisory boards, the team gathered input on facilitators and barriers to care, as well as supports for women‑centred models and what training and collaboration are needed.

Participants also helped identify priorities that will inform the project’s next steps.

“Drawing from these findings, we have outlined a five‑year plan that includes further consultation, co‑design of care models, pilot implementation and evaluation in communities where it is most needed,” explains Biondi. “The goal is to strengthen access to HIV prevention and treatment by supporting women-led, women-centred, nurse-facilitated, low-threshold models that can be delivered in community settings."

The proposal will work to develop a scalable, sustainable provincial implementation plan, where women in the community are leading the initiatives, she notes.

The project, says Biondi, is rooted in strong community-led integrated knowledge translation as well as justice, equity, diversity, decolonizing and inclusion plans. It also outlines training and capacity-building for women in the community, nurse practitioners and registered nurses, HIV sector service providers and graduate students.  

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As part of the recent Memorandum of Understanding signed by �첥��Ƶ and the Mississaugas of the Credit First Nation (MCFN), the three acknowledgements are considered a meaningful gift to guide how the University recognizes and honours the caretakers of the lands on which its campuses are located.

“These statements reflect the spirit of relationship building that guided this work,” says Audrey Rochette, assistant vice-president of Indigenous Initiatives. “This gift from the Mississaugas of the Credit First Nations centres community voices and the history as they want it reflected. When you hear the phrase 'Nothing about us without us,' this is an example of that."

The new acknowledgements replace previous versions used to open events, meetings and gatherings, as well as those incorporated into written materials, learning environments and University communications. 

The three versions – also available in French – include a statement for Keele and Glendon campuses, a second version for Markham Campus, a third statement representing all York locations across the Greater Toronto Area. 

York community members are encouraged to begin using the new statements in all relevant University contexts, including updating email signatures for faculty and staff. 

To help ensure consistent and appropriate use, Indigenous Initiatives�����Ի����ٳ����Division of Equity, People & Culture have developed protocols and supporting materials that outline the purpose of the statements, identify who should deliver them and offer guidance on their application.

These resources are available on a new webpage that serves as a hub for all land acknowledgement materials. The site provides the full official land acknowledgments, pronunciation examples, usage guidelines, instructions for updating email signatures – also found on York's brand webpage – and additional information to support the community in understanding and incorporating the MCFN-authored wording into daily practice. 

“Land acknowledgements are living documents. By using these new statements with care and intention, our community can now honour the work the Mississaugas of the Credit First Nation invested in developing them,” says Parissa Safai, interim vice-president, Equity, People and Culture. “They reflect the partnership at the heart of our renewed MOU and our shared commitment to respectful engagement and stewardship of the territories upon which York is situated.”

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The �첥��Ƶ computer science student was one of 50 winners of Apple’s Swift Student Challenge. As part of the global coding competition’s prize, Worku was flown to Apple’s California headquarters, where he showed CEO Tim Cook how the app supports a variety of learning and academic planning functions, all completely offline.

“He said, ‘I wish I had this when I was growing up’,” says Worku, who is in his fourth year of studies at York’s .

Raised in Addis Ababa, Ethiopia, Worku recalls how inadequate classroom facilities and spotty internet service affected his learning. After moving to Scarborough with his family in 2017, he became more aware of the disparities in educational opportunities across different countries.

In the summer of 2023, Worku began a co-op placement with Lassonde’s kindergarten to industry (k2i) academy, which offers STEM programs to local youth. As a mentor in k2i’s Work-Integrated Learning program, Worku guided five high school students in developing an app to address the United Nations’ Sustainable Development Goal 4 on quality education.

Combining that experience with his education and previous co-op role developing iOS apps, he took the lead in advancing the work on SDG 4. As part of this mission, he volunteered as an instructor for Black Boys Code, a non-profit focused on closing the diversity gap in the technology sector.

“I want to give students everywhere an even playing field,” he says.

Then, he came across a social media post about Apple’s coding challenge.

He spent the next six months building a prototype of AccessEd using AI and machine learning capabilities. He designed the app to review uploaded course materials and answer questions about the content. It can analyze photos of class notes to generate flash cards and suggest high school courses that match a student’s interests. It also features a task management system to track assignments and tests.

AccessEd aligns with the rise of offline e-learning apps focused on improving equity for learners in environments with limited infrastructure and unreliable internet service. Worku says Apple’s recognition of his app provided important validation for his idea, and he continues to refine the app, which is now publicly available on Apple’s App Store.

“Many students don’t have access to high-quality educational tools,” Worku says. “Maybe this app can help solve this problem and allow more students to succeed.”

With files from Sharon Aschaiek

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