Research led by 91亚色's Roya Haghiri-Vijeh is embracing Globally Networked Learning (GNL) for nursing collaboration on 2SLGBTQIA+ care.

Edited by Alex Huls

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.

鈥淭he literature shows that 2SLGBTQIA+ communities are not feeling safe and health care spaces are not affirming of their needs,鈥� she says. 鈥淲e need to include this as part of our education.鈥�

As she considered how to incorporate more affirming care practices into her Community Health Nursing course, Haghiri鈥慥ijeh turned to an asynchronous learning tool called the Sexual Orientation Gender Identity Virtual Simulation (SOGI VS). The open鈥慳ccess platform offers five鈥� to eight鈥慼our 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 91亚色鈥檚 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 91亚色 connected Haghiri鈥慥ijeh 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 91亚色 colleague Karen A. Campbell and 91亚色 master鈥檚 student Camille Alcalde.

In the paper, the team outlines how they shaped the shared assignment. Early on, Haghiri鈥慥ijeh and Wong came together to learn about each other鈥檚 institutions, consult with their universities鈥� GNL offices, test the simulation tool and work together to design their co鈥憈eaching approach.

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

From there, the students were paired across the two countries. 91亚色 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鈥慥ijeh 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鈥慥ijeh continues to advance her work through a recent  to learn about migrant 2SLGBTQIA+ students鈥� sense of belonging and well-being.

For Haghiri鈥慥ijeh, student involvement has been among the most meaningful outcomes.

鈥淲here possible, we engage students in the writing and co鈥慶reation of knowledge,鈥� she says. 鈥淎sking them if they would like to be involved builds capacity for them, as well.鈥�

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.

鈥淚'm a big believer that if you're doing anything that might be innovative or helpful for others, you have to share it,鈥� she says. 鈥淵ou have to mobilize your knowledge.鈥�

Learn more about Globally Networked Learning (GNL) at 91亚色.

With files from Suzanne Bowness

Originally published in YFile

The post 91亚色 nursing uses global learning to advance gender-affirming care appeared first on 91亚色 International.

Challenge students to explore the similarities and differences between a major export from their own country and a similar one across the world and you have an intriguing premise for a course. But ask them to explore those issues together as peers? And add the lens of sustainability? Now you have a course that catches award attention.

Small wonder, then, that the course 鈥溾�溾�� created by 91亚色 Chemistry professor Hovig Kouyoumdjian and his co-facilitator Ooi Der Jiun from the MAHSA University in Malaysia, .

For Kouyoumdjian, a teaching stream professor at 91亚色鈥檚 Markham campus, setting a stretch goal at the beginning of each year has become a regular part of his teaching practice. And in learning about 91亚色 International鈥檚 Globally Networked Learning (GNL) program, he found the support he needed to try something global. GNL brings together faculty and students from different institutions throughout the world, not only offering an award to co-develop course resources, but connections, tech help and advice. They even introduce teaching partners, which is how Kouyoumdjian met Ooi, a biochemistry professor in MAHSA University鈥檚 department of Preclinical Sciences in the Faculty of Dentistry, who spotted a call for GNL collaborators over social media.

Over Zoom, these professors from opposite sides of the globe demonstrate the easy rapport of longtime colleagues as they describe how their collaborative work came together. First, they identified a topic of interest to students from both countries, focusing on the impacts of two oils that are central to the economy of each country: Petroleum and edible oil (canola oil in Canada oil and Palm oil in Malaysia).

Following an icebreaker unit where they introduced themselves and compared their hobbies and cultural interests through AI-generated images (K-pop music was common ground), the students learned about oil and gas production plus sustainability initiatives in both countries. It鈥檚 a topic that resonated and worked especially well given the importance of resource development to the economies of each country.

鈥淪tudying both industries helped me understand sustainability as a complex, interconnected issue. I used to see oil and gas mainly as a source of environmental harm, but I now realize that sustainable development requires considering multiple sectors鈥攊ncluding agriculture and food industries,鈥� says 91亚色 student Maria-Aimee Tat.

Another course assignment that continued the global theme asked students to contribute to a relevant project of their choice on Zooniverse, a citizen science research platform. The final assignment was a joint presentation on the oil production, with mixed teams from both universities. In total, the seven-week course served around 10 students drawn from Kouyoumdjian鈥檚 CHEM 1001: Chemical Dynamics course and 24 from Ooi鈥檚 dental program. The classes met over Zoom and used 91亚色鈥檚 Moodle platform, plus Padlet and Canva.

Through the course discussions, students came to appreciate their similarities. 鈥淲hat surprised me most was how closely our perspectives aligned, even though we came from different backgrounds. We both approached sustainability from both a community-based and a broader policy or industry level,鈥� says Tat. MAHSA student Emelia Charles says that learning about Canada鈥檚 sustainability practices gave her a comparison point. 鈥淚t opened my eyes to realize that each and every sector has a way of embedding sustainability in order to create a better place and a less polluted world,鈥� she says.

Both professors credit the support from GNL with providing the best practices and tech support so they could focus mostly on their content development and learning objectives. 鈥淐redit should go to the larger GNL team. They were always there for us. Whenever we asked questions, they provided support,鈥� says Kouyoumdjian, noting the Zooniverse suggestion, the icebreaker topics and tech setup as specific elements that enriched the course delivery.

Kouyoumdjian has emerged from his GNL experience even more enthusiastic about the possibility of global collaboration. Following the award shortlist, he travelled to London, England to present the course concept at the in December (the course was shortlisted for the QS Sutainability Education Literacy , and the opportunity forged some excellent connections). He hopes to inspire others to adapt it to their own needs. 鈥淚t could be a model for others. This could be in scalable as long as the model is there,鈥� he says.

Of course, the major beneficiaries have already been the students, who raved about the course. 鈥淚t was definitely an amazing experience,鈥� says Charles. 鈥淭his program has allowed me to see how different countries approach certain problems effectively.鈥� Her 91亚色 classmate agrees. 鈥淲orking with students from Malaysia was an enriching and eye-opening experience. It gave me the chance to see how people from different cultural and academic backgrounds approach the same global issues. We shared ideas, compared perspectives, and learned to collaborate despite time zone differences. I really appreciated their openness, respect, and strong sense of teamwork,鈥� says Tat.

The post Globally Networked Learning course shortlisted for QS Reimagine Award 2025: Chemistry professor Hovig Kouyoumdjian and Malaysian collaborator created course to compare sustainability in both countries appeared first on 91亚色 International.

The post GNL Project wins EEA Award for Innovation in Teaching appeared first on 91亚色 International.

Students from 91亚色 have an opportunity to collaborate with students from Japan鈥檚 Mukogawa Women鈥檚 University this month as the result of a  (GNL) award granted to Lisa Sandlos, a contract faculty member in 91亚色 U鈥檚 School of Gender, Sexuality & Women's Studies and the Faculty of Education, by the GNL team at 91亚色 International.

GNL is an approach to teaching and learning that enables people from different locations worldwide to work together on knowledge-making processes and research projects. It provides cross-cultural opportunities for students who might not have the chance to study abroad 鈥� a definite benefit in today鈥檚 global economy.

Sandlos will be pairing students in her summer course GSWS/DANC4528 3.0 鈥� Feminism, Dance and The Body: Performance, Movement and Transformation 鈥� with students in a course at Mukogawa Women鈥檚 University taught by Naoko Murakoshi, who offers a seminar focusing on somatic movement, education and dance. The two women studied together in a professional training program at the School of Toronto Dance Theatre (now called the Dance Arts Institute) and were faculty colleagues at 91亚色 U for several years before Murakoshi returned to teach in her native Japan.

Thanks to a Hyogo Overseas Research Network fellowship, Sandlos was able to travel to Japan this spring and plan the GNL exercise with Murakoshi in person.

鈥淏ecause we are considering bodies, movement and dance, it was helpful to be together in a physical space with her students,鈥� Sandlos said. 鈥淚 was there doing research, but I also taught five classes and gave a lecture on gender, sexuality and sexualization in competitive dance.鈥�

Murakoshi noted, 鈥淚t was good to have Lisa here so we could create the GNL plans together. The process is very important, and we wanted to share our thoughts.鈥�

The 91亚色 U course, which began at the end of June, is six weeks long. Sandlos introduced the GNL component during the second class, and provided another assignment option for students who preferred not to participate.

As part of the GNL component, both students in each pair will create a video 鈥渁bout any aspect of their identity that they wish to share,鈥� Sandlos said. 鈥淭hey will then observe their partner鈥檚 video and write a reflection on what they observe and what they have experienced. They will also reflect on what the body can tell us, especially through movement and dance.鈥�

Once the students begin the project, they will be able to work either asynchronously or synchronously, but the 13-hour time difference will likely play a part in their decisions.

Through this project, the two professors hope their students will gain an understanding of the cultural and social dimensions of movement.

鈥淚deas about the body are social and cultural and aren鈥檛 fixed,鈥� Sandlos said. 鈥淲hen we communicate cross-culturally, we realize that people collectively create their understanding about the world and the body. Movement is culturally coded and we need to understand the level of diversity that exists in order to communicate effectively.鈥�

Murakoshi noted that bodies are socially conditioned. In Eastern philosophy and Japanese culture, she explained, small gestures can carry great meaning.

鈥淭his exchange will help the students start to reveal their own biases and understand that how they perceive things is societal,鈥� said Murakoshi. 鈥淭his is revealed clearly when they exchange movement, and I want them to experience that with peers.鈥�

Sandlos hopes students will find the GNL project informative, not only as a cross-cultural exchange but as experiential education, which was her impetus for creating it.

Originally published in YFile.

The post Project brings together dance students from 91亚色 U, Japan appeared first on 91亚色 International.

Francesca Boschetti, associate director of the 91亚色 English Language Institute (YUELI) in the School of Continuing Studies, gave a talk at the聽Languages Canada Annual Conference聽in Vancouver showcasing her groundbreaking work in globally networked learning.
A collaborative approach to research and teaching that allows students, instructors and researchers from around the world to work together, globally networked learning holds a special place in Boschetti's heart because of her own journey as a language student and advocate for multiculturalism.

"I grew up in Italy and studied multiple foreign languages throughout my schooling and into university, where I concentrated on language teaching and learning," explains Boschetti, who has spent her career figuring out how to best weave internationalization initiatives into language programs in the Canadian university setting.

Boschetti's talk, titled 鈥淕lobally Networked Learning: Internationalization at Home in English Language Classes,鈥� focused on setting up virtual exchanges to provide students from universities in different parts of the world with an opportunity to connect with each other and enhance their intercultural communication and networking skills.

To illustrate her approach, Boschetti discussed the globally networked learning project she launched in collaboration with 91亚色 International and YUELI in Winter 2022 鈥� a year-long virtual exchange between English for Academic Purposes students at YUELI and English for Hotel Administration students at Ponti铿乧ia Universidad Cat贸lica Madre y Maestra (PUCMM), a university in the Dominican Republic. Students involved in the exchange interacted through online activities, including message board chats, group discussions on Zoom, and friendly competitions and games.

"Cross-cultural communication and collaboration have a transformative power," says Boschetti. "Witnessing our students thrive in the classroom, honing their language skills, forging new friendships and gaining invaluable cultural insights reaffirms my commitment to fostering an inclusive, globally connected learning environment."

In her presentation, Boschetti detailed how the institute identified a university partner, designed programming, collaborated with instructors and engaged different cohorts of students. She shared the best practices, learning outcomes, strategies and challenges they encountered.

Many attendees approached her afterwards, seeking advice on how to successfully launch similar programs at their own institutions, which is exactly the response she was hoping for.

"As we thrive to enrich the student experience," says Boschetti, "initiatives such as virtual language exchanges serve as catalysts for meaningful engagement and intercultural dialogue."

Originally published in YFile.

The post Staff member illustrates leadership in globally networked learning appeared first on 91亚色 International.

The COVID-19 pandemic made student mobility and exchange programs challenging, but聽Hugo Chen, director of international collaborations and partnerships for 91亚色's Faculty of Science, found a way to provide students with a global engagement opportunity nonetheless, by turning to globally networked learning (GNL). Now, post-pandemic, the GNL initiative 鈥� his Faculty鈥檚 first 鈥� is still going strong.
GNL, also known as collaborative online international learning virtual exchange (COIL-VE), refers to an approach to research, learning and teaching that enables students, faculty and non-academic researchers from different locations around the world to participate in, and collaborate on, knowledge-making processes and concrete research projects.鈥疘t dovetails nicely with 91亚色鈥檚聽University Academic Plan聽and its priority of advancing global engagement, as well as the聽Faculty of Science鈥檚 Strategic Plan聽with its goal of creating 鈥渕ore opportunities for all students to have international exchange and field course experiences.鈥� 聽

It also reflects the University鈥檚 commitment to the United Nations Sustainable Development Goals (SDGs), such as SDG 3: Good Health and Well-being, by contributing to students鈥� overall mental health and resilience; SDG 16: Peace, Justice and Strong Institutions, by promoting intercultural understanding and dialogue; and SDG 17: Partnerships for the Goal, by emphasizing the importance of global partnerships in achieving sustainable development. 

鈥淢any students found the pandemic stressful because they were stuck at home and their opportunities for international exchange were curtailed,鈥� Chen said. 鈥淎lthough I was relatively new to 91亚色, I was experienced in international education and knew the benefits of GNL, or COIL-VE, as it is often called.  

鈥淭he Faculty of Science hadn鈥檛 tried GNL previously, but I want to be an innovator and decided to facilitate some cross-cultural communication.鈥� 

With support from 91亚色 International, the office that supports GNL initiatives at 91亚色, Chen reached out to Xin Wang, an associate professor at Northeastern University in Shenyang, China. The duo, and an administrative colleague there, agreed to organize a series of Zoom sessions to bring students from 91亚色鈥檚 Faculty of Science together with students from Northeastern鈥檚 School of Information Science & Engineering to increase intercultural understanding.  

At 91亚色, Chen invited members of the group Global Leaders of 91亚色 Science (GLYS) to participate. GLYS is a volunteer team that works closely with Chen鈥檚 office to support the Faculty鈥檚 international initiatives, provide undergraduate students with professional development opportunities to enhance their employability skills and help them develop a global mindset. A total of 35 GLYS members and Northeastern students took part in the initial cross-cultural sessions. They began with an international coffee chat over Zoom in November 2021.聽

鈥淢y objective was to have them meet and talk about their own experiences,鈥� said Chen, who is a certified sociocultural competency training facilitator. 鈥淭he important thing was to build understanding and exposure around different cultures.鈥� 

A joint organizing committee comprising students from both universities created a series of virtual sessions, each lasting an hour and a half. The topics they chose included a comparison of their education systems; mental health, including pandemic challenges; artificial intelligence; and the opportunities and risks of globalization. Of course, there was also informal discussion about their favourite books and music, hobbies and interests. 

鈥淚 suggested ideas, provided advice and was there to facilitate their conversations,鈥� said Chen. 

After each session, he and his Northeastern colleagues asked students to provide feedback and suggest potential improvements.  

鈥淭his was an opportunity to broaden their world views without a huge cost,鈥� said Chen. 鈥淣ot all students can afford to travel abroad, so this makes international opportunities accessible and inclusive. Having such an experience may also encourage students to study or travel abroad later. There are benefits to exploring different perspectives and this project opens the door to those possibilities.鈥� 

The success of the program was apparent in the comments students provided on their post-GNL surveys. 

鈥淓ngaging with students from different countries was enlightening,鈥� wrote one student. 鈥淚t鈥檚 fascinating to see how our approaches to science and education differ and, yet, how much we can learn from each other.鈥� 

Another student added, 鈥淭his program opened my eyes to different cultural perspectives and has given me friends from across the globe. I鈥檓 still in touch with my group members and we often discuss our academic and personal life.鈥� 

Since 2021, Chen and his colleagues in China have run the program annually, with participants drawn primarily from GLYS. The composition of the group changes each time, with a mix of returning and new participants, and it continues to be popular. 

鈥淥ne of the program鈥檚 most gratifying outcomes has been the formation of ongoing relationships and friendships among the participants that have transcended the program鈥檚 duration,鈥� said Chen. 鈥淭his speaks to the depth of the students鈥� engagement and the program鈥檚 success in forming meaningful international ties.  

鈥淲e also hope the students will choose 91亚色 for their further studies.鈥� 

Originally published in YFile.

The post Inaugural GNL project brings students together appeared first on 91亚色 International.

A French immersion high-school teacher who joined 91亚色's Glendon College pursued a  project to help his students build connections and advance their academic journeys.

A frequent participant in a global scholars program with his students from elementary and middle schools, teacher Jafar Hussain has long understood the value of students building cross-cultural connections. So, when he was seconded to 91亚色鈥檚 Glendon Campus as a course director, he decided the global approach was equally important in the university classroom.

He dove right into a GNL project with students in his Teaching & Learning French in a Core French Context class. GNL is an approach to research, learning, and teaching that enables students, faculty, and non-academic researchers from different locations around the world to participate in, and collaborate on, knowledge-making processes and concrete research projects.

鈥淚 wanted to bring my students a new perspective on what learning could look like,鈥� Hussain said of his plans for his students. 鈥淢y own experience with K-12 students and such programs demonstrated that these experiences are fruitful and enriching.鈥�

His class, taught in French, comprised bachelor of education (BEd) students in their final year of the concurrent teacher education program who will be teaching French as a second language. With assistance from 91亚色 International, Hussain connected with Professor Caroline Andrade at the Universidad Desarollo in Chile and her Spanish-speaking education students who are planning to teach English as a second language.

Since all of the students were future language teachers, the professors broke them into groups with students from both universities and gave them an assignment: introduce yourselves, discuss an issue that affects language learning and create a joint podcast to explain it. They also asked each group to use artificial intelligence (AI) to create an image for their podcast as a way of teaching responsible use of AI.

鈥淧art of developing global competency is navigating communications barriers, and we knew that here, everyone spoke some English,鈥� Hussain said. 鈥淭he real goal of the assignment was to bring them together. What was important was the experience of working together to try to accomplish the goal.鈥�

鈥淣one of us had done an internationally focused project so far and some people were skeptical, but Jafar told us from the beginning to focus on the experience and not worry about the outcome,鈥� said Ana Kraljevic, a student in the class, who is hoping to pursue a career in education policy and leadership.

Kraljevic鈥檚 group explored language insecurity, its root causes and solutions.

鈥淟anguage [or linguistic] insecurity refers to any sort of apprehension a new learner has about speaking the language, whether that is a fear of being judged or not being competent,鈥� said Kraljevic. 鈥淲e鈥檙e learning French and our Chilean counterparts are learning English, so we have similar experiences. Language insecurity is a huge, complex phenomenon and we want to reduce it for future students.鈥�

Rosamaria Conenna, a BEd student who majored in French studies and has a minor in Spanish, also enjoyed the project. Her group chose to discuss accentism: the way accents are perceived in society and how they affect language learners.

鈥淚t can be discouraging if you have an accent because when someone hears it, they often default to your primary language and deny you the opportunity to practise,鈥� she said. 鈥淚t can be disappointing if you have an accent, especially when you know what you鈥檙e saying is correct.

鈥淲e want our future students to know that having an accent is perfectly OK, and that it should not discourage them from practising the languages they learn.鈥�

Conenna鈥檚 group, like the others, connected via WhatsApp to pair and discuss personal experiences to convey their own stories authentically. Each pair recorded a segment of the podcast, which was hosted by a team member who introduced the topic, the group and provided information about research on the subject.

The students presented their group work to the entire class and Hussain was 鈥渂lown away. It all came together beautifully and the students all became more globally aware,鈥� he said. He praised students for their work and shared some words of wisdom. 鈥淩emember all the obstacles you imagined beforehand and look at what you produced. When something seems insurmountable, it鈥檚 so much sweeter when you get to the end point,鈥� he told them.

Kraljevic is already thinking about how she could do something similar with classes she will be teaching in the future, and the experience has fuelled Conenna鈥檚 dreams of teaching abroad.

For Hussain, 鈥淣ow I have a solid model of what GNL could look like at a university level. There were challenges on both sides, but the learning experience is extremely rich.鈥�

Learn more about 91亚色鈥檚 .

Originally published in YFile.

The post GNL project inspires future French-language teachers appeared first on 91亚色 International.