AI is increasingly influencing research, industry and everyday life, prompting new opportunities alongside important questions about its development, application and impact.

In recognition of AI Appreciation Day, this special edition of YFile highlights research and innovation in AI across the 91亚色 community.

The stories within reflect the diverse ways researchers and alumni are engaging with AI technologies to address complex challenges and advance knowledge. Topics range from efforts to make AI tools safer for youth mental health support and AI developments in cancer care, to emerging applications in geophysics and real estate technology.

These stories illustrate how members of the 91亚色 community are exploring AI across disciplines while considering the importance of human expertise, as well as critical thinking and oversight in shaping how these technologies are developed and used.

While this special issue explores advances in AI, all articles were researched, written and edited by people, reflecting the essential role of human insight in journalism.

Featured stories include:

How 91亚色 researchers are using AI to support cancer care
Can AI help clinicians spend less time reviewing scans and more time caring for patients? 91亚色 researcher Ali Sadeghi-Naini is developing tools designed to support faster, more informed decision-making in cancer care.

Can AI be trusted to assess climate risks? A 91亚色 study investigates
A 91亚色 study explores how AI can help communities prepare for climate-related hazards by investigating whether emerging tools are ready for real-world applications.

91亚色 prof explores AI safeguards for youth mental health
AI is becoming a trusted source of advice for many young people. Postdoctoral researcher Abeer Badawi is exploring what that means for their mental health 鈥� and how to prevent harm.

Schulich alumni scale AI real estate investment tool聽
Learn how three Schulich School of Business graduates used 91亚色 mentorship and connections to launch Leni, an AI-powered tool that supports real estate investors in their decision making.

Know someone making an impact at 91亚色? Share your story ideas with YFile.

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Scientists in environmental geophysics and geotechnical engineering study underground conditions that influence groundwater resources, landslide risks and the stability of critical infrastructure.

As climate change increases flooding and other extreme weather events, understanding what goes on beneath the Earth's surface is becoming more important.

To do that, researchers collect large volumes of information using seismic surveys, ground-penetrating radar, environmental sensors, satellite observations and borehole testing. Each source provides different information. Integrating and interpreting those datasets, however, can be a complex and time-consuming challenge.

"We now collect large amounts of geophysical, geotechnical and environmental data, but these datasets are often analyzed separately," says Akingboye, whose research in EUC focuses on climate-related hazards and infrastructure resilience.

That is one reason AI is steadily being applied in the field, he says. The technology improves how researchers merge datasets, analyze results and identify patterns. This provides a clearer understanding of subsurface conditions to assess landslide risks, monitor infrastructure and evaluate groundwater systems.

With AI expanding into environmental geophysics and geotechnical engineering, Akingboye paused to assess how the technology was being used.

"A question I had been thinking about for some time was, with the rapid growth of artificial intelligence, are we actually using it in the most meaningful way in environmental geophysics and geotechnical engineering?" he says.

That question became the starting point for a new co-authored by Akingboye and Professor Adeyemi Oludapo Olusola, who supervises his work in EUC. The paper examined hundreds of recent studies to assess how AI is being used in environmental geophysics and geotechnical engineering, evaluating both the progress being made and the challenges that remain.

鈥淭he sheer range of AI applications was surprising. We found AI being used for subsurface imaging, groundwater assessment, soil-rock characterization, landslide and slope instability prediction, and infrastructure monitoring, among many other applications,鈥� says Akingboye.

The review shows AI improves subsurface research by integrating multiple data streams to deliver detailed underground maps and efficient estimates of soil, rock and groundwater properties.

For Akingboye, documenting AI's growth was only part of the story; it was also about whether the technology could be trusted in environmental and engineering decision-making.

鈥淎 high-performing model is not automatically a useful or trustworthy one. We wanted to ask broader questions: Does the result agree with what we know about the subsurface? Can we explain it? Can we account for the uncertainty?鈥� says Akingboye.

The answer, the review found, is not always clear-cut. Across studies from around the world, researchers encountered recurring challenges including limited data, uncertainty, difficulty applying models across different geological settings and understanding how AI systems arrived at their conclusions.

Akingboye notes the challenges identified in the review are not simply technical problems. Inaccurate or poorly understood predictions can influence decisions about environmental hazards and critical infrastructure, making reliability as important as performance.

鈥淭hese are important gaps because a wrong interpretation can have serious consequences for environmental and engineering decision-making,鈥� says Akingboye. 鈥淭he impacts can be catastrophic and are often felt most severely by vulnerable and marginalized communities with fewer resources to prepare for, respond to and recover from environmental or infrastructure failures.鈥�

As well as identifying challenges, the authors also sought to outline a path forward. They advocate for future AI-driven tools that merge diverse environmental and geological datasets, account for uncertainty and respect established scientific laws governing geological systems.

To advance AI tools, the authors recommend developing systems with more robust prediction rationale and stronger validation benchmarks. They also call for closer collaboration between researchers, industry and policymakers to ensure future models combine sensor and monitoring data to provide near real-time pictures of changing underground conditions.

Ultimately, the review argues that the next step lies in engineering complex AI models capable responding beyond the datasets and conditions on which they were trained.

鈥淭here is still a significant gap between a model that performs well in a research study and one that can be trusted and applied in real-world practice,鈥� says Akingboye. 鈥淚 think closing that gap, while ensuring that these technologies ultimately support safer, more resilient and equitable communities, is one of the most important areas for future work.鈥�

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This issue highlights how work-integrated learning is shaping student learning across 91亚色 by connecting classroom knowledge with real-world practice.

The stories showcase students applying their skills through community-engaged projects, technology development, work-study roles and co-op pathways, while also exploring unexpected career directions. Together, these examples illustrate how hands-on learning supports personal growth, professional readiness and meaningful contributions beyond the University, reinforcing the value of learning by doing.

As Melanie Belore, executive director, experiential learning, notes: "Strengthening our work-integrated learning and co-op options is a strategic priority for 91亚色. These experiences give students the confidence, clarity and connections they need to thrive in a rapidly changing world."聽

In this issue:

91亚色 students find career inspiration through unexpected co-op paths
Innovative work-integrated learning programs help 91亚色 students develop skills, make connections and find meaning in the future 鈥� and discover new ways to apply their education in the workplace.

Student-developed app supports learners, earns recognition from Apple
A fourth-year student is improving access to quality education and breaking down barriers for students with limited resources.

91亚色 U students drive community change through experiential learning
91亚色 students are putting their knowledge to work in meaningful ways, helping local organizations respond to complex social challenges.

Work/study roles prepare 91亚色 U students for co-op success
Paid, on-campus employment opportunities drive co-op and career readiness for 91亚色鈥檚 undergraduate students.

91亚色's unique master鈥檚 program opens doors to biotechnology careers
91亚色鈥檚 Master of Biotechnology Management program develops job-ready talent through hands鈥憃n training, industry mentorship and paid internships, opening pathways to new careers.

91亚色 recognizes co-op and work-integrated learning students of the year
Meet two outstanding 91亚色 students who have been recognized with the Work-Integrated Student of the Year and Co-op Student of the Year awards for their achievements shaping communities and driving meaningful change.

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This month,聽滨苍苍辞惫补迟耻蝉听spotlights 91亚色鈥檚 efforts to advance teaching, learning and research through the use of artificial intelligence. This issue showcases four stories that reflect 91亚色鈥檚 leadership in AI, and how it's being innovated with to empower faculty and students with professional development and transformative learning experiences.

In this issue:

Experiential learning meets AI in undergraduate design courses
Faculty members Wendy Wong and Andrew Maxwell are bringing artificial intelligence into design and engineering classrooms at 91亚色. Through hands-on projects and AI-guided learning, students are developing creativity, critical thinking and real-world problem-solving skills. These experiential approaches are preparing learners for a future shaped by emerging technologies.

How 91亚色 U is using technology to protect Indigenous languages 
Instructor Andrew McConnell is leading a groundbreaking initiative to preserve Anishinaabemowin and Indigenous cultural traditions using AI tools rooted in Indigenous knowledge systems. The project prioritizes ethical design and community ownership, exploring how technology can respectfully support language revitalization and Indigenous sovereignty.

GenAI training helps 91亚色 faculty boost classroom innovation 
Teaching Commons has launched two flexible certificate programs to help faculty navigate generative AI in education. With curated resources, workshops and capstone projects, the training supports instructors in making informed, strategic decisions about AI use in their teaching practice.

New eClass tools support teaching, student success
91亚色 faculty now have access to AI-powered tools within the eClass platform, including the AI Course Assistant and AI Learning Companion. Developed by University Information Technology, these tools offer automated syllabus support, personalized tutoring and secure, ethical integration to improve course communication and student learning outcomes.

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This month, Innovatus spotlights 91亚色鈥檚 efforts to advance teaching, learning and research across through robust supports. This issue showcases four stories that reflect 91亚色鈥檚 commitment to empowering faculty and students with innovative resources, professional development and transformative learning experiences.

In this issue:

Teaching Commons reimagines offerings to enhance engaged teaching
The Teaching Commons has reimagined its programming, unveiling new professional development training options and a digital hub designed to support engaged teaching. Faculty now have access to flexible, targeted certificate programs ensuring instructors at every stage can thrive in the classroom.

Teaching Fellows program expands supports for faculty
The newly launched Teaching Fellows program offers full-time faculty a unique two-year fellowship to explore and develop cutting-edge pedagogical approaches. With dedicated time, resources and a collaborative community of practice, fellows will lead initiatives to drive forward 91亚色鈥檚 culture of academic excellence.

Research Commons: a gateway to research resources at 91亚色
91亚色鈥檚 Research Commons continues to serve as a gateway for faculty seeking mentorship, training and support for research-related endeavours. From workshops and grant proposal training to research security and interdisciplinary networking, the Commons is strengthening 91亚色鈥檚 research culture and helping scholars generate knowledge that benefits society.

91亚色 Libraries launch new curriculum to strengthen student research skills
91亚色 Libraries are revolutionizing student research with the launch of 鈥淭hink, Research, Create: Introduction to Library Research,鈥� a four-part online series. This innovative curriculum equips students with advanced tools and critical skills to navigate today鈥檚 complex information landscape.

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This fall, 91亚色 U welcomes new faculty members in the , Glendon College, the , the , the Faculty of Liberal Arts & Professional Studies, Markham Campus, and the Faculty of Science.

In this issue:

Creative leaders join School of the Arts, Media, Performance & Design

Glendon College welcomes new psychology faculty
>>Voir la version fran莽aise

Faculty of Health grows with experts in trauma, vision and neuropsychology

New Lassonde faculty strengthen scholarship in inclusive tech

Scholars bring diverse insights to Faculty of Liberal Arts & Professional Studies

Markham Campus welcomes leaders in sport and cybersecurity

Osgoode expands faculty with experts in property, governance and justice

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The right supervisor can make all the difference to a struggling master鈥檚 or doctoral candidate 鈥� providing guidance, inspiration, clear expectations, encouragement and support 颅鈥� while a poor supervisory fit can leave students feeling discouraged and neglected, and supervisors frustrated and conflicted.

What makes for the right supervisor? Supervision as pedagogy is difficult to articulate in general terms because it is relational. The shape of any given supervisory relationship (what makes it productive or stifling, expansive or restricting) depends on the interplay between individual student and supervisor involved 鈥� as well as the research project to which both are devoted, the disciplinary norms and scholarly conversations scaffolding that project and the broader context in which their joint work takes place (whether that context is primarily scholarly, creative, oriented towards industry or to public service).

At the same time, there are core values that constitute any healthy supervisory relationship: shared curiousity, mutual respect, understanding, reciprocity, clear expectations on both sides and a commitment to meet them, where and whenever possible.

Conversations about good supervision must be contextual and caring: attentive to the needs and capacities of individual teachers and students, the demands of particular research methodologies and critical frameworks, the possibilities of new practices and processes 鈥� while always remaining mindful of both student and supervisor as whole, very human, people in a given social and material context.

Because supervision is a relational pedagogy, good supervision is always characterized by care. A good supervisor cares for her supervisee as both a researcher and a student, and shepherds the project that student undertakes as both new knowledge and as a meaningful milestone in the student鈥檚 own trajectory. Teacher, collaborator, project manager, exemplar, advisor 鈥� and sometimes counsellor: a good supervisor will find themself wearing many hats.

Given these nuances, all of us engaged in graduate supervision can learn a lot from exemplars like those spotlighted in this issue of Innovatus: experienced researchers who have dedicated themselves to the success and flourishing of their supervisees, employing strategies and frameworks that have proven successful 鈥� and that they themselves would have liked to receive.

Physicist Wendy Taylor, for example, demonstrates that a strong and long-standing commitment to equity and inclusion in the lab and classroom can lead to extraordinary opportunities for a new generation of scholars. Taylor focuses first on careful, nurturing guidance: training in key skills, regular group and individual meetings, clear expectations and timelines, and an emphasis on work-life balance.

 Laura Levin鈥檚 supervisory style emerges in the tension between two poles 鈥� whether it鈥檚 the theoretical and practice-based elements of theatre and performance studies, the radical energy of being a 鈥渄isciplinary misfit鈥� vs. the need to build platforms and systems with space and structures to contain that energy, or the call to respond to her students鈥� particular interests while urging them to seek new frameworks and juxtapositions, broadening and deepening their horizons.

For philosopher Kristin Andrews 鈥� working within a discipline so famously isolated that Ren茅 Descartes could start by wondering if the external world even existed 鈥� her goal as a supervisor is always to create an ethos of teamwork and a sense of community. Andrews achieves this through a variety of practices familiar in the sciences and new to philosophy: regular group and one-on-one meetings, collaboration through co-presentation and co-authoring, and full participation in hands-on research.

Supervisors themselves benefit from collaboration, conversation, and community 鈥� all of which can be hard to find. Tracy Bhoola and Faculty of Graduate Studies Associate Dean Cheryl Van Daalen-Smith aim to change that, with the Graduate Supervision Support Hub, a pan-University initiative that emerged out of extensive consultation and community outreach. The GSSHub will be launching a toolkit for graduate supervision later this year, and it has already hosted the first Canada-wide conference on graduate supervision in 2024.

The Faculty of Graduate Studies represents the largest body of researchers at 91亚色, and graduate supervision remains the primary pedagogical tool through which the next generation of creative and innovative researchers are trained. Continuing to explore the nature and possibilities of this profoundly important pedagogical relationship is an exciting and crucial aspect of supporting 91亚色鈥檚 researchers, both students and faculty.

Alice MacLachlan
Vice-Provost and Dean, Faculty of Graduate Studies

In this issue:

Grad students thrive from human-centred supervision in science
With weekly check-ins, global collaborations, and a focus on balance, Professor Wendy Taylor is redefining what it means to mentor graduate students in high-stakes science.

Philosophy in practice: building a collaborative grad student experience
Inspired by her own academic journey, 91亚色 Universisty Professor Kristin Andrews is creating a more connected, collaborative, and caring path for philosophy students pursing graduate studies.

Professor blends art, activism and academia in mentorship approach
Whether unravelling military uniforms or staging cross-cultural salons, Professor Laura Levin鈥檚 graduate students learn to challenge systems and build coalitions through performance.

Support hub for grad studies empowers student, faculty
Backed by a three-year Academic Innovation Fund grant, the Graduate Supervision Support Hub is building a national model for supportive, skillful and collaborative graduate supervision.

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One example is our first-year engineering block model, which was launched as a pilot to reshape how students engage with foundational learning. By immersing in one course at a time, students build a strong academic base, experience a well-balanced learning environment and develop deep community connections 鈥� leading to improved retention. Leaning into this success, we are expanding the block model to more cohorts and refining its structure to further enhance the student experience. 

Work-integrated learning is another area where we are driving change. Now in its second year, our Digital Technologies program 鈥� the country鈥檚 first fully work-integrated degree 鈥� continues to bridge education and employment, with a 100 per cent student employment contract renewal rate. New partnerships, including IBM, further strengthen this initiative, providing students with mentorship and training opportunities with industry leaders.  

Collaboration with academic partners is equally important. In partnership with eCampus Ontario, we are integrating AI-driven virtual reality into courses through a multi-sensory simulation pilot that enhances professional and interpersonal skills. Applied in Engineering Design Principles, the co-op program, and Digital Technologies program admissions, this tool helps bridge the gap between technical expertise and real-world communication. 

Our Lassonde Education Innovation Studio (LEIS) 鈥� drives and supports initiatives like these. By creating dynamic learning experiences, LEIS ensures students benefit from cutting-edge teaching methods while leveraging academic and industry opportunities for real-world readiness. 

Innovation in teaching and learning also means anticipating the skills students will need for the future and designing educational experiences that equip them for emerging fields. Through the interdisciplinary Connected Minds initiative, over 40 Lassonde faculty are exploring human-machine interactions and the societal impact of emerging technologies. Supported in part by the Canada First Research Excellence Fund (CFREF), contributing to the $318-million-plus in funding, this research is shaping thinking around emerging technologies and their impact. Faculty bring these perspectives into teaching, ensuring students gain the critical thinking and technical skills needed to navigate an AI-driven world while providing them with hands-on opportunities to contribute to practical solutions. 

As Lassonde continues to grow, we are working toward expanding our academic offerings with a new undergraduate mechatronics engineering degree and graduate programs in sustainable energy, space and digital twins. Through faculty-led research in these areas, students are directly contributing to advancements in renewable energy, clean water and sanitation, sustainable infrastructure and next-generation space technologies, among others. 

Beyond the classroom, we cultivate a vibrant culture of entrepreneurship, nurturing students鈥� skills and confidence to turn ideas into solutions that make a positive difference. Programs like our BEST (Bergeron Entrepreneurs in Science and Technology) Bridge to Startup and C4: Cross-Campus Capstone Classroom develop students鈥� entrepreneurial and leadership competencies, enabling them to tackle complex challenges in new and sustainable ways. Many ventures emerging from these programs align with key United Nations' Sustainable Development Goals (SDGs), from climate action to responsible consumption and production. 

At the same time, our k2i (kindergarten to industry) academy is breaking down barriers to STEM education, creating pathways to STEM careers for students who might not otherwise see themselves in engineering and computer science. Together with school boards, as well as industry and community partners, k2i continues to architect progressive solutions for persistent challenges in education 鈥� refining successful formulas and exploring ways to innovate education with collaborators. To date, k2i鈥檚 efforts have benefited over 150,000 students, teachers, families and community, delivering more than 500,000 hours of learning experiences. With over $8.3 million in funding secured, k2i is committed to real change. 

Thank you to everyone who helps make Lassonde an exceptional place for forward-thinking, inclusive learning, empowering the next generation of leaders, creators and changemakers. Together, we are setting new standards through intentional design.  

Warm regards, 

Jane Goodyer
Dean, Lassonde School of Engineering 

In this issue:

Block model learning in Lassonde a blueprint for success
A cohort of engineering students are reporting enriched learning through Lassonde's block model, which allows learners to focus on foundational subjects one course at a time.

Lassonde course sparks biomedical innovation, entrepreneurial spirit
In a unique third-year course that applies an entrepreneurial mindset to biomedical engineering, Assistant Professor Neda Salahandish is preparing students to become the next generation of biomedical innovators.

Spiral learning reinforces real-world applications of coding
Students studying first-year computer science have a unique opportunity to gain practicial experience from the "spiral" learning model, where coding lessons are applied to real-world science scenarios.

Engineering students use advanced technology to bolster career readiness
Through a pilot program featuring an immersive artificial intelligence and virtual reality platform, Lassonde students are developing crucial skills that will help set them apart in the job market.

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Our Faculty has been working hard to expand co-op opportunities for our students so they graduate with real-world experience. For instance, we have launched an innovative work-integrated learning program open to all science students that has doubled its intake each year. 

Our instructors are enhancing student learning and experience by introducing new technologies and methods of teaching, such as using virtual reality to augment students鈥� understanding of concepts and creating podcasts to increase the accessibility of course content. They are also creating new programming to support our students in becoming future scientists, such as a new transformative course for undergraduates to learn about the structure of a research career and how to conduct responsible research. 

We have an incredible community of instructors and staff in the Faculty of Science who are committed to providing our students with the knowledge, skills and credentials they need and desire to successfully transition into rewarding and impactful careers.鈥疧ur faculty members and staff are the drivers of teaching and learning innovation in our Faculty, and I am immensely proud of and grateful for their efforts. 

Thank you,  

Rui Wang
Dean, Faculty of Science 

In this issue:

91亚色 professor pioneers podcast-based learning in biology聽
Professor Elizabeth Clare swaps traditional textbooks for dynamic podcasts, offering students a fresh, interactive and accessible way to learn complex biology concepts.

Using VR in chemistry to 鈥榝uture-proof鈥� students
A new fourth-year chemistry course at 91亚色 is changing the way students learn, moving beyond traditional methods to embrace modern technology and deeper learning.

New biology course prepares 91亚色 U students for ethical research
Learn how a new fourth-year biology course is addressing scientific misconduct and teaching students the importance of integrity in research.

91亚色 U enhances science co-op through national grant聽
91亚色鈥檚 Faculty of Science will expand work-integrated learning opportunities and enhance experiential learning to prepare students for diverse careers in the field.

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Since the inception of the Faculty of Health, we have had a strong and clear vision. Now, as leaders and partners for a healthy and just 21st鈥痗entury world, our mission is to continue to positively influence health, wellness and their determinants through leading-edge education, research and practice. We are driven by five strategic directions highlighted in our current Strategic Plan for鈥疊uilding A Healthy World For All: advancing social justice; creating opportunities for student engagement and impact; amplifying research impact; partnering for positive change, and; seeing, hearing and supporting each other.

In this issue we are excited to showcase to the 91亚色 community examples of our efforts regarding one of our strategic directions, creating opportunity for student engagement and impact. As a Faculty, we have a history of delivering education for the health professions and to students enrolled in health and health-related degree programs. Our experience with helping students to excel in meaningful education through community engagement is evident in the stories in this issue that focus on diverse experiential learning strategies and opportunities. This includes building relationships for intensive international practicum opportunities, sharing the lived experiences of both clinician and client, building spaces to create and share experiences using technology, and engaging with a wide range of students using active, classroom-based experiential approaches.  

International experiences provide students from the health professions with a chance to situate learning in various cultural contexts. In this light, the School of Nursing has recently set the stage for a new nursing student practicum opportunity in Ghana. Partnering with Ghanian nurses and other interprofessional health-care providers, students will be able to complete a portion of a required, final, practice-focused course in a local hospital in Kumasi, Ghana. Faculty members at the School of Nursing played a key role in structuring this experience and have provided a template for building strong relationships with global partners. 

In the Faculty鈥檚 School of Kinesiology and Health Science, undergraduate students are able to study aspects of neurorehabilitation through an innovative experientially-focused course design where students have the opportunity to engage with health professionals and their clients. This experiential approach affords students time in the community with a neurorehabilitation clinician/researcher. Through interviewing and professional communication skills, students are able to explore what it means to be a clinician in this area of practice. 

A new and innovative space that offers a state-of-the-art digital media facility in the Faculty of Health is in development 鈥� the "REEL Health Studio" (Reflective Experiential Education Lab) will showcase and enhance the diverse experiential learning opportunities that are available to our students. Faculty members can also leverage this great resource to create quality video content for experiential teaching.    

While engaging health students in real-world settings is crucial to the success of our graduates, the Department of Psychology is also innovating in ways that engage both large and small groups of students in classroom-based experiential education (EE). In larger undergraduate classes, success is seen through the use of varied EE approaches, such as active learning, use of media and application-based class activities that augment students鈥� connection of disciplinary content, while a graduate-level course that presents technology鈥檚 role in healthy aging serves as an exemplar for how to leverage e-learning that provides important experiential opportunities to a smaller group of students.  

The work that our students and graduates face in health care and health-related work settings mean that innovative approaches in teaching and learning are needed on a daily basis and are part of the fabric of our Faculty鈥檚 programming. Our Faculty continues to engage with communities and with each other to strengthen experiential education. We invite colleagues and students across the University to read about our work and engage with us as we look to partner together to build on our collective efforts in support of a healthy and just world. 

Sincerely, 

Chris Ardern
Interim Dean, Faculty of Health 

In this issue:

Ghana offers unique learning opportunity for 91亚色 U nursing students
91亚色 nursing students will participate in clinical outreach and community health programs at Mansa Memorial Hospital in Kumasi, Ghana to gain valuable practical experience with a lens on global health.

REEL Health Studio to enhance hands-on learning at 91亚色 U
A new space at 91亚色鈥檚 Keele Campus will provide students with state-of-the-art tools to document and share their experiential learning experiences.

Neurorehabilitation course offers students real-world insights
In Professor George Mochizuki鈥檚 course, 91亚色 U students engage directly聽with clinicians and patients to聽bridge classroom learning with real-life scenarios.

Active, experiential teaching strategies engage 91亚色 U students
See how 91亚色 psychology professors are enhancing student engagement through innovative teaching methods, from real-world applications to interactive group activities.

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