The following post was written by: Ajwal Dsouza | PhD Candidate | Controlled Environment Systems Research Facility, School of Environmental Sciences, University of Guelph.
Excellent research does not always lead to real-world impact if it is not communicated effectively. This fall, the Arrell Food Institute developed a seven-week virtual training program to help students build these communication skills while working on a real-world project with community partners. The Knowledge Mobilization Training Program was funded by the Climate Adaptation, Resilience and Empowerment (CARE) program – a collaboration between the University of Guelph, University of Toronto, University of British Columbia and Sciences Po in Paris.
Six Masters students from across the CARE program took part in this intensive training program where they learned to translate complex research into accessible and impactful communication materials. The students created infographics and fact sheets for community partners – the IISAAK OLAM Foundation and the Restore, Assert, Defend Network – designed to support Indigenous efforts towards ecosystem conservation for addressing climate change.
About the Program
The IISAAK OLAM Foundation and the Restore, Assert, Defend (RAD) Network work at the forefront of Indigenous conservation in Canada, and identified two critical research areas where accessible communication materials could support ongoing work: 1) identifying global frameworks on Indigenous rights in nature-based solutions, and 2) developing an overview of Indigenous-led conservation finance projects across Canada.
This partnership was designed to provide benefits for both partner organizations and students; students were able to gain real-world context for their work, while partner organizations could access additional research capacity and communication products. The materials students produced will eventually be shared on the IPCA Knowledge Basket, where they will be available to Indigenous Nations, conservation practitioners, and policy-makers.
Such collaborations between academic and community organizations towards a shared goal creates outcomes neither could produce as effectively alone.
The program itself was intensive, hands-on, and anchored to deliverables. Over seven weeks, students attended workshops on infographic design, factsheet design, clear language writing, and Indigenous engagement. In groups, they conducted background research, developed drafts and received feedback from partners and peers, ultimately refining their work into polished communication products.
Shifting Perspectives on Indigenous Rights and Conservation
For many students, the program improved their understanding of Indigenous leadership in conservation.
Saba Khan, a master’s student at the University of Guelph, described one key insight she took from this program: “Indigenous rights in conservation are rooted in sovereignty, not participation. The idea that Nations are rights-holders, not stakeholders, challenged how I previously viewed policy roles in environmental decision-making.”
This distinction between participation and authority came up repeatedly in student reflections. Kanchan, another participant and a masters student at University of Toronto, noted that existing frameworks such as UNDRIP and the Kunming-Montreal Global Biodiversity Framework helped her appreciate how international standards affirm Indigenous jurisdiction and consent. “This shifted my understanding from seeing Indigenous leadership as participation to seeing it as authority and decision-making power,” she said.
Xinpei Zhou, a Masters student at Sciences Po, reflected on the relational dimensions of Indigenous governance: “Indigenous rights are more than legal claims—they are rooted in long-term stewardship, culture, and relational accountability.”
These insights shaped not only how students understood the subject matter, but also how they approached the task of creating materials for Indigenous audiences.
Learning to Communicate with Care
A central focus of the program was developing skills in knowledge mobilization that could help students make research accessible and useful to people who can act on it. The program encouraged students to think carefully about how they communicate, who they are communicating with, and why it matters.
Saba Khan found the training reshaped how she approaches communication entirely. “The CARE program reshaped the way I think about knowledge mobilization by grounding communication in relationship, reciprocity, and accessibility,” she explained. “I learned that materials are not just outputs—they are tools for connection and accountability to the communities who are most impacted.”
For Josie O’Brien, a Masters student at Sciences Po, the program offered an opportunity to turn academic research into communication tools for broader audiences. “The process helped me develop skills in simplification, structure, and visual clarity,” she said. “I learned to highlight key messages, choose language that is easy to engage with, and use design to guide the reader through the information.”
Xinpei Zhou emphasized the importance of audience-centered thinking: “I learned to consider who the audience is, their values, and how to make complex ideas accessible without oversimplifying.”
The program also connected students across four institutions—University of Guelph, University of Toronto, University of British Columbia and Sciences Po in Paris — help the students to build networks that extended beyond their home campuses.
Where This Work Goes
The infographics and fact sheets created by students will be used by the partner organizations to support education and policy efforts around Indigenous-led conservation and climate finance in Canada.
The students’ work connects to broader questions about how we respond to climate change. Indigenous-led conservation and nature-based climate solutions are essential tools for reducing climate impacts and supporting healthy ecosystems, which in turn underpin sustainable food production. The connection between conservation, climate adaptation, and food security is why this work matters to the Arrell Food Institute; and reinforces the importance of training students to communicate effectively about these important issues.