Provost and Vice-President (Academic) L. Pauline Rankin and Vice-Provost & Associate Vice-President (Academic) David Hornsby, along with the Faculty Deans, presented five undergraduate ÐÓ°ÉÔ­´´ students with Provost Scholar Awards on Thursday, April, 2.

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Through funding from the province’s Training Equipment and Renewal Fund, Teaching and Learning Services is launching the ÐÓ°ÉÔ­´´ University Experiential Learning Equipment Fund (CUEL-EF), a special call for projects to purchase or upgrade equipment and technology that will strengthen students’ technical, digital and AI-related competencies and improve their workplace readiness.

The CUEL-EF provides funding to support the purchase of new, upgraded or replacement equipment and technology that enhance student learning in credit courses. Projects can be course-level (i.e., single course) or program-level (i.e., multi-course) initiatives. Eligible expenses include but are not limited to:

• Digital and analogue equipment/technology (including tools, platforms and infrastructure)
• Accessories required for the effective use of purchased equipment/technology
• Installation and specialized training costs directly required for equipment/technology use

The deadline to apply is May 22. Find full details on eligibility criteria and the application process here.

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We’ve launched a semi-regular feature to keep you informed about how artificial intelligence (AI)—especially generative AI (GenAI)—is shaping teaching and learning at ÐÓ°ÉÔ­´´ and beyond.

As we continue to navigate a world where our learners have relatively easy access to GenAI, it’s important to consider our teaching practices.

This spring and summer, we’ll be unpacking four interconnected elements of sustainable teaching practices:

• Relationship-rich environments
• Scaffolded experiences
• Productive failure
• Intrinsic motivation

This month, we begin with relationship-rich environments (check out Agile Ed’s episode, ).

In a moment where AI can generate explanations, summaries and even entire assignments, it’s worth asking: What remains distinctly human in learning? One answer is relationships.

Relationship-rich environments are not about being endlessly available or overly accommodating. They are about designing conditions where students feel seen, where their thinking is surfaced and where learning is shaped through interaction—not just content delivery. This can look like creating space for student voice, building in moments of dialogue or making thinking visible through low-stakes activities.

And yet, this is not without tension. In large classes, tight timelines and resource constraints, relationships can feel like a luxury. But they are not an add-on—they are the foundation that makes the rest of the learning experience meaningful and sustainable.

As the term comes to a close, consider:

• When did students seem most engaged—not just compliant, but genuinely involved?
• Where did connection (or disconnection) shape the learning experience?
• What might you carry forward into your next course?

If you’re interested in exploring this topic further, join us on April 28 for ÐÓ°ÉÔ­´´’s Teaching Innovation Symposium: InspirED 2026. Spend the day engaging in thought-provoking concurrent sessions that showcase ways to cultivate relationships that enrich our teaching practices. InspirED is an opportunity to connect, collaborate and celebrate the collective efforts of ÐÓ°ÉÔ­´´â€™s teaching community.

Next month, we’ll turn to scaffolded experiences.

Have something to share or a question about AI in your course? We want to hear from you!  with your ideas, challenges or success stories.

The post AI in Teaching and Learning: A Layered Model for Sustainable Teaching appeared first on Teaching and Learning Services.

Teaching and Learning Services invites ÐÓ°ÉÔ­´´â€™s teaching and learning community to InspirED 2026: ÐÓ°ÉÔ­´´â€™s Teaching Innovation Symposium, on April 28 in the Nicol Building.

This year’s conference will focus on the theme relationship-rich education – the power of learning through meaningful connections. Spend the day engaging in thought-provoking concurrent sessions that showcase ways to cultivate relationships that enrich our teaching practices.

The program includes two captivating plenary speakers: a morning plenary by (Elon University) and an afternoon plenary by (University of Windsor), as well as panels and showcases, demos, booths and stations to inspire. Lunch will be provided.

Visit the InspirED page for a detailed schedule and !

The post Register for InspirED 2026: ÐÓ°ÉÔ­´´â€™s Teaching Innovation Symposium appeared first on Teaching and Learning Services.

A new Collaborative Indigenous Learning Bundle is available! Kitcikisik (Great Sky): Indigenous Star Knowledge delves into how Indigenous knowledge systems understand and interpret space, the energy from stars and the possibility of extraterrestrial life. Featuring videos of Dr. Hilding Neilson, Wilfred Buck and Dr. Uahikea Maile, this Bundle also examines the impact of colonization on Indigenous astronomical practices. Learn more about using any of the 17 Bundles in your course.

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We’ve launched a semi-regular feature to keep you informed about how artificial intelligence (AI)—especially generative AI (GenAI)—is shaping teaching and learning at ÐÓ°ÉÔ­´´ and beyond. As we move beyond our four-pronged approach to developing an AI strategy for your course, this month we’re turning our attention to a new question on many educators’ minds: Where should student AI literacy live?

In a , Nick Potkalitsky argues that AI literacy isn’t just a technical skill—it’s a critical thinking competency. He offers a compelling and nuanced analysis of the current state of AI literacy in schools, whereby institutions are looking to two distinct models of AI literacy. The isolation model puts AI literacy education in designated spaces whereas the distribution model empowers each educator to integrate AI literacy into their field. Potkalitsky’s proposed solution is a hybrid model that combines coordination with contextualization.

Why is AI literacy important? AI content—or â€”is pervasive. Students are learning from AI tools directly, whether schools teach it or not. AI literacy isn’t about teaching students how to use AI, per se, but rather helping them develop critical thinking habits that transcend contexts. Within the realm of academia, this must be paired with learning literacy; that is, students need to know how their exposure to, and use of, AI impacts their learning within each field and course.

Avoiding AI is not neutral. Educators who ignore AI are still shaping students’ understanding—often in problematic ways. To quote Potkalitsky directly:

This sentiment resonates across higher education: as AI tools become more integrated into daily workflows, the challenge is no longer whether students use them, but how thoughtfully they do so.

Have something to share or a question about AI in your course? We want to hear from you!  with your ideas, challenges or success stories.

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ÐÓ°ÉÔ­´´ University will update and modernize its classrooms and enhance AI Literacy across campus amongst faculty, staff and students thanks to $1 million in funding from the Government of Ontario.

The investment from the province’s Training Equipment and Renewal Fund (TERF) will improve learning spaces at ÐÓ°ÉÔ­´´ and allow the university to acquire new educational technology, including AI tools and equipment that enhance AI literacy and hands-on learning.

By leveraging the latest technology and state-of-the-art learning spaces, the project will support leading-edge research and curriculum innovation, while equipping learners with digital literacy skills to prepare them for in-demand careers.

The classroom upgrades will happen over the summer and be ready in fall 2026.

This marks ÐÓ°ÉÔ­´´â€™s fifth consecutive successful application to TERF, totaling more than $4.25 million in funding over the last five years. Previous TERF funds have supported the creation of the Future Learning Lab, the Experiential Learning Hub, Indigenous Virtual Learning Spaces ( and ) and helped equip ÐÓ°ÉÔ­´´â€™s nursing program with advanced high-fidelity simulation, XR resources and learning aids.

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From creating experiential and immersive learning opportunities to promoting relationship-rich education, we champion initiatives that help produce graduates who are engaged citizens ready to tackle global challenges. As we kick off the winter term, we’re taking one last look back at fall 2025 to celebrate some of our biggest accomplishments. 

490 Students Used the Experiential Learning Hub 

Experiential learning and immersive technologies are poised to have a transformational impact on the student experience at ÐÓ°ÉÔ­´´. Through the Future Learning Lab and Experiential Learning Hub, we promote teaching approaches that reduce barriers to engagement and encourage a sense of belonging, empowering students to take control of their own learning and development.  

421 Instructors Attended TLS Events and Consultations 

We support pedagogical innovation and excellence in teaching through a variety of professional development opportunities. Our communities of practice and workshops promote adaptable, agile teaching practices and relationship-rich teaching and learning. 

1,782 Requests for Help with Educational Technology Tools 

We support instructors with implementing a variety of educational technologies, encouraging creative and high-impact teaching practices using modern tools.  

For more fall 2025 highlights, check out our TLS by the Numbers infographic. 

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If you’re teaching a course this winter, remember that we have a variety of support available to help, including:

• Classroom orientations: Familiarize yourself with the classroom you will be teaching in by booking an orientation. Our website also lists every general pool classroom by building and provides information on the technology available, along with a 360-degree image of the space.
• Classroom support: Our Learning Spaces team provides urgent, just-in-time support for classroom technologies in the general pool. If your class is in session and you require immediate assistance, call extension 3815 from the classroom phone, or 613-520-3815 from your mobile phone.
• One-on-one consultations: If you want to discuss any facet of your course, please complete our . We can provide pedagogical and educational technology support, from helping you develop a course communication plan to providing guidance on selecting and using educational technology tools.
• Course support drop-in hours: Stop by the Future Learning Lab on Tuesdays, Wednesdays or Thursdays from 10 a.m. to noon with your questions and get real-time help from our TLS team members. No registration required.
• Enhanced educational technology support: In addition to connecting via our , we also offer telephone support. Call 613-520-2344 during business hours (Monday through Friday from 8:30 a.m. to noon and 1 to 4:30 p.m.).

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ÐÓ°ÉÔ­´´, and TLS, will be closed for the holiday season from Dec. 24 through Jan. 4 inclusively, and will re-open on Jan. 5, 2026. If you require direct support or guidance relating to any TLS services, we encourage you to reach out to us prior to the closure.

Remember, 24x7x365 Brightspace support (provided by D2L) is available during the university’s closure. Support can be accessed directly within a Brightspace course by clicking the Help button in the navbar and then clicking Brightspace Service Desk.

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