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.

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鈥檒l 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鈥檚 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鈥攏ot 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鈥攖hey 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鈥攏ot 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 杏吧原创’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 杏吧原创鈥檚 teaching community.

Next month, we鈥檒l turn to scaffolded experiences.

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

During this period, our team remains available to support you with consultations, project planning and other requests. You can submit a request through the .

I-CUREUS gives students the chance to gain hands-on experience and contribute to ongoing work in their field, building research skills and enhancing their resume along the way.

For the summer 2026 call, Teaching and Learning Services (TLS) will be able to fund approximately 50 I-CUREUS projects.

To encourage and support undergraduate research opportunities in FASS, FPGA and Sprott, TLS will fully fund I-CUREUS projects for faculty members who do not have research funding. Normally funding for an I-CUREUS project is split between TLS and the faculty supervisor. This requirement has meant that FASS, FPGA and Sprott undergraduate research opportunities have been fewer compared to colleagues in FED and the Faculty of Science.

Funding for successful applications from FED and the Faculty of Science this summer will remain split between TLS and the faculty supervisor.

Applications are due Tuesday, March 31. Learn more and apply here.

This year鈥檚 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 !

In a聽, Nick Potkalitsky argues that AI literacy isn鈥檛 just a technical skill鈥攊t鈥檚 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?聽AI content鈥攐r聽鈥攊s 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.聽Educators who ignore AI are still shaping students鈥� understanding鈥攐ften in problematic ways. To quote Potkalitsky directly:

“The teachers who insist they won鈥檛 ‘do AI’ in their classrooms aren鈥檛 preserving their autonomy鈥攖hey鈥檙e surrendering it. When students bring AI-generated historical analysis to history class, the teacher who refuses to engage with its evaluation isn鈥檛 avoiding AI literacy; they鈥檙e teaching it implicitly. They鈥檙e teaching students that AI-generated content doesn鈥檛 warrant critical examination, that sources don鈥檛 need verification, that the distinction between human and artificial reasoning doesn鈥檛 matter. These aren鈥檛 pedagogically neutral choices.”

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?聽We want to hear from you! 聽with your ideas, challenges or success stories.

The investment from the province鈥檚 Training Equipment and Renewal Fund (TERF) will聽improve learning spaces at 杏吧原创 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聽support leading-edge research and curriculum innovation, while聽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 杏吧原创鈥檚 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聽Future Learning Lab, the聽Experiential Learning Hub, Indigenous Virtual Learning Spaces聽(听补苍诲听) and helped equip 杏吧原创鈥檚 nursing program with advanced high-fidelity simulation, XR resources and learning aids.

The recipients of this year鈥檚 fellowship are focused on integrating immersive technology, such as digital storytelling, mixed reality, simulations and 360-degree video, into their courses to address teaching and learning challenges, and enhance student engagement and academic success. The fellowship provides funding and support from TLS鈥� Experiential Learning Hub to help instructors develop their projects.

There are six recipients this year:

We are excited to see the impact of these projects on our students and the 杏吧原创 community. Congratulations to this year鈥檚 recipients!