Teaching and Learning Services is excited to announce that 87 I-CUREUS projects will be funded this summer, giving 杏吧原创 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.

This summer, TLS aimed to expand access to the program by fully funding successful applications from FASS, FPGA and Sprott if the faculty member didn’t maintain any existing funding source. Of the 87 funded projects, a significant number were from FASS, FPGA and Sprott. Find the full breakdown below:

• Faculty of Science: 40
• FED: 21
• FASS: 16
• FPGA: 8
• Sprott: 1
• Library: 1

We look forward to seeing the completed projects and the impact they’ll have.

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On May 1, 杏吧原创 students, staff and faculty joined Ottawa mayor Mark Sutcliffe and other city employees at the University of Ottawa鈥檚 Innova space for the annual CityStudio Ottawa (CSO) HUBBUB event to showcase students鈥� projects.

CSO brings students and faculty from Ottawa鈥檚 four post-secondary institutions together with employees from the City of Ottawa to explore municipal challenges from different perspectives. This year, 杏吧原创 students from professors Steven Muegge’s (Technology and Information Management) and Robert Helal’s (Sprott School of Business) classes showcased their work at HUBBUB.

Over the past academic year, 121 杏吧原创 students participated in 11 City of Ottawa projects focused on areas such as applying AI to support improved workflows for navigating data sets, new dashboards for residents to explore the city鈥檚 budget and tools to support better access to the city鈥檚 Open Ottawa initiative.

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The 杏吧原创 community came together on April 9 to celebrate student research and collaborative teaching projects at the 2026 I-CUREUS and SaPP Showcase.

The annual event provides an opportunity for students who participated in the Internship-杏吧原创 University Research Experience for Undergraduate Students (I-CUREUS) and Students as Partners Program (SaPP) to share their work and celebrate their achievements.

This year, 30 undergraduate students participated in the showcase, highlighting their projects, showcasing their skills and how they applied their disciplinary knowledge in an impactful way.

SaPP

Students in SaPP gain hands-on work experience by collaborating with instructors, librarians and teaching support staff on course design.

Fourth-year psychology major Katelyn Martin partnered with Prof. Rachel Burns to streamline content in a third-year health psychology lab with the goal of engraining research skills in students.

Martin had previously taken the course and was able to conduct a review from a student鈥檚 perspective. She gained hands-on experience and transferable skills in many aspects of course design, from conducting a literature review to updating slideshows with enhanced accessibility and creating learning guides for students and teacher guides for the TAs who lead the lab.

鈥淲hen [Prof. Burns] approached me with this idea, I thought back to my experience and how much I valued the guidance that I had in the lab and how much I think that that laid the foundation for my fourth-year thesis,鈥� she says. 鈥淚t was really interesting to me to hopefully help future generations of people taking the class to actually feel empowered like I did and hopefully help to improve their experience.鈥�

Martin鈥檚 career goal is to teach, and she鈥檒l be starting her master鈥檚 in the fall. From going through the course design process and seeing how decisions were made, she says her experience in the Students as Partners Program will be a perfect complement to the TAship she鈥檒l be doing.

鈥淏eing able to experience this as an undergrad and having the extra support of working with a staff member to shape some ideas, I鈥檒l be able to really think about it more independently once I’m doing a TAship in the fall and starting my masters,鈥� she says.

Third-year journalism student, Josefine Lukaszek, partnered with Prof. Kanina Holmes to explore how 杏吧原创鈥檚 journalism program can better prepare students to enter the field as video journalists, working with both established and emerging media. They compared 杏吧原创鈥檚 current curriculum with offerings at other post-secondary institutions and surveyed job postings to identify the skills expected from recent graduates.

鈥淐oming together and learning how to continuously adapt to changes in the field is so important,鈥� Lukaszek says. 鈥淲e compete with algorithms, TikTok and other storytellers who aren鈥檛 necessarily very factual, and that鈥檚 something that we need to continue pursuing and learning how to adapt to, so journalism is still remaining prevalent and factual even among all of those changes.鈥�

Following her experience, Lukaszek says she would tell anyone considering participating in SaPP to go for it.

鈥淭here’s only opportunity to learn and so many connections to build,鈥� she says. 鈥淚t鈥檚 very inspiring. I鈥檓 standing here and I鈥檓 looking at all these smart young students who are doing this work, and I feel inspired. I’m so happy to be a part of it.鈥�

I-CUREUS

Students in I-CUREUS conduct research in their program or an area of interest. In the process, they build connections and gain exposure to research techniques.

Sam Mallow worked with Prof. Martha Mullally to examine the integration of Indigenous Knowledge into undergraduate STEM courses through the Collaborative Indigenous Learning Bundles. Through interviews with professors, they identified barriers and successful strategies for implementing the Bundles and then developed a practical toolkit to support instructors with incorporating Bundles into their own courses.

Mallow was particularly interested in this project after taking the Maternal and Child Health Bundle in a course last year. He says he realized there was so much he didn鈥檛 know and so much that could be applied to his own program. He wanted to make sure other students could access the information in the Bundles because it had been so beneficial to his own learning.

Looking ahead, Mallow says he thinks this I-CUREUS experience will benefit his career goals by helping him understand how to weave principles of Western science together with Indigenous science.

鈥淚鈥檓 hoping to go into health care and I think understanding things like that would help me be able to generate different kinds of research ideas from my peers and just approach medicine in a way that I hope will be really beneficial to any patients that I work with,鈥� he says.

Biomedical and mechanical engineering student, Samuel Smith, worked with Prof. Andrew Harris to develop three low-cost teaching devices that are easy to manufacture. The devices can be integrated in high schools, summer camps, museums and remote communities in Canada, with the goal of promoting curiosity in studying physics, engineering and biomedical engineering.

Harris is Smith鈥檚 capstone professor, and he flagged this project as something that might interest the fifth-year student. Smith founded a biomedical engineering design team at 杏吧原创, , with the goal of engaging more people in biomedical engineering, so this project aligned perfectly with what he was trying to achieve.

Looking towards his career, he says the experience in I-CUREUS has been helpful in gaining hands-on experience, learning about research methods and seeing the design process from start to finish.

鈥淚 think any practical experience is super valuable,鈥� he says. 鈥淲ith research projects…it teaches you to think critically and solve problems as you go along. You need to think on the fly and come up with different solutions for very specific problems.鈥�

Browse through the showcase program to learn more about the projects presented at this year鈥檚 event.

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Join us for the annual鈥�痮n April 9 to celebrate our students鈥� accomplishments. Drop by the Future Learning Lab on the fourth floor of the鈥疢acOdrum鈥疞ibrary between 11 a.m. to 2 p.m. to hear from some of this year鈥檚 program participants and learn about the projects鈥痶hey鈥檝e鈥痗ompleted.鈥疞ight refreshments will be available.

杏吧原创鈥痯rovides鈥痚xperiential learning opportunities through鈥�SaPP鈥痑苍诲鈥�I-CUREUS鈥痶hat help students develop essential academic and transferable skills. While鈥疭aPP鈥痯airs students with instructors on teaching innovation projects and course design, I-CUREUS provides an avenue for undergraduate students to conduct faculty-supervised research.

The post Celebrate Student Success at the 2026鈥疘-CUREUS and Students as Partners Program Showcase appeared first on Teaching and Learning Services.

Are you looking for a meaningful way to engage undergraduate students in discipline-specific research projects? Then apply for the summer 2026 I-CUREUS program.

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.

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Are you looking for ways to enhance student learning and professional growth? Then apply for the FUSION Skills Development Fund. Through funding from Employment and Social Development Canada, the fund provides $2,000 to support instructors in embedding one or more of FUSION鈥檚 newest modules into their winter 2026 courses.

FUSION modules help students build essential academic and professional skills that are often expected but not always explicitly taught. These skills are foundational for success in university and beyond. The newest modules that are eligible for funding are Creativity, Constructive Dialogue, Digital Literacy, Innovation and Well-being. These modules are flexible, relevant across disciplines and valuable for students at any stage of their degree.

Applications are reviewed on a rolling basis, so the earlier you apply, the better your chances of receiving funding. Up to 15 awards are available and the final deadline to apply is Monday, Nov. 24. Learn more and apply here.

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Help provide 杏吧原创 students with the opportunity to participate in undergraduate research or to partner on course design. Applications for I-CUREUS and the Students as Partners Program (SaPP) are now open for the winter term.

I-CUREUS: Provides an opportunity for undergraduate students to conduct paid research and gain hands-on experience in their discipline or an area of interest.

SaPP: Offers instructors and learning support staff the opportunity to involve undergraduate students in teaching innovation and curriculum design through paid work experience.

The deadline to apply for either program is Oct. 31. If you have any questions, please reach out to tls@carleton.ca.

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The 杏吧原创 community came together on April 9 to celebrate student research and collaborative teaching projects at the 2025 I-CUREUS and SaPP Showcase.

The annual event provides an opportunity for students who participated in the Internship-杏吧原创 University Research Experience for Undergraduate Students (I-CUREUS) and Students as Partners Program (SaPP) to share their work and celebrate their achievements.

This year, 144 undergraduate students participated in these two experiential learning programs, building their communication, teamwork and research skills, and applying their disciplinary knowledge in an impactful way.

I-CUREUS

Students in I-CUREUS conduct research in their program or an area of interest. In the process, they build connections and gain exposure to research techniques. This year鈥檚 participants worked on a range of projects, including exploring outdoor learning in Canadian schools and using yeast to investigate the genetics of a rare childhood disease.

Talha Nawaz, a fourth-year student in aerospace engineering, worked with Prof. Jeremy Lalibert茅 to analyze data and develop a simulation model that can predict the fuel weight onboard an aircraft, providing insight into flight efficiency.

He says the showcase has provided a great opportunity for him to practice conveying the details of his project to people who don鈥檛 necessarily have engineering backgrounds, and highlighting the human impact of his work.

After participating in I-CUREUS, Nawaz says he鈥檚 now considering a master鈥檚 program to pursue more research, adding that he appreciates the connections he鈥檚 been able to build through the program.

Tracy Li, a third-year industrial design student, worked with Prof. Steven Pong to explore the potential of using data to generate patterns and drive design, rather than traditional cultural or aesthetic influences. As part of a case study, they used a bar graph as the basis to design a coffee table that was inspired by a summer cottage experience by the lake.

鈥淒esign is such a personal, subjective sector,鈥� she says. 鈥淭his is really such a different way of thinking to try to make design systematic. That in itself seems like such an oxymoron and that鈥檚 a really neat exploration.鈥�

Li says she’s had some experience with more traditional research, such as systematic reviews, but really wanted a tangible end product, and in her initial discussions with Prof. Pong, she found he was on board.

SaPP

Students in SaPP gain hands-on work experience by collaborating with instructors, librarians and teaching support staff on course design. This year鈥檚 participants worked on projects that included developing a handbook to support first-year students in navigating the academic publishing process, creating a database of templates for teaching assistants to draw from when running tutorials, and redesigning assessments to optimize learning.

Matteo Montgomery, a third-year student in neuroscience and mental health, partnered with Prof. Ashley Thompson on a Brightspace module designed to teach undergraduate students in STEM courses about stress, coping and academic resilience.

鈥淎 lot of people come at stress as just this negative thing you have to power through. The big idea is reframing what stress is and letting them understand what is actually going on in their bodies and in their brains when they鈥檙e stressed,鈥� he says. 鈥淲ith all that knowledge they can just be more aware of their own responses and different responses that they could make.鈥�

Montgomery says his experience in SaPP gave him the chance to explore his strong interests in both pedagogy and research, adding that he was able to develop different skills simultaneously, from leadership and time management to data analysis and public speaking.

Browse through the showcase program to learn more about the projects presented at this year鈥檚 event.

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In a world where technology is rapidly evolving, artificial intelligence (AI) is seemingly everywhere, transforming many aspects of our daily lives. From using smart thermostats or robot vacuums in our homes, to offering virtual reality simulations in university courses, to automating tasks in the workplace, AI is changing the way we live, learn and work.

To help prepare students for this new wave of technology, Teaching and Learning Services has launched online learning experiences that foster knowledge, skills and confidence in AI and digital literacy.

These new modules are part of FUSION, an initiative that aims to bridge academic and employability skills. They will teach students how to identify accurate information online, manage their digital footprint and use AI effectively and ethically.

鈥淭hese modules, and the FUSION program as a whole, are invaluable in our mission to develop the next generation of citizen scholars and professional leaders.鈥�

Each module takes about four hours to complete. Instructors can incorporate any of the modules directly into their courses, while students also have the option to self-enroll in any module and complete it at their own pace.

Dominique Marshall, a professor in 杏吧原创鈥檚 Department of History, incorporated the AI literacy module in her graduate seminar this past fall. She hoped that an explicit discussion of ethics would help students assess their current practices and identify any apprehensions they had about AI.

鈥淚 was interested by the fact that graduate students were often less familiar with generative AI, that diligent students were often more reluctant to use it, and that there should be ways to help all students go beyond the – now obsolete – idea that AI means plagiarism and should be avoided,鈥� she says. 鈥淭hese discussions have to happen, and the fact that we have dedicated course time to do this together, and in conversation, is valuable.鈥�

Once her students completed the AI literacy module, she had them apply their skills in a project using Microsoft Copilot. She says the module gave students a vocabulary to address worries and hopes they might have had about generative AI and that it helped them become more aware of the privacy implications and precautions that need to be taken when using these tools.

Megan Hurtado, a fourth-year biology student, finished the AI literacy module this year and agrees that it helped her see the importance in critically evaluating AI-generated content.

She says she can now use the skills she鈥檚 developed to enhance her research and lab work. She plans to leverage AI tools to brainstorm projects, analyze data and help with literature reviews.

It’s not just 杏吧原创 students who will benefit from these learning opportunities. Plans are underway at Ericsson and Ross Video to pilot the modules with students who intern or are on co-op placements with their companies.

Lorraine Godden, FUSION national implementation lead, says the modules will help students become more efficient and effective learners, while building their work and life-readiness.

鈥淎ll kinds of digital tools and software, including AI, are increasingly used in a variety of ways across all areas of our society, from automating routine tasks, to streamlining workflows and facilitating communication and collaboration. But you need digital skills to capitalize on this,鈥� she says. 鈥淲e need to provide students with appropriate skills development to ensure they can deploy these tools effectively and responsibly.”

In addition to AI and digital literacy, FUSION offers eight other modules on topics such as adaptability, communication and inclusivity. Three additional modules are in development and will be released over the course of the next year. Over 1,600 students have completed at least one module since the program launched in 2020.

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杏吧原创 community members gathered yesterday to mark the official opening of the Experiential Learning Hub (ELH) 鈥� 杏吧原创’s dedicated space for students and instructors to engage and experiment with emerging immersive technologies.

Located in Southam Hall, the Hub includes an Active Learning Classroom, Creation Suites featuring a variety of Extended Reality (XR) and media creation tools, and two state-of-the-art XR Experience Studios 鈥� made possible thanks to $1M from the Ontario Ministry of Colleges and Universities Training Equipment and Renewal Fund (TERF), matched by the university, and with the partnership and support of EON Reality, a leader in augmented and virtual reality.

“The Experiential Learning Hub is positioned to influence curricular change and have a meaningful and transformational impact on the teaching and learning culture at 杏吧原创,” said L. Pauline Rankin, Provost and Vice-President (Academic).

Teaching and Learning Services’ Future Learning Fellows have already begun piloting new pedagogical concepts and utilizing immersive extended reality tools provided by the Future Learning Hub. Their projects include building virtual reality mind maps and using XR labs to explore complex, hard-to-visualize phenomena.

The Experiential Learning Hub represents another milestone supporting 杏吧原创’s Transforming University Education report and academic plan, recognizing that the future of teaching and learning is empowering, collaborative, flexible, and sustainable.

Are you interested in exploring XR technology?

On October 18, the TLS Immersive Learning Team will be on-site to discuss Virtual, Mixed, or Augmented Reality in the classroom. Register now to attend.

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