How to articulate scholarly benefits, outcomes in your SSHRC grant application: Opinion

In a new article for University Affairs, Letitia Henville explains how to articulate the “so what” of a proposed project—the scholarly benefits and outcomes—when applying for a SSHRC Insight Development Grant. Henville begins by describing common pitfalls of applications, including promising unrealistic scholarly outcomes and failing to specify impacts and to whom they will matter. […]

Colleges and universities must shift their marketing strategies from demographic targeting to experience-driven messaging to connect with today’s diverse learners, argues Gregory Balmir (Florida Atlantic University). In a recent conversation on the Illumination Podcast, Balmir called for inclusive, intentional messaging to foster student feelings of belonging—a key driver of persistence and engagement. He emphasizes the […]

In a recent article for Maclean’s, university student Charlotte MacDonald discusses her experience rejecting the “easy road” offered by ChatGPT. MacDonald describes how she has seen students using AI to respond to discussion questions, complete assignments, and achieve “glowing grades [while] still get[ting] a full night’s sleep.” However, she asserts that this use of AI […]

Many students who rely on AI in their coursework are not trying to cheat—they are trying to cope with gaps in preparation, fear of failure, and a lack of confidence in their own voices, argues Ernesto Reyes (Fresno City College). In conversations with students, Reyes found that those misusing AI for assignments often lacked writing […]

Microcredentials can help close skill gaps and support equity—but only if they are built in close partnership with employers, argue Karla Barron (NAIT), Scott Biggs (NAIT), and Partha Roy (NAIT) for The evoLLLution. Drawing on research conducted with SAIT and Bow Valley College, the authors emphasize that microcredentials show real potential in providing to skills […]

Educational technology developers can draw on the model of commuter train “quiet cars” to encourage learning in the AI era, according to Mona Fixdal (Princeton University). She notes how invasive AI tools in apps can pull students away from learning or discourage them from processing information on their own. She explains that spaces like quiet […]

Higher education must redefine access by embedding flexibility into everything from course delivery to credential design, argues Christie Schultz (University of Regina). In a recent interview on the Illumination Podcast, Schultz called on institutions to support the “60-year curriculum”—a lifelong learning model where individuals move fluidly between learning and earning. In addition, Schultz posits that […]

Educators can support student engagement and academic success through proactive, thoughtful communication strategies, writes Nadeem Saqlain (Wilfrid Laurier University). Drawing on his experience in digital learning environments, Saqlain outlines three techniques that benefit students in both online and in-person classrooms: sending a welcome email before the course starts, employing structured reminders throughout the week, and […]

In a new article for Maclean’s, Anna Robbins (Acadia Divinity College) goes into detail about her experiment in running what she calls the country’s “first AI-generated theology course.” While ChatGPT could instantly make a course outline, she notes that it was not able to offer depth or criticality in its lectures or assessments when tasked […]

Beckie Supiano of The Chronicle of Higher Education argues that general-education courses must better demonstrate their relevance to foster student engagement and critical thinking. To make this argument, Supiano spotlights Professor Doug Duncan (University of Colorado Boulder) and his reimagined “Introductory Astronomy” course. The course was designed to focus less on content and more on […]