Teaching and Learning Ecosystems: Aligning Values, Relationships, and Purpose
Universities express their values not only through policy or mission statements but through the relationships that shape their academic ecosystems. In recent years, teaching and learning has become a visible part of that ecosystem
What we honor, we become
Teaching awards do more than honour individuals; they strengthen our collective identity as a university that values both teaching and research excellence.
AI can design an assessment in seconds. But can it understand what we value as knowledge?
In discussions about AI and assessment, one idea keeps resurfacing: epistemic agency — how individuals understand and act upon their own beliefs about knowledge: where it comes from, how it is built, and what makes it credible or meaningful. Epistemic agency is foundational to academic work, and it becomes especially visible — and vulnerable — in assessment design.
Sustaining Scholarly Conversation in Teaching and Learning
The closure of AJER and PPLT leaves a gap in Canada’s teaching and learning scholarship. Pedagogical Inquiry and Practice steps forward to sustain that conversation—showcasing classroom-based inquiry and affirming that teaching-focused universities are sites of scholarship and discovery.
The Architecture of Knowing: Space as a Form of Rhetoric
Space is not just a resource; it’s a declaration of values. In teaching-focused universities, the spaces devoted to reflection, dialogue, and pedagogical inquiry reveal that teaching itself is a site of discovery.
The Educational Developer as Scholar
Educational developers are not only facilitators of teaching excellence but scholars in their own right.