News

The first phase of the "Evaluating LEARN Tools - Creator+ & Performance+" is set to begin this month. A team of instructors and staff who either directly work with LEARN, or support instructors who do, has been created, whose mandate will be to test these new products and determine if they are worth piloting in more extensive detail. Early results should be available in October. If you are interested in supporting this early phase of testing, or want to be included in more robust testing, please contact the TII.

The three Accessible Education project teams - Policy & Guidelines, Instructional Programs & Practices, and Learning Tools & Materials - are set to begin work this fall. Faculty, instructors, and staff from across campus have been identified and invited to serve on these project teams as either team members or collaborators.

Over the course of the fall term, work will be done to plan how each team will address the AODA recommendations that they are being tasked with addressing. 

The “Accelerating integration of sustainability and climate change in campus undergraduate programs” is working to identify a flexible framework through which climate and sustainability competencies can be integrated into any program of study as they are relevant, and identify processes and tools to support program administrators, chairs, instructors, and central support units to utilize the framework.

Thus far, a cross-functional, interdisciplinary working group of faculty, staff, and students has designed a draft version of a five-step framework and accompanying toolkit to aid units in determining how sustainability education might align with existing program outcomes, and which tools or resources can be incorporated to further integration of sustainability.

Consultations with Chairs and Associate Chairs, Undergrad, will be scheduled throughout the fall term to receive input and feedback on this model. In year 2 of the project, this framework and toolkit will be piloted with partner programs to test its feasibility and generate best practices to guide future interest in integrating sustainability into the curriculum.

Plans are in place to offer a second "wicked problems" course in Spring 2024. A number of topics are being considered for the next offering, many of which were solicited from the end-of-term symposium held in March.