Teaching and Learning Services is pleased to announce the recipients of the 2024-25 Future Learning Innovation Fellowship, a program designed to support instructors in implementing innovative teaching and learning practices.
The recipients of this year’s fellowship are focused on leveraging artificial intelligence in teaching to enhance student engagement. The fellowship provides a stipend, resources to develop and pilot new ideas and tools, and opportunities for community building.
The five recipients selected this year are:
Kevin Cheung (Mathematics and Statistics) is exploring the use of generative AI to help students engage in more complex mathematical work. By allowing AI-assisted assignments in math courses, he aims to develop a structured workflow for problem-solving and build a repository of examples. This approach supports students’ understanding and helps better prepare them for future careers.
Vicky McArthur (Journalism and Communication) is developing subject-agnostic modules to enhance students’ critical engagement with AI and digital literacy. Over 12 months, she will design workshops, collaborative assignments and guided discussions to help students navigate AI’s benefits and limitations in academic work, fostering informed and ethical AI use.
Brian Strong (Applied Linguistics and Discourse Studies) is addressing the gap between theory and practice in ESL methodology courses by integrating the AI-Based Classroom Teaching Simulator (ACTS). This tool allows students to practice teaching strategies through interactive dialogue with virtual students, providing feedback and enhancing engagement, confidence and adaptability for real-world classroom settings.
Rick Colbourne (Entrepreneurship) is exploring how AI can enhance creativity and engagement in entrepreneurship education. His work addresses the lack of tools for divergent and convergent thinking by using AI to support idea generation, refine solutions and provide personalized feedback. This approach empowers students to integrate theory with practice, fostering critical thinking, problem-solving and innovation.
Brenda Morris (Social Work) is exploring how generative AI can enhance social work education by preparing students for evolving digital practice environments. Rather than focusing on AI detection, she aims to develop courses and assignments that ethically integrate generative AI to promote inclusive education, increase engagement and reshape curriculum and assessments, while thoughtfully managing risks.
TLS is excited to see the impact of these projects on our students and the Carleton community. Congratulations to this year’s recipients!