Priority 3 Projects Round 1

Over the past two decades Prior Learning and Assessment Recognition (PLAR) has emerged as a significant feature and prominent practice in post-secondary education institutions in Canada and other parts of the world (Andersson, Fejes & Sandberg, 2013; Van Kleef, 2007). Its epistemological assumption premises that the context of learning varies and as such, it is the output (learning) produced that is of utmost importance.  

As an institute of education, we need to better understand the potential gains and drawbacks that AI chatbots present — not only for our learners — but for the wider Humber community — from the support staff who respond to student queries at a department’s front desk to the upper administrators who strategize about the institution’s long-term goals and direction. Collectively, we need to explore how can we integrate this technology to streamline our workflow and support the learning process within our classrooms.

In the fall of 2022, the college welcomed its first cohort of students to the new Bachelor of Creative and Professional (BCPW) program that includes “Cultivating Inclusive Writing Practices,” the first course of its kind in Canada.

Humber is preparing the next generation of leaders to find innovative solutions to real-world problems.

This project is centered on the development of a 1:45 scale smart city built with LEGO® bricks and is intended to be an ongoing project where each semester, students contribute to the smart city by adding new systems such as GPS, autonomous fulfillment, an automated lifting bridge, and many more.

Interprofessional Collaborative Practice (IPCP) has long been identified as an important strategy for improved patient safety. Over the last decade, healthcare and social services professionals have been called upon to increase their IPCP to provide improved and more efficient care to clients (Canadian Interprofessional Health Collaborative, 2010; WHO (World Health Organization), 2010).

Student writing remains a crucial component of learning in higher education that supports the development of meta-learning and critical thinking skills.

Competency-Based Education (CBE) is a progressive, student-focused approach to teaching and learning that prioritizes the mastery of specific skills or competencies over traditional classroom ‘seat time’. Unlike the one-size-fits-all structure of conventional education models, CBE is designed to be adaptable, providing a personalized learning experience that caters to diverse learning abilities and paces (C-BEN, 2017).

Humber strives to give students greater access to the technology they are learning, at any time of day, quite literally in the halls of Humber , and this access should be extended beyond the campus, onto transit and even once they are home. The prototype application will allow students to enter a booking centre virtually showcasing two digital twins of the EOS Canon C200 and the Canon C500 MKII via their phone (iOS or Android), by scanning a QR code.

The Collaborative Accessibility Coach project will work alongside select Student Success and Engagement (SSE) departments to adopt more accessible practices in their day-to-day work, which will indirectly benefit hundreds of learners living with disabilities at Humber, ultimately leading to sustained change.