We’re excited to introduce Peer Active Listening (PAL) sessions, a new resource for students who need someone to talk to or who are feeling stressed. These 45-minute, one-on-one sessions connect students with trained Peer Wellness Educators who provide a confidential, non-judgmental space for conversation.

How it Works:

• Sessions are available in person or virtually.
• Students who attend their first session will receive a complimentary $15 e-gift card.

We encourage faculty and staff to refer students who might benefit from this service. For more information or to refer a student, please visit this link or contact wellness@humber.ca.

Starting Soon! The Mobilize Grant* supports applied research and fosters industry and community partnerships at Humber Polytechnic. The following areas of research priority are open to all Faculties and Departments: Digital Transformation; Social Innovation; Healthy Built Environment; and New World of Work. Mobilize is funded by the Natural Sciences and Engineering Research Council of Canada (NSERC).

• Driving Innovation & Partnerships
• Open to All Sectors
• Inclusive & Impactful

High-Impact, Real World: Funding for quick-turnaround R&D projects aimed to address today’s real-world challenges.

Partnership Collaboration: Partner with an organization to create meaningful industry and community benefits.

$30,000 Minimum Matching Fund: Mobilize provides funding; the partner contributes cash or in-kind to conduct research.

Lunch & Learn

The Office of Research & Innovation (ORI) will host a Lunch & Learn in March to discuss Mobilize and other opportunities.
Date to be confirmed. Details to follow.

Contact research@humber.ca for further enquiries or to submit a notice of intent (NOI)

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*formerly the Greenfield Research & Innovation (R&I) Fund

The Journal of Innovation in Polytechnic Education (JIPE) is pleased to announce the publication of “Building Professional Skills And Reducing Student Stress With Competency-Based Education: An Exploratory Case Study” by Ajay Rampersad, MSc and Noah Gentner, PhD. 

Abstract:

Competency-Based Education (CBE) is an alternative pedagogical model that emphasizes mastery of skills and professional readiness over traditional metrics such as ‘seat time’ or grades. This exploratory case study investigated students’ perceptions of implementing a CBE format in a second-semester Wellness Coaching Program (WCP) course at Humber Polytechnic. Using an anonymous survey of nine students, a thematic analysis was conducted on the open-ended responses. The results revealed five principal themes: (1) balancing flexibility with structure, (2) enhancing practical skills for career preparedness, (3) supportive learning through instructor and peer engagement, (4) navigating challenges in course design and workload, and (5) positive impact of mastery-based assessment. Overall, students viewed the CBE format favourably, noting decreased stress and increased confidence in professional skills. However, some difficulties were reported regarding the absence of firm deadlines and the volume of coursework. The findings suggest that CBE can offer flexible, relevant, and practical learning experiences that enhance access and equity for postsecondary learners. Educators and institutions, especially polytechnics, should consider these insights when designing CBE formats to prepare students for the future of work.

Read “Building Professional Skills And Reducing Student Stress With Competency-Based Education: An Exploratory Case Study” on JIPE.ca

About JIPE

The Journal of Innovation in Polytechnic Education (JIPE) is an online, open-access journal that mobilizes knowledge and insights generated by the global polytechnic community. JIPE is electronically published by Humber Press at Humber Polytechnic. JIPE is accepting submissions on a rolling basis. To learn more about JIPE, please visit jipe.ca or email humberpress@humber.ca.