College Administrator Spring/Summer 2024 | Vol. 19 No.1

Connecting,

OCASA Executive

PRESIDENT Tammy Mackey

Campus Manager, Haileybury Campus, Northern College

VICE PRESIDENT Ryan Dearing

Manager of Admissions, Cambrian College

TREASURER Barry Waite

Executive Dean, Faculty of Media, Art & Design, Durham College

EXECUTIVE DIRECTOR Erin Roberts

866-742-5429 ext. 101

Rachel MacDonald

Human Resources and Corporate Communications Coordinator, Sault College

Kurt Muller

Dean, Faculty of Communication, Art & Design at Seneca, and Campus Principal, Seneca@York Campus

Marie Nathalie Moreau

Director, Diversity and Talent Development, La Cité College

Greg Yantz

Dean, Academic Quality and Strategic Integration, Fanshawe College

Managing Editor: Monique Doyle

Design/Layout: Tracy Toutant

Advertising Sales: Jeff Kutny

BALANCING RISKS WITH OPPORTUNITIES

Tammy Mackey, OCASA President

Welcome to the Spring/Summer issue of College Administrator magazine. The main theme of this issue of the magazine is AI in Education: Balancing Risks with Opportunities , which examines the signifi cant opportunities that artifi cial intelligence brings to postsecondary education and how Ontario colleges are adapting to new developments in AI, like ChatGPT. To further address this timely topic, OCASA’s recent live events have also dealt with AI adaptation within the college system – and our goal is to keep all our members informed on this and other topics aff ecting their work and the way in which they work.

College Administrator magazine also connected with Graeme Kondruss, at George Brown College, for this issue’s spotlight on hybrid work, which takes a look at GBC’s ‘Future of Work’ initiative.

Thank you to everyone who shared their time and insights, and contributed to the content you will fi nd here.

On page 20, we recognize OCASA’s 2023 award winners. Congratulations to Tania Killian, formerly of Fanshawe College; Carolyn Hepburn, Sault College; and Don Lovisa , Durham College on this recognition of your contributions!

As always, we want to continue to connect with our members. Please reach out any time with story ideas, exciting

OCASA’s recent live events have also dealt with AI adaptation within the college system – and our goal is to keep all our members informed.

program news, and celebrations from your colleges. As a member of our association, you are an important part of this community. Remember that you can also fi nd us on LinkedIn at www.linkedin.com/company/ontario-collegeadministrative-staff -association-ocasa-.

On behalf of the OCASA Board of Directors, we appreciate the work that you all do. 

Tammy Mackey, Campus Manager, Haileybury Campus, Northern College mackeyt@northern.on.ca

ÉQUILIBRER LES RISQUES ET LES OPPORTUNITÉS

Tammy Mackey, Présidente de l’APACO

Bienvenue dans le numéro du printemps/été de College Administrator. Le thème principal de ce numéro du magazine est L’IA et l’éducation : Équilibrer les risques et les opportunités, qui examine les importantes opportunités que l’intelligence artificielle off re à l’éducation postsecondaire et comment les collèges de l’Ontario s’adaptent aux nouveaux développements du monde de l’IA, comme ChatGPT. Dans le but d’approfondir ce sujet d’actualité, les récents événements en direct de l’APACO ont également traité de l’adaptation du système collégial à l’IA, notre objectif étant de tenir tous nos membres informés sur ce sujet et sur d’autres sujets touchant leur travail et leurs méthodes.

Le magazine College Administrator s’est également entretenu avec Graeme Kondruss, du George Brown College (GBC), dans le cadre de l’article de ce numéro portant sur le travail hybride et examinant l’initiative « L’avenir du travail » du GBC.

Merci à tous ceux et celles qui ont off ert leur temps et partagé leurs points de vue, et qui ont contribué au contenu que vous trouverez ici.

Nous soulignons les lauréats des prix 2023 de l’APACO à la page 20. Félicitations à Tania Killian, anciennement du Fanshawe College; à Carolyn Hepburn, du Sault College; et à Don Lovisa , du Durham College. Vos contributions ont été reconnues!

Comme toujours, nous voulons continuer de former des liens avec nos membres. N’hésitez pas à communiquer avec nous pour nous faire part d’idées d’articles, de nouvelles sur des programmes passionnants et de célébrations au sein de vos collèges. En tant que membre de notre association, vous êtes un élément important de notre communauté. N’oubliez pas que vous pouvez aussi nous trouver sur LinkedIn à l’adresse suivante : www.linkedin.com/company/ontario-collegeadministrative-staff -association-ocasa-/.

Au nom du conseil d’administration de l’OCASA, nous apprécions le travail que vous faites. 

Tammy Mackey, gestionnaire de campus, campus de Haileybury, Northern College mackeyt@northern.on.ca

Les récents événements en direct de l’APACO ont également traité de l’adaptation du système collégial à l’IA, notre objectif étant de tenir tous nos membres informés sur ce sujet.

1 855 868 5588 aon.com/canada

college administrator

We want to hear from you !

College Administrator is seeking articles of interest to administrators in Ontario colleges for our Fall/Winter 2024 issue.

College Administrator is the bi-annual digital publication of OCASA (Ontario College Administrators Network). The magazine aims to engage and connect with thousands of administrators at Ontario’s 24 colleges, along with college presidents and all members of boards of governors.

We’re looking for timely and topical articles and columns to inspire lively and meaningful discussion on topics important to the Ontario college community. Feature stories run about 1,500 to 2,500 words, with columns at approximately 750 words.

Our editorial deadline for the Fall/Winter 2024 issue is August 10, 2024.

College Administrator wants to hear YOUR stories about:

• current issues facing administrators.

• emerging challenges for the future.

• reports on academic papers.

• interesting people and colleagues in the college community.

• noteworthy projects happening at your colleges.

• new and innovative approaches to situations.

• insights on how developments in areas like information technology, student services, and more impact the role of administrators in other departments.

• societal shift s that are affecting how colleges function.

• how we can learn from other colleges outside of Ontario.

• AND MORE!

Please reach out any time to College Administrator Managing Editor Monique Doyle at monique@kelman.ca with questions, story ideas, and submissions.

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AI in Education: Balancing Risks with Opportunities

What are the most significant opportunities that AI brings to education?

By Monique Doyle

When we hear about artifi cial intelligence (AI) and education, it’s oft en in the context of students cheating on writt en essays. But what types of opportunities are available to college students – and college staff – who are leveraging the power of AI?

While there are concerns that technology can be used to “cheat,” AI tools also have the potential to make education more effi cient. The key is teaching students how to use the tool properly.

And we can’t ignore the future of AI in education and business. It’s no longer a tool for the tech industry alone –it’s changing the playing field for many careers, including marketing, communications, finance, customer service, healthcare, journalism, etc. Canadian companies will need more people who know how to use generative AI (Gen AI) eff ectively and efficiently.

We now have a generation going into college who may have never known school without AI as part of their daily lives. That’s why there is a need to teach students to use AI – with the understanding of it as an intermediary tool.

Key findings from The Conference Board of Canada

According to a March 2024 report from The Conference Board of Canada, the hiring demand for AI skills has surged in Canada, with the number of job postings nearly tripling from 2018 to 2023. Ontario, Quebec, and British Columbia account

for more than 90% of Canada’s AI-related job postings in 2023. The same report explains that a strong ethical foundation within AI education is necessary to produce graduates who can navigate the ethical challenges inherent in AI development and application. In 2023, 97% of the job postings requiring AI skills were hiring post-secondary graduates. Around half of these roles required a bachelor’s degree; college diplomas were the next most requested educational credential.

What is AI?

Artificial intelligence, or AI, is technology that enables computers and machines to simulate human intelligence and problem-solving capabilities.

On its own or combined with other technologies (for example, sensors, geolocation, robotics) AI can perform tasks that would otherwise require human intelligence or intervention. Generative AI tools (like Open AI’s ChatGPT) are just one example of AI in the news.

As a field of computer science, artificial intelligence is often mentioned together with machine learning. Machine learning is a type of AI focused on building computer systems that learn from data, enabling soft ware to improve its performance over time.

Examples of AI in everyday life

• Facial recognition

• Smart home devices and digital assistants

• Chatbots

• Robotics

• Video games

• Smart cars/self-driving cars

• Social apps

• Google predictive search algorithm

• E-commerce, banking, and fi nance

• Speech recognition and transcription

Institutions across Canada are launching a wave of new courses designed to generate understanding of how AI works.

In September 2023, the University of Alberta announced it will off er AI education to all undergraduate students. It is launching “Artifi cial Intelligence Everywhere,” an introductory course accessible to all U of A undergrads. The course is designed to equip students across all disciplines with essential AI literacy skills, and will explain the ins and outs of data collection, the history of machine learning, and the importance of human input.

At Durham College of Applied Arts and Technology, by teaching students how best to use generative AI rather than prohibiting the use of it, the school says it is sett ing them up for success in a competitive workforce. When generative AI (programs like ChatGPT) hit the market, Durham College focused on the opportunity to become a leader in integrating technology on campus. The college has created a framework for integrating AI into the classroom, including how and where faculty can consider applying it, as well as resources for both students and staff to become more profi cient with the tools.

Conestoga College recently launched a full-time one-year Applied Artifi cial Intelligence & Machine Learning course with an optional co-op term:

Industries of all kinds are adapting to the world of machine learning to power new solutions for their markets with soft ware developers skilled in the field of creating machine learning applications. These solutions are considered the starting point for creating new automated workflows, business intelligence applications, and smart manufacturing initiatives. Combining a basis in artificial intelligence algorithms and computer science, this two-semester course will teach students how to design a successful technology stack for the acquisition, analysis, and resolving of emerging industry challenges with advanced computer resources and infrastructure.

Nancy Nelson

Finding the right balance is key Nancy Nelson, Ph.D., FEC, P. Eng., is the Director – Teaching Innovation at Conestoga College.

Nelson says that when it comes integrating AI in education, “we have to find that place where we’re balancing the risks with the opportunities.” Risks include cybersecurity concerns, ethical concerns, and labour issues.

“How do we mitigate the risk, and how do we ensure intellectual property is protected? How do we ensure college resources are protected? How do we make sure that we’re not opening up to hackers? How do use it ethically? Curious but cautious are the words I like to use,” she explains.

Nelson has been involved with AI since the 1990s and has witnessed a slow response on campus initially. “My work is at the intersection of AI and education. Many years ago I developed an intelligent tutoring system for students. It was well received by many, but some profs were hesitant to embrace the computer as an educational medium. I recently developed an intelligent professional learning system for faculty, designed to encourage a move toward more evidence-informed teaching. There are many other AI in education researchers but it’s been slow making its way into the classroom. Now we’re at the point where we have to adapt,” she says.

The biggest opportunity

Nelson sees post-secondary education as being at the point of an important evolution as a result of AI.

“We have the chance now to rethink what we’ve been doing in higher education. We’ve focused on transmission of knowledge instead of the application of that knowledge. We’re recognizing that it’s not really working any more. We have to ask ourselves ‘How can we adapt or enhance the way we teach, the way we have students learn, and the way we assess the acquisition of that knowledge?” says Nelson.

November 30, 2022

ChatGPT was launched on November 30, 2022, by San Francisco-based Open AI (the creator of the initial GPT series of large language models; DALL. E 2, a diff usion model used to generate images; and Whisper, a speech transcription model).

Artificial intelligence has been the focus of much hype, and the rise of ChatGPT seems to mark a turning point. Today, generative AI can learn and synthesize not just human language but other data types including images, video, soft ware code, and even molecular structures. Applications for AI are growing every day.

“All of a sudden, on November 30, 2022, everything changed. We have to find new ways to add value to the educational process, and to measure the key competencies our students will need for their changing professions. It’s not just education that’s going to change, the professions themselves will change,” she explains.

Nelson says AI is already changing the landscape significantly. “I’ve seen previous technologies that we thought were going to disrupt education. We saw the beginning of educational technology. We saw the beginning of the internet. And then we saw tools like Google and Wikipedia. All of those things came and we thought, oh, this is really going to change things. But they didn’t. We found ways to adapt. But to me, this change is so much more impactful.”

The need for expertise and experience AI is fast-evolving and keeping up with the latest developments requires a certain level of expertise.

Nelson explains: “I keep coming back to three words when I talk with folks… use AI eff ectively, efficiently, and ethically. We ourselves have to learn how to use it wisely within our disciplines so we can model it for our students. It’s interesting because, for the most part, educators and students are discovering this new resource at the same time. And that, I think, is one of AI’s biggest challenges. It’s giving us an opportunity to really move forward.”

How do we find or develop AI experts to support colleges in this area of knowledge? “There are many academics and researchers who are very skilled in in the use of AI in education and beyond. We have to tap into their knowledge and skills to support the training and educational development of our colleagues,” says Nelson. “It’s going to be an ‘evolution.’ ‘Change’ sounds more abrupt – and higher education is such a big system that change is often slow.”

At Conestoga College, Nelson says, “we’ve been very cautious. It wasn’t, ‘no, you can’t use AI,’ it was, ‘let’s collectively do some experimentation.’ Profs who were interested in using AI to support teaching or learning, do curriculum design, or create resources submitted requests to our AI Guidance Committee. We also had requests from administrators and staff who recognized that AI could improve efficiencies in their day-to-day work.”

“We worked with those folks, hoping they’d share what they learned. What worked and what didn’t. Right now, we have institutional access to Microsoft Copilot, and people are still being encouraged to experiment. What can it do for you? What can’t it do? What gaps are there? What opportunities do we see in those gaps? That platform allows us to experiment in a protected environment. So for us, it has been a very cautious approach that encourages curiosity,” explains Nelson. “If it can offload some simpler aspects of our work, we can increase our capacity in other areas,” says Nelson.

‘Cheating’ vs. using AI as a springboard

One of the big challenges today is diff erentiating between students using AI to learn, create, or measure their own progress, and students using AI to get an answer. It will mean harnessing AI in ways that enhance the learning process without compromising academic integrity.

Says Nelson: “So many students are struggling to keep up that they don’t recognize the repercussions of turning to a tool like generative AI to get their work done. Maybe they don’t see an assignment as being valuable or relevant. And so they just want to get it done. AI has made it a lot faster to do that same work, or to take a shortcut. There are, however, many ways we can use AI to help students learn how to learn, to create more authentic assessments , and to build up their skill set.”

As an intermediary tool, AI can amplify what people do and the knowledge they have. Nelson explains: “I like to use the word ‘springboard.’ We can use it as a springboard to take where we are now and challenge our ideas. To say ‘what about this? Have you thought about that?’ It can very quickly gather information for us. It can provide us with that starting point, but we still have to take it to the next level ourselves. And that to me, is that differentiating piece. That’s sometimes hard to get across to students. Think about a class where students are taught compared to one where they’re expected to learn. Learning becomes more about process and less about the product. The skill is recognizing the value in the pieces and pulling them together into unique and creative systems, whatever form that takes.”

Quality matters

There are still concerns about the quality of the content AI produces. Large language models like ChatGPT provide answers that are only as good as the training data they receive.

Nelson explains: “We must recognize that what comes out of Gen AI is the average of averages. It’s only based on what’s available right now. If we don’t help student develop curiosity and critical thinking skills, then how will our collective knowledge base continue to grow over the years? We have to think beyond answers, recognizing that it is questions that keep us thinking and learning. ‘What if we did this instead of that? Or how could we make that better?’ That’s the opportunity. That’s that balance.”

Seneca Polytechnic at the forefront

In addition to offering an eight-month Artificial Intelligence certificate, Seneca Polytechnic is among the first postsecondary institutions to bring Microsoft Azure AI technologies to students to support their learning and career goals. Seneca’s graduate certificate program in Artificial Intelligence launched January 2024 with a group of 25 students. Seneca has also incorporated AI-related concepts into the curricula of existing programs in fields such as computer engineering technology and data science. “This helps us ensure that our students graduate career-ready, as AI and machine

learning are already transforming those fi elds and employers want to hire individuals who are ready to embrace that change,” explains Radha Krishnan, Chief Information Offi cer and Vice-President, Customer Support, at Seneca Polytechnic.

Seneca also recently seconded two AI Thought Leaders: Panos Panagiotakopoulos and Kent Peel. A first-of-its-kind role in post-secondary education, these two professors will share their insights and learnings on the latest AI-related issues, including how it can enhance the learning experience, and what will be needed to prepare students to work in a world where AI is the norm.

“We’ve created new roles in our institution, appointing two professors as our first-ever AI Thought Leaders. They’re working with our faculty members and other stakeholders inside and outside Seneca to guide our eff orts around generative AI, including how it can enhance the learning experience and how we can best prepare students for careers in an AI-driven world,” explains Krishnan.

Krishnan says there is much more in development at Seneca. “We recently announced that we’re bringing the power of Microsoft Azure AI technology to our students and employees, which is tremendously exciting. Students and employees are already using some of the technologies while many others are in development and will be implemented starting this summer. We’re all seeing how AI is transforming so many diff erent parts of our world and we’re keen to be at the forefront of infusing it into post-secondary education.”

Seneca launched The Service Hub in 2022 as a revolutionary model of service delivery. Seneca is the first post-secondary institution to bring together frontline customer support for all student needs using nine digital synchronous and asynchronous channels.

“As you might imagine, centralizing so many customer service requests provides us with more information than ever on exactly what types of service our students are looking for most often. Training AI on that data could give us valuable insights. We’re also looking at how AI technology might be able to enhance service delivery across our channels – our chatbot, for example, which is being redeveloped using Azure AI technology – to more eff ectively connect our students with the information they’re seeking,” explains Krishnan.

Says Krishnan, “One of the more exciting opportunities on the near horizon for us is developing an AI tutor to help our students enhance their learning outside the classroom. We like to think of it as a personal companion for each student – it’s not there to do the work for them; it’s there to guide students through their studies, explain which parts of the curriculum they’re understanding well, and which parts could benefi t from some extra attention.”

The importance of having AI policies and guidelines It is necessary to set up AI policies and guidelines on campuses to ensure the safety of systems, compliance with regulations, and ethical standards of use so that both students and staff

understand how to balance the opportunities with any risks.

Says Krishnan, “Many of our employees are already using Microsoft Copilot and finding that it helps them do their jobs better. We have a newly-created Generative AI Policy (www. senecapolytechnic.ca/about/policies/generative-ai-policy. html ) to help ensure that students and employees are using AI responsibly and safely. We know generative AI can assist us in working smarter, better, and more eff ectively, and we’re excited to introduce new AI-based initiatives to our employees in the near future.”

Seneca was one of the fi rst post-secondary institutions to publish an Academic AI statement that commits to providing their students with opportunities to critically engage with Gen AI technologies. “Professors guide students on how they can use Gen AI tools in a way that truly benefi ts their learning instead of simply to answer a question in an exam,” says Krishnan.

With all the changes and opportunities AI brings to post-secondary education, will it do away with the traditional college essay? And could it create new forms of academic assessment?

Krishnan weighs in on these questions: “AI could certainly be a bit of a wake-up call for educators everywhere when it comes to traditional methods. We know that AI technology is improving every day and the gap between what it can create and what humans can create is gett ing smaller and smaller. It’s important for us to stay ahead of the game and ensure that all AI initiatives we take on are aligned to our core mission of gett ing students career-ready and worldready. With the right guidance, we believe that our students can leverage the power of Gen AI to improve their study and organization habits, creative writing, and further their development of other career-ready skills. That includes how we assess students but also touches on every other aspect of their post-secondary experience.”

Sources:

• www.conferenceboard.ca/wp-content/uploads/2022/10/ code-to-career_2024.pdf

• www.ualberta.ca/news/news-releases-and-statements/ news-releases/2023/09-september/u-of-a-to-off erpioneering-ai-education-to-all-undergraduatestudents.html

• Maclean’s magazine – January/February 2024

• www.theglobeandmail.com/business/adv/article-durhamcollege-embraces-innovation-head-on

• www.ibm.com

• www.conestogac.on.ca/fulltime/applied-artificialintelligence-machine-learning

• www.newswire.ca/news-releases/reimagining-highereducation-seneca-polytechnic-set-to-transformpostsecondary-learning-with-integration-of-microsoftazure-ai-890035028.html

• www.senecapolytechnic.ca/news-and-events/mediareleases/2022/seneca-launches-a-transformativeapproach-to-accessing-student-services.html 

Radha Krishnan

L’IA et l’éducation :

Équilibrer

les risques et les opportunités

Quelles sont les plus importantes opportunités o ertes par l’IA au domaine de l’éducation?

Par Monique Doyle

Lorsque nous entendons parler d’intelligence artificielle (IA) et d’éducation, c’est souvent dans le contexte d’étudiants qui trichent lors de dissertations. Mais quels types d’opportunités s’off rent aux étudiants et au personnel des établissements d’enseignement supérieur qui exploitent la puissance de l’IA?

Bien que certains craignent que la technologie puisse être utilisée pour « tricher », les outils d’IA peuvent également rendre l’éducation plus efficace et efficiente. La clé est d’apprendre aux étudiants à correctement utiliser cet outil.

Nous ne pouvons pas non plus ignorer l’avenir de l’IA dans le domaine de l’éducation et des entreprises. Il ne s’agit plus d’un outil réservé à l’industrie des technologies. C’est un outil qui modifie les règles du jeu de nombreux secteurs, comme la commercialisation, les communications, les finances, le service à la clientèle, les soins de santé et le journalisme, pour n’en nommer que quelques-uns. Les entreprises canadiennes auront besoin d’un plus grand nombre de personnes sachant utiliser l’IA générative de manière efficace.

La génération qui entre au collège aujourd’hui compte certaines personnes n’ont peut-être jamais connu l’école sans l’IA. C’est pourquoi il est nécessaire d’apprendre aux étudiants à utiliser l’IA, en la considérant comme un outil intermédiaire.

Principales conclusions du Conference Board du Canada

Selon un rapport de mars 2024 du Conference Board du Canada, la demande d’embauche liée à des compétences en IA a bondi au Canada, le nombre d’off res d’emploi ayant presque triplé entre 2018 et 2023. En 2023, l’Ontario, le Québec et la ColombieBritannique représentaient plus de 90 % des off res d’emploi liées à l’IA au Canada.

Le même rapport explique qu’une base éthique solide en matière d’enseignement de l’IA est nécessaire pour former des diplômés capables de relever les défi s éthiques inhérents au développement et à l’application de l’IA. En 2023, 97 % des off res d’emploi exigeant des compétences en IA s’adressaient à des diplômés d’enseignement postsecondaire. Près de la moitié de ces fonctions demandaient un baccalauréat, les diplômes collégiaux représentant les autres titres de formation les plus demandés.

Qu’est-ce que l’IA?

L’intelligence artificielle, ou l’IA, est une technologie permett ant aux ordinateurs et aux machines de simuler l’intelligence humaine et les capacités humaines de résolution de problèmes.

Seule ou combinée à d’autres technologies (p. ex., capteurs, géolocalisation, robotique), l’IA peut eff ectuer des tâches qui demanderaient autrement l’intelligence humaine ou des interventions humaines. Les outils d’IA générative (comme ChatGPT d’Open AI) ne sont qu’un exemple de l’IA dans l’actualité.

En tant que domaine de l’informatique, l’intelligence artifi cielle est souvent mentionnée avec l’apprentissage machine. L’apprentissage machine est un type d’IA axé sur la construction de systèmes informatiques qui apprennent à partir de données, ce qui permet aux logiciels d’améliorer leurs performances au fil du temps.

Exemples d’IA dans la vie quotidienne

• Reconnaissance faciale

• Appareils de domotique et assistants numériques

• Robots conversationnels

• Robotique

• Jeux vidéo

• Voitures intelligentes/voitures à conduite autonome

• Applications sociales

• Algorithme de recherche prédictive de Google

• Commerce électronique, banque et fi nance

• Reconnaissance vocale et transcription

Des institutions de tout le Canada lancent une vague de nouveaux cours destinés à expliquer le fonctionnement de l’IA.

En septembre 2023, l’Université de l’Alberta a annoncé qu’elle off rirait une formation à l’IA à tous les étudiants de premier cycle. En l’occurrence, elle lance Artificial Intelligence Everywhere (L’intelligence artificielle partout), un cours d’introduction accessible à tous les étudiants de premier cycle de l’Université de l’Alberta. Le cours est conçu pour les doter de toutes les disciplines de compétences essentielles en matière d’IA, et explique les tenants et les aboutissants de la collecte de données, l’histoire de l’apprentissage machine et l’importance de l’apport humain.

Le Durham College of Applied Arts and Technology affirme qu’il prépare ses étudiants à réussir dans un monde de la main-d’œuvre compétitif en leur enseignant comment utiliser au mieux l’IA générative plutôt que d’en interdire l’usage. Lorsque l’IA générative (qui inclut des programmes comme ChatGPT) est arrivée sur le marché, le Durham College s’est concentré sur l’opportunité de devenir un chef de file en intégrant la technologie à son campus. Le collège a créé un cadre d’intégration de l’IA aux salles de classe, y compris où et comment le corps professoral peut appliquer cette technologie, ainsi que des ressources permett ant aux étudiants et au personnel de devenir plus compétents avec ces outils. Le Conestoga College a récemment lancé un cours à temps plein d’un an sur l’intelligence artificielle appliquée et l’apprentissage automatique comprenant un stage coopératif facultatif :

Afin d’apporter de nouvelles solutions à leurs marchés, des industries de toutes sortes s’adaptent au monde de l’apprentissage automatique grâce à des développeurs de logiciels qualifiés dans la création d’applications d’apprentissage automatique. Ces solutions sont considérées comme le point de départ pour créer de nouveaux flux de travail automatisés, des applications de veille stratégique et des initiatives de fabrication intelligente. Combinant une base en algorithmes d’intelligence artificielle et en informatique, ce cours de deux semestres enseignera aux étudiants comment

concevoir une pile technologique performante visant l’acquisition, l’analyse et la résolution des défis industriels émergents avec des ressources et des infrastructures informatiques avancées.

Il est essentiel de trouver l’équilibre

Nancy Nelson, Ph. D., FEC, P. Eng., est directrice de l’innovation pédagogique du Conestoga College. Selon Mme Nelson, lorsqu’il s’agit d’intégrer l’IA à l’éducation, « il faut trouver un équilibre entre les risques et les opportunités ». Les risques comprennent les problèmes de cybersécurité, les problèmes éthiques et les problèmes de main-d’œuvre.

« Comment atténuer les risques? Comment assurer la protection de la propriété intellectuelle? Comment garantir la protection des ressources du collège? Comment s’assurer que l’on n’ouvre pas la porte aux pirates informatiques? Comment utiliser cette technologie de manière éthique? J’aime utiliser l’expression “curieuse, mais prudente” », explique-t-elle.

Mme Nelson s’intéresse à l’IA depuis les années 1990 et a été témoin de la lenteur initiale de la réaction du campus. « Mon travail se situe à l’intersection de l’IA et de l’éducation. Il y a de nombreuses années, j’ai développé un système de tutorat intelligent pour les étudiants. Plusieurs l’ont bien accueilli, mais certains professeurs hésitaient à utiliser l’ordinateur comme méthode d’enseignement. J’ai récemment mis au point un système intelligent d’apprentissage professionnel pour le corps professoral, conçu pour favoriser une évolution vers un enseignement davantage fondé sur des données probantes. Il existe de nombreux autres chercheurs en intelligence artificielle appliquée au domaine de l’éducation, mais cette technologie tarde à faire son entrée dans les salles de classe. Nous en sommes au point où nous devons nous adapter », explique-t-elle.

La plus grande opportunité

Mme Nelson pense que l’enseignement postsecondaire est sur le point de connaître une évolution importante grâce à l’IA.

« Nous avons maintenant l’occasion de revoir ce que nous avons fait en enseignement supérieur. Nous nous sommes concentrés sur la transmission des connaissances plutôt que sur leur application. Nous reconnaissons que ça ne fonctionne plus vraiment. Nous devons nous demander comment nous pouvons adapter ou améliorer comment nous enseignons, comment les étudiants sont encouragés à apprendre et comment nous évaluons l’acquisition de ces connaissances », explique Mme Nelson.

« Puis, subitement, le 30 novembre 2022, tout a changé. Nous devons trouver de nouveaux moyens d’ajouter de la valeur au processus éducatif et de mesurer les compétences clés dont nos étudiants auront besoin dans le cadre de leurs professions en évolution. Il n’y a pas que l’éducation qui va changer, les professions elles-mêmes vont changer », explique-t-elle.

Selon Mme Nelson, l’IA modifie déjà considérablement le paysage. « J’ai vu des technologies antérieures, des technologies qui selon nous, allaient bouleverser l’éducation. Nous avons

Nancy Nelson

30 novembre 2022

ChatGPT a été lancé le 30 novembre 2022 par la société Open AI, basée à San Francisco (créatrice de la série initiale de grands modèles de langage GPT; de DALL. E 2, un modèle de diff usion utilisé pour générer des images; et de Whisper, un modèle de transcription de la parole).

L’intelligence artificielle a fait l’objet d’un grand engouement, et la montée de ChatGPT semble marquer un tournant. Aujourd’hui, l’IA générative peut apprendre et synthétiser non seulement le langage humain, mais aussi d’autres types de données, notamment des images, des vidéos, des codes logiciels et même des structures moléculaires. Chaque jour, les applications de l’IA se multiplient.

assisté aux débuts des technologies éducatives. Nous avons assisté aux débuts de l’Internet. Puis nous avons vu apparaître des outils comme Google et Wikipédia. Toutes ces technologies sont arrivées et nous nous sommes dit que ça allait vraiment changer les choses. Mais les choses n’ont pas vraiment changé. Nous avons trouvé des moyens de nous adapter. Mais selon moi, ce changement aura beaucoup plus d’impact. »

Un besoin d’expertise et d’expérience L’IA évolue rapidement et suivre ses derniers développements exige un certain niveau d’expertise.

Nancy Nelson : « Lorsque je discute avec les gens, j’en reviens toujours à trois mots... Utiliser l’IA de manière efficace, efficiente et éthique. Nous devons nous-mêmes apprendre à l’utiliser à bon escient dans le cadre de nos disciplines afin de servir de modèle à nos étudiants. C’est intéressant parce que, de façon générale, les éducateurs et les étudiants découvrent cette nouvelle ressource en même temps. Et c’est, je pense, l’un des plus grands défis que présente l’IA. Ça nous donne vraiment l’occasion d’aller de l’avant. »

Comment trouver ou développer des experts en IA afin de soutenir les établissements d’enseignement supérieur dans ce domaine de connaissances? « De nombreux universitaires et chercheurs sont très compétents pour ce qui est d’utiliser l’IA en éducation et au-delà. Nous devons tirer parti de leurs connaissances et de leurs compétences pour soutenir la formation et le développement éducatif de nos collègues », déclare Mme Nelson. « Il s’agira d’une “évolution”. Le terme “changement” semble plus abrupt, et l’enseignement supérieur est un système tellement vaste que les changements y sont souvent lents. »

Au Conestoga College, explique Mme Nelson, « nous avons été très prudents. Il ne s’agissait pas de dire : “Non, vous ne pouvez pas utiliser l’IA”. Le message était plutôt : “Faisons des expériences collectives”. Les professeurs souhaitant utiliser l’IA pour soutenir l’enseignement ou l’apprentissage, concevoir des programmes d’études ou créer des ressources ont soumis des demandes à notre comité d’orientation sur l’IA. Nous avons également reçu des demandes de la part d’administrateurs et de membres du

personnel qui ont reconnu que l’IA pouvait améliorer l’efficacité de leur travail quotidien. »

« Nous avons travaillé avec eux, en espérant qu’ils allaient partager leurs apprentissages. Ce qui a fonctionné et ce qui n’a pas fonctionné. En ce moment, nous avons un accès institutionnel à Microsoft Copilot, et les gens sont encore encouragés à expérimenter. Qu’est-ce que cette plateforme peut faire? Qu’estce qu’elle ne peut pas faire? Quelles sont les lacunes? Quelles sont les possibilités offertes par ces lacunes? Cette plateforme nous permet d’expérimenter dans un environnement protégé. Nous avons donc adopté une approche très prudente qui encourage la curiosité », explique Mme Nelson.

« S’il est ainsi possible de nous décharger de certains aspects plus simples de notre travail, nous pouvons augmenter notre capacité dans d’autres domaines », ajoute-t-elle.

Utiliser l’IA comme tremplin et ne pas tricher Aujourd’hui, l’un des grands défis consiste à faire la différence entre les étudiants qui utilisent l’IA pour apprendre, créer ou mesurer leurs propres progrès et ceux qui utilisent l’IA pour obtenir des réponses. Il s’agira d’exploiter l’IA de manière à améliorer le processus d’apprentissage sans compromettre l’intégrité académique.

Nancy Nelson : « Il y a tellement d’étudiants qui se battent pour réussir qu’ils ne se rendent pas compte des répercussions que peut avoir le fait de recourir à un outil comme l’IA générative pour faire leur travail. Il se peut qu’ils ne considèrent pas qu’un devoir soit utile ou pertinent. Et ils veulent donc simplement en finir avec cette tâche. Grâce à l’IA, il est beaucoup plus rapide d’effectuer un même travail ou de prendre un raccourci. Il existe cependant de nombreuses façons d’utiliser l’IA pour aider les étudiants à apprendre à apprendre, pour créer des évaluations plus authentiques et pour développer leurs compétences. »

En tant qu’outil intermédiaire, l’IA peut amplifier ce que les gens font et les connaissances qu’ils possèdent. Nancy Nelson : « J’aime utiliser le mot “tremplin”. Nous pouvons l’utiliser comme un tremplin pour faire le point sur notre situation et remettre nos idées en question. Pour dire : “Qu’en est-il de ça? Y avezvous pensé?” Cette technologie peut très rapidement recueillir de l’information pour nous. Elle peut nous fournir un point de départ, mais nous devons encore passer nous-mêmes au niveau supérieur. Pour moi, c’est ce qui fait la différence. Et c’est ce qui est parfois difficile à faire comprendre aux étudiants. Pensez à une classe où l’on enseigne aux élèves par rapport à une classe où l’on attend d’eux qu’ils apprennent. L’apprentissage est alors plus axé sur le processus que sur le produit. La compétence consiste à reconnaître la valeur des pièces et à les assembler en systèmes uniques et créatifs, quelle que soit la forme qu’ils prennent. »

La qualité compte

La qualité du contenu produit par l’IA suscite encore des inquiétudes. Les grands modèles de langage, comme ChatGPT, fournissent des réponses dont la qualité dépend des données d’entraînement qu’ils reçoivent.

Nancy Nelson : « Nous devons reconnaître que ce qui est produit par l’IA générative est la moyenne des moyennes. Ce qui est produit est uniquement basé sur ce qui est disponible à l’heure actuelle. Si nous n’aidons pas les étudiants à développer leur curiosité et leur esprit critique, comment notre base de connaissances collective pourra-t-elle s’enrichir au fil des ans? Nous devons aller au-delà des réponses et reconnaître que ce sont les questions qui nous permettent de réfléchir et d’apprendre. “Et si nous faisions ceci au lieu de cela? Ou, comment pourrions-nous améliorer cela?” Il s’agit là de l’opportunité. C’est l’équilibre. »

Seneca Polytechnic à l’avant-garde

En plus d’off rir un certificat de huit mois en intelligence artificielle, Seneca Polytechnic est l’un des premiers établissements d’enseignement postsecondaire à mettre les technologies d’IA de Microsoft Azure à la disposition des étudiants afin de soutenir leurs objectifs d’apprentissage et de carrière. Le programme de certificat d’études supérieures en intelligence artificielle de Seneca a été lancé en janvier 2024 avec un groupe de 25 étudiants. Seneca a également intégré des concepts liés à l’IA dans les programmes d’études en place de certains domaines, comme la technologie du génie informatique et la science des données. « Cela nous aide à nous assurer que nos étudiants qui obtiennent un diplôme sont prêts à commencer leurs carrières, car l’IA et l’apprentissage automatique transforment déjà ces domaines et les employeurs veulent embaucher des personnes prêtes à adopter ce changement », explique Radha Krishnan, directeur de l’information et vice-président, soutien à la clientèle, à Seneca Polytechnic.

Récemment, Seneca a également détaché deux leaders d’opinion en matière d’IA : Panos Panagiotakopoulos et Kent Peel. Ces deux professeurs, qui jouent un rôle inédit en enseignement postsecondaire, partageront leurs idées et leurs connaissances quant aux dernières questions liées à l’IA, notamment sur l’amélioration de l’expérience d’apprentissage, et sur ce qu’il faudra faire pour préparer les étudiants à travailler dans un monde où l’IA est la norme.

« Nous avons créé de nouvelles fonctions au sein de notre institution en nommant deux professeurs, une première, en tant que leaders d’opinion en matière d’IA. Ils travaillent avec nos professeurs et d’autres parties prenantes, à l’intérieur et à l’extérieur de Seneca, pour guider nos efforts liés à l’IA générative, y compris comment elle peut améliorer l’expérience d’apprentissage et comment nous pouvons mieux préparer les étudiants à faire carrière dans un monde dominé par l’IA », explique Radha Krishnan.

M. Krishnan indique également que le développement de Seneca ne s’arrête pas là. « Nous avons récemment annoncé que nous mettions la puissance de la technologie d’IA de Microsoft Azure à la disposition de nos étudiants et de nos employés, ce qui est extrêmement intéressant. Les étudiants et les employés utilisent déjà certaines de ces technologies, tandis que de

nombreuses autres sont en cours de développement et seront mises en œuvre à partir de cet été. Nous voyons tous comment l’IA transforme de nombreux aspects de notre monde et nous souhaitons être à la pointe de l’intégration de cette technologie en enseignement postsecondaire. »

En 2022, Seneca a lancé The Service Hub, un modèle révolutionnaire de prestation de services. Seneca est le premier établissement d’enseignement postsecondaire à off rir une assistance clientèle de première ligne pour tous les besoins des étudiants l’aide de neuf canaux numériques synchrones et asynchrones.

« Comme vous pouvez l’imaginer, la centralisation de tant de demandes de service à la clientèle nous fournit plus d’information que jamais quant aux types de services les plus souvent cherchés par nos étudiants. Entraîner l’IA à l’aide de ces données pourrait nous fournir de précieux renseignements. Nous étudions également comment la technologie de l’IA pourrait améliorer la prestation de services à travers nos canaux –notre robot conversationnel, par exemple, est en cours de redéveloppement à l’aide de la technologie d’IA d’Azure – afin de mettre plus efficacement nos étudiants en contact avec les renseignements qu’ils recherchent », explique M. Krishnan. Selon M. Krishnan, « l’une des possibilités les plus intéressantes qui s’offrent à nous est la mise au point d’un tuteur IA visant à aider nos étudiants à améliorer leur apprentissage en dehors des salles de classe. Nous aimons l’idée que ce tuteur puisse être le compagnon personnel de chaque étudiant. Un compagnon qui n’est pas là pour faire le travail à leur place, mais pour les guider dans leurs études, leur expliquer quelles parties du programme ils comprennent bien et lesquelles pourraient bénéficier d’une attention supplémentaire. »

L’importance d’avoir des politiques et des lignes directrices en matière d’IA Il est nécessaire de mettre en place des politiques et des lignes directrices en matière d’IA sur les campus afin de garantir la sécurité des systèmes, le respect des réglementations et le respect des normes éthiques d’utilisation, de manière à ce que les étudiants et le personnel comprennent comment équilibrer les opportunités et les risques.

« Nombre de nos employés utilisent déjà Microsoft Copilot et trouvent qu’il les aide à mieux faire leur travail, explique M. Krishnan. Nous avons récemment créé une Politique sur l’IA générative (www.senecapolytechnic.ca/about/policies/ generative-ai-policy.html) pour aider à garantir que les étudiants et les employés utilisent l’IA de manière responsable et en toute sécurité. Nous savons que l’IA générative peut nous aider à mieux travailler, plus intelligemment et plus efficacement, et nous espérons pouvoir présenter à nos employés de nouvelles initiatives basées sur l’IA dans un avenir proche. »

Seneca a été l’un des premiers établissements postsecondaires à publier une déclaration universitaire sur l’IA s’engageant à fournir à ses étudiants des occasions de s’impliquer de manière critique au niveau des technologies

Radha Krishnan

d’IA générative. « Les professeurs aident les étudiants à utiliser les outils d’IA générative d’une manière réellement bénéfique à leur apprentissage et non pas simplement pour répondre à une question dans le cadre d’un examen », explique M. Krishnan.

Considérant tous les changements et toutes les possibilités que l’IA off re à l’enseignement postsecondaire, va-t-elle faire disparaître la traditionnelle dissertation collégiale? Et pourrait-elle créer de nouvelles formes d’évaluation académique?

Radha Krishnan se penche sur ces questions : « En ce qui concerne les méthodes traditionnelles, l’IA devrait certainement tirer la sonnett e d’alarme des éducateurs de tous horizons. Nous savons que la technologie de l’IA s’améliore chaque jour et que l’écart entre ce qu’elle peut créer et ce que les humains peuvent créer diminue de plus en plus. Il est important pour nous de garder une longueur d’avance et de veiller à ce que toutes les initiatives que nous prenons en matière d’IA soient conformes à notre mission principale, qui est de préparer les étudiants à la vie professionnelle et à la vie dans le monde. Avec les bons conseils, nous pensons que nos étudiants peuvent tirer parti de la puissance de l’IA pour améliorer leurs habitudes d’étude, leur organisation et leur écriture créative, et pour développer

d’autres compétences utiles à leur carrière. Cela comprend comment nous évaluons les étudiants, et tous les autres aspects de leur expérience postsecondaire. »

Sources :

• www.conferenceboard.ca/wp-content/uploads/2022/10/codeto-career_2024.pdf

• www.ualberta.ca/news/news-releases-and-statements/newsreleases/2023/09-september/u-of-a-to-offer-pioneering-aieducation-to-all-undergraduate-students.html

• Maclean’s magazine – janvier/février 2024

• www.theglobeandmail.com/business/adv/article-durhamcollege-embraces-innovation-head-on

• www.ibm.com

• www.conestogac.on.ca/fulltime/applied-artificialintelligence-machine-learning

• www.newswire.ca/news-releases/reimagining-highereducation-seneca-polytechnic-set-to-transformpostsecondary-learning-with-integration-of-microsoft-azureai-890035028.html

• www.senecapolytechnic.ca/news-and-events/mediareleases/2022/seneca-launches-a-transformative-approachto-accessing-student-services.html 

STUDENT DORMS ADVANTAGES OF USING MODULAR CONSTRUCTION

Speed of Construction: Modular buildings are constructed o -site in a controlled environment, which significantly reduces the construction time.

Cost-E ectiveness: The ability to predict costs more accurately and minimize on-site labour and material waste contributes to overall budget e ciencies.

Quality Control: The manufacturing environment enables more stringent oversight and adherence to building codes.

Sustainability: Reduced waste, and the ability to recycle and reuse modules for di erent purposes or locations promotes sustainability. Flexibility and Scalability: Modular dormitories can be easily expanded, reduced, or reconfigured.

Reduced Disruption: Since the majority of construction is done o -site, there’s minimal disruption to campus life.

Design Versatility: Modern modular buildings o er a range of architectural styles and can be customized to meet specific needs and blend with existing campus infrastructure.

AMB MODULAR: REDEFINING EDUCATIONAL SPACES FOR ONTARIO’S COLLEGE ADMINISTRATORS

As the educational landscape evolves, so does the need for flexible, innovative campus solutions. AMB Modular (AMB), a family-owned leader in the institutional modular construction market, is proud to off er transformative spaces for colleges across Ontario. With a track record of on-time and on-budget deliveries, our commitment is evident in every project – whether it’s for educational spaces, student dormitories, or administrative offices.

PRODUCTS & SERVICES

Our Expertise in Educational Spaces

AMB Modular specializes in craft ing modular educational spaces tailored to the dynamic needs of academic institutions. Our off erings include state-of-the-art classrooms, cafeterias, and specialized facilities such as science labs. These spaces are designed not only to enhance the learning experience but also to adapt to the changing educational requirements over time. Thanks to our standardized approach to modular projects, we ensure consistent quality and reduced lead times, making our solutions both reliable and swift to deploy.

Innovative Student Dormitories

Understanding the importance of quality student life, AMB provides modular student dorms that blend comfort with convenience. Our dormitories are designed to off er a safe and inviting environment for students, supporting both their academic pursuits and personal growth. Modular construction allows for scalable solutions that can grow with the student population, off ering the ability to easily expand or modify living spaces as needs evolve.

Efficient Administrative Spaces

For administrative needs, AMB delivers modular offices and meeting rooms that encapsulate modern, professional work environments. These spaces are crafted to promote efficiency and are equipped to be seamlessly integrated with existing structures on campus. Whether expanding an administration building or adding new functional areas, our modular solutions provide the flexibility to adapt quickly to institutional growth or changing administrative requirements.

OUR APPROACH

Seamless Integration and Flexibility

One of the unique features of AMB’s modular buildings is their ability to be effortlessly att ached to existing structures. This adaptability ensures that institutions can expand their facilities

without the disruptions typically associated with traditional construction methods. Whether you need to temporarily increase space during renovation projects or permanently expand your campus infrastructure, AMB’s modular units provide a practical, aesthetically pleasing solution.

Proven Track Record

Expanding our presence from Quebec and the Maritimes into Ontario, AMB has recently been selected by OECM for the modular building master agreement, reinforcing our commitment to the region. Our reputation for delivering all projects on time and within budget is unmatched in the industry. Our extensive experience and adaptability allow us to handle the complexities of multiple institutional projects simultaneously, ensuring that each one meets our high standards of quality and efficiency.

Commitment to Excellence

At AMB, we understand that each project carries its unique challenges and opportunities. Our highly qualifi ed team, coupled with a network of reliable partners, allows us to remain fl exible and responsive, adapting our strategies to meet specifi c project needs without compromising on quality or consistency. This ability to manage and execute swift ly is crucial in the fast-paced world of educational institutions where time and quality cannot be sacrifi ced.

LOOKING TO THE FUTURE

As we continue to grow and adapt, our commitment remains strong: to provide modular solutions that not only meet the immediate needs of educational institutions but also anticipate future demands. Our standardized processes, combined with our capability to customize and scale solutions, make us a preferred partner in the modular construction sector.

For Ontario’s college administrators looking to enhance their campus facilities, AMB Modular off ers a partnership that promises not just to meet expectations but to exceed them. With AMB, you can trust that your projects will be handled with the utmost professionalism and care, ensuring that every modular solution enhances the educational experience and supports institutional growth.

With AMB Modular, you’re not just building for today –you’re investing in the future of education. Let’s create vibrant, adaptable spaces together that will inspire learning and growth for generations to come.

OCASA Award Winners

In January, OCASA held its annual ceremony for excellence in leadership. We at OCASA would like to extend a huge congratulations to our 2023 OCASA award winners!

Emerging Leader Award –

Tania Killian, formerly the Senior Manager, Technologies and Simulation, at Fanshawe College

The Distinguished Leader Award –Carolyn Hepburn, Dean – Indigenous Education, Sault College

The Doug Light Career Achievement Award –Don Lovisa, President, Durham College

Congratulations once again to our winners, and thank you to everyone who joined us to help celebrate leadership and excellence.

Upcoming OCASA Events

Thank you to all who joined us recently at the OCASA regional events that took place at Conestoga College and Centennial College!

Please join us at our upcoming events:

• June 6: President’s panel discussion (virtual)

• June 26: OCASA AGM

• Fall 2024:

Regional events at Cambrian College and Algonquin College (in-person, open to all administrators) HR Leaders panel discussion (virtual)

For the most recent information on our upcoming events, please visit htt ps://ocasa.on.ca/news-events/events.

Help your Indigenous students succeed

Post-secondary funding demands exceed the money Indigenous communities receive.

First Nations, Inuit, and Métis students can improve their completion rates with one online application. Find out more at indspire.ca/apply-now

Working to Build Brighter Futures

Indspire’s Building Brighter Futures: Bursaries, Scholarships and Awards (BBF) program opens doors through education.

Since 1996, Indspire has provided financial support through more than 66,000 bursaries, scholarships, and awards to First Nations, Inuit, and Métis students. All Building Brighter Futures donations are matched by the Government of Canada, doubling the impact for students.

Research shows that a significant gap in graduation rates exists between Indigenous and non-Indigenous people. Also, Indigenous people are underrepresented in all areas of education and face numerous barriers, the largest one being financial. Contrary to popular myth, Indigenous students do not receive automatic full funding for education. Indspire’s Building Brighter Futures: Bursaries, Scholarships, and Awards (BBF) program strives to lessen the financial barriers that First Nations, Inuit, and Métis students experience in accessing and completing education programs.

The objectives of the BBF program are to:

• Support as many Indigenous students as possible;

• Meet each student’s financial need;

• Increase the number of Canadian Indigenous graduates;

• Increase the number of Indigenous people participating in the economy and workforce through education;

• Transform lives within Indigenous communities through education; and

• Collect and present data about Indigenous education to support good public policy.

This financial support for post-secondary education is available for full- and part-time studies in college, university, skilled trades, apprenticeships, and technology programs.

There is one application with three annual deadlines to access hundreds of Indspire’s bursaries, scholarships, and awards worth thousands of dollars (with a few exceptions). Interested students only need to complete the application once to be considered for all applicable bursaries, scholarships, and awards.

Visit indspire.ca/apply-now for more information.

Rivers to Success: Indigenous Student Mentorship

In addition to financial support, mentorship is a key factor in improving the success of Indigenous students.

Indspire’s Rivers to Success (R2S) program, with its unique three streams and customized cultural resources, provides a strong support system to ensure the sustained success of Indigenous students as they graduate and go on to become the leaders of tomorrow.

In R2S, students have access to Elders, Indigenous mentors, Indigenous Laureates, and Indigenous BBF alumni. Connecting with these resources enables students to prioritize their own development, seek out exciting opportunities, and ultimately achieve success in their chosen fields – all while maintaining essential connections to their cultures and communities.

Indspire offers three streams of mentorship:

High School - Students can access dynamic online resources ranging from study tips to health and wellness advice to cultural videos, helping them stay connected to their culture while they work towards graduation. They’ll also receive group mentorship from carefully-screened Indigenous role models in a controlled setting through the online R2S Portal.

Post-Secondary - Post-secondary students can attend engaging and entertaining online events through our R2S Portal, connect with other students who are navigating their educational journey, and enjoy quality one-on-one mentorship with an Indigenous role model who can help students stay grounded – and stay successful! – during this exciting time in their academic venture.

Career Transition - Designed for Indigenous students who are preparing to graduate and enter the working world, this stream prepares them for this significant transition with proven strategies and quality resources: job-hunting techniques, health and wellness resources, vocational training, financial literacy… and much more. They’ll also get the chance to share quality one-on-one mentorship with an Indigenous role model who’s “been there, done that” – and who can help them stay grounded as they prepare to take this next step on their personal river to success.

Visit riverstosuccess.ca for more information.

These are just some of the avenues of support that Indspire offers. Find us online at indspire.ca

SPOTLIGHT ON HYBRID WORK

‘Future of

Work’ at George Brown College

In October 2022, George Brown College unveiled a new Future of Work pilot building, reimagining how and where its employees work.

College Administrator magazine thanks Graeme Kondruss, Manager, Space Planning, Facilities and Sustainability at George Brown College, for taking the time to share the following information for this spotlight.

Why did George Brown College embrace hybrid work rather than impose and enforce a “come to the offi ce” policy?

George Brown College (GBC) embraced hybrid work as a forward-thinking strategy to better support employees and students in the wake of the pandemic’s transformative impact on work and learning environments. This decision reflects a commitment to fostering an inclusive and dynamic work culture that aligns with the college’s values of equity, diversity, inclusion, indigenization, anti-racism, and support

for neurodivergent abilities within our learning and working ecosystems.

For employees, the move to a hybrid model is rooted in understanding and addressing their diverse needs. Recognizing that a signifi cant majority (80%) of GBC staff expressed a desire to maintain some level of remote work, the college aimed to provide fl exible and personalized work arrangements. This not only helps in retaining a skilled and motivated workforce but also ensures equitable access to resources and support services, regardless of an employee’s physical location.

By doing so, George Brown College aspires to maintain an inclusive and collaborative culture that values every member’s contribution.

George Brown College’s adoption of hybrid work mirrors the evolving landscape of the modern workforce. By aligning the college’s operational practices with industry trends, the institution ensures graduates are prepared for a future where digital fluency and adaptability are paramount. The hybrid model also fuels innovation in teaching, learning, and research, promoting a collaborative environment

that bridges academic and workforce development. Furthermore, the reimagining of physical spaces within the college to support hybrid learning and work underscores a commitment to creating versatile, engaging environments that facilitate co-creation, idea exchange, and cross-disciplinary partnerships among students, faculty, and staff.

In essence, George Brown College’s hybrid work strategy is a deliberate and strategic response to the changing dynamics of work and education. It represents a holistic approach to creating a supportive and flexible learning and working environment that benefits all members of the college community, setting a precedent for how institutions can adapt to and thrive in the future of work and education.

How did the plan to create a hybrid-enabled workplace come to be?

The start of GBC’s hybrid work initiative was driven by the unprecedented

challenges brought on by the COVID-19 pandemic. Recognizing the pandemic’s profound impact on traditional work paradigms, the college embarked on an innovative plan to reimagine its approach to workspaces. This transition was not only about responding to immediate needs but also about seizing the opportunity to embed long-term efficiencies and flexibility discovered during the remote work period of the pandemic into the framework of the college’s operations.

As the college plotted its course back to campus, it became evident that a return to pre-pandemic norms was neither feasible nor desirable. The shift to remote work had uncovered the potential for enhancing worklife balance, increasing productivity, and fostering a more inclusive environment. To harness these benefits, George Brown College initiated a comprehensive plan to

transition towards a hybrid model – a plan rooted in research, stakeholder consultation, and a commitment to inclusivity and sustainability.

In the fall of 2022, this vision materialized with the launch of two Future of Work pilot spaces, spanning 35,000 square feet of purpose-built hybrid offices. These spaces were developed to serve a broad spectrum of the college’s workforce, including full-time and part-time faculty, staff, and administration. The design and functionality of these spaces were informed by insights gained from the college community through surveys, workshops, and expert consultations.

How does this affect or change your HR policies with regards to staff not coming in to work as a requirement on campus? In the hybrid work environments, the traditional metric of presenteeism, or simply being physically present at

Photos courtesy of George Brown College.

the office, has been superseded by emphasis on the quality of input and the tangible impact of an employee’s work. This approach encourages employees to focus on delivering results and contributing positively to the college’s mission, rather than adhering to a strict schedule of on-campus attendance.

As well, recognizing the varied needs of a dispersed workforce, George Brown College transitioned support services to ensure they are accessible in multi-modal formats. This means that whether employees are working from campus or remotely, they have equitable access to essential services such as IT support, professional development, mental health resources, and administrative assistance. By off ering support services online as well as in person, the college ensures that all employees, irrespective of their physical location, receive the support they need to perform their roles eff ectively and feel connected to the college community.

What is the guideline for on-site hours/days and how do you manage that guideline?

At GBC, the guideline for on-site hours/ days is framed around a flexible 2–3 days on campus approach. This is designed to balance the need for inperson collaboration with the benefi ts of remote work, acknowledging the diverse functions and needs within the college. This approach ensures that the college retains a vibrant campus life and fosters direct interactions, which are essential for teaching, learning, and administrative work. At the same time, it off ers employees the flexibility to partially work remotely and accommodate personal preferences and enhance work-life balance.

What was the reception like in 2022 when the Future of Work (FoW) pilot office opened, and what is the outcome so far, more than one year later?

The introduction of the pilot spaces marked a signifi cant step in the institution’s transition towards a more fl exible and adaptive work environment. This initiative was largely met with enthusiasm from the college community, refl ecting a broad appreciation for the shift towards

hybrid work models and opportunities for bett er work/life balance.

Since opening the pilots, GBC has engaged in a process of evaluating the eff ectiveness and impact of these spaces. This evaluation is aimed at understanding both the successes achieved and the challenges encountered, providing crucial insights that will inform future iterations and expansions of the hybrid work model. This important next step is part of a second phase to the FoW initiative, focused on change management and space equity and standardization which will inform the development of a roadmap to guide the expansion of hybrid practices across the organization and help ensure that the college remains at the forefront of educational and workplace innovation. (More information is available online at www.georgebrown.ca/facilitiessustainability/future-of-work-fow.)

Were there any lessons learned throughout the process?

One of the most critical insights is the need for a technology-fi rst approach to ensure a seamless transition between on-campus and remote work environments. Investing in the right tools, infrastructure, and training is paramount in facilitating eff ective collaboration, communication, and productivity, regardless of physical location. This approach will underpin the next phase of FoW.

Another vital lesson learned is the importance of identifying and empowering change champions within the organization. These individuals, enthusiastic about the hybrid work model and skilled in leveraging new technologies and practices, will be instrumental in driving adoption among their peers. By providing support and guidance, change champions will play a crucial role in smoothing the expansion of hybrid work, helping to mitigate resistance and build a positive culture around new work models.

Last, the pilot process has reinforced the importance of transparency regarding the intentions and goals behind the shift to hybrid work practices. By clearly communicating the rationale, expected benefi ts, and long-term vision for hybrid work,

George Brown College has been able to build trust and buy-in from staff. Transparency has been key in aligning expectations, dispelling uncertainties, and ensuring that everyone understands how the hybrid work model contributes to the college’s overarching objectives and their personal and professional growth.

Can you off er any tips for other colleges struggling with managing remote work and staff working from home unoffi cially?

“Earn their commute” by creating on-campus workspaces that are well-suited to the needs of today’s workforce so staff feel their time spent gett ing to the offi ce is justifi ed. This means designing spaces that refl ect the digital, connected reality of modern work while supporting the social and collaborative needs of staff in academic sett ings.

As well, emphasise the importance of maintaining campus culture to ensure a positive student experience. Learning doesn’t just happen in classrooms, digital or otherwise, but also in the unplanned interactions that are aff orded by being on campus with peers and employees. Creating social and collaborative spaces that are open to both staff and students can help to promote these collision moments in an increasingly hybrid world.

Are you aware of other colleges interested in following your model for a hybrid-enabled workplace?

Since the launch of our Future of Work initiative and the opening of our pilot spaces in 2022, George Brown College has indeed att racted considerable att ention from a wide array of public sector and the post-secondary organizations looking to inform the transition toward more fl exible work models of their own.

We have had the privilege of hosting numerous organizations for tours of our pilot spaces, providing them with a tangible look at the physical transformations involved in our shift towards hybrid work. GBC has also actively participated in international roundtable discussions, contributing to and learning from the discourse on hybrid workplace practices. 

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The truth about working with an insurance broker

If you’ve never worked with an insurance broker, you may be wondering what they do and why you should use one. Here, we’ll clear up any misconceptions and explain how an Ontario Teacher’s Insurance Plan (OTIP) broker can help you find the right coverage for your needs.

An insurance broker works with you, for you Insurance brokers are experienced professionals who work on your behalf and aren’t limited to one insurance carrier. They off er independent advice with the primary goal of finding you the best coverage that fi ts your lifestyle. At OTIP, our brokers aren’t required to sell a certain amount of policies from a specifi c carrier and don’t receive sales commissions from them.

An insurance broker simplifi es the shopping experience

Gett ing quotes and submitt ing your personal information to diff erent insurance companies can be time-consuming. If you’re not an insurance expert, comparing the available coverage and product options may be difficult.

Some people assume they’ll be charged an additional fee if they use a broker. However, there’s no cost to using a broker, and insurance rates are comparable. Plus, as a member of the education community, you’re entitled to exclusive savings through OTIP. You may find a lowercost option elsewhere, but beware that a low rate could mean less comprehensive support and coverage.

An insurance broker will collect your personal information and use it to shop the market for you to make informed recommendations that meet your needs. As an experienced professional, a broker will present you with the best value products and help you understand why specifi c options are appropriate.

An insurance broker’s job isn’t done once you purchase your policy

Insurance brokers are there to support you when you need it. They can answer your questions and help you modify your coverage if circumstances change. OTIP is unique because we provide in-house claims services through Curo Claims Services. Your broker is your advocate as you work through your claim and will liaise with your insurance company as required.

An insurance broker provides unbiased advice and expertise

While you can make some changes to your policy online, such as updating your contact information, other changes, such as renovating your home or having your driver’s licence suspended, should be discussed with your broker.

When it’s time to renew your insurance policy, you’ll receive renewal information from your provider. This documentation outlines your policy’s coverage, premium, and discounts. If you’d like to review your policy annually and compare your options, call your broker once you obtain your renewal package. An OTIP broker will gladly work with you to ensure you receive the best coverage and take advantage of all the special discounts you’re eligible for.

If you’re shopping for insurance, call us at 1-833-494-0099 to get a quote and receive a $20 gift card of your choice!

About OTIP

For over 45 years, OTIP has supported the Ontario education community by providing a full range of insurance products and outstanding service. Today, our commitment is stronger than ever, and we look forward to helping you make the best insurance choices for your needs.

By Derek W. Dobson, CEO and Plan Manager, CAAT Pension Plan

A Pension That Works for You

CAAT’s long-term goals are focused on ensuring benefit security and sustainability of the Plan. Through prudent plan management guided by our fiduciary duty to members, the Plan’s financial position held strong and grew its funding reserves, despite difficult market conditions. You can rest assured that your pension is secure.

THE CAAT PLAN IS STRONG, SECURE, AND WELL-FUNDED

Considered to be a key measure of the health of a pension plan, the latest actuarial valuation shows that the CAAT Plan is 124% funded, as at January 1, 2024. This means that the Plan holds $1.24 in assets for every $1 of pension benefits promised today and in the future. Funding reserves grew to $5.3 billion, which serve to cushion against unexpected market fluctuations and demographic shocks.

Last year marked a significant milestone as the CAAT Plan surpassed $20 billion in assets. The Plan’s diversified investment portfolio achieved a solid 9.5% annual net return, moving the 10-year net rate of return to 9.3%. Based on the strong funding position and investment outlook, the Plan is extending conditional benefit enhancements through to 2027, including conditional inflation protection enhancements in retirement. These results are extremely positive and an indication of the stable foundation upon which CAAT continues to grow – for the Plan and for members.

A diversified, large scale yet carefully managed portfolio with a long-term view is one of the internationally recognized advantages of Canada’s top pension plans. Our strategy aims to achieve strong performance over the long-term while managing near-term risks.

Maintaining trust is essential to the sustainability of the Plan. Our member and employer surveys are a key barometer that I look for every year. Results from the 2023 Member Survey showed that trust in the Plan and its sustainability remains high among active members (92% and 91%, respectively). There was also a major increase in the number of members who would refer their network to join the Plan.

I am grateful for all the referrals from members, employers, Plan Ambassadors and other stakeholders. More private and non-profit workplaces have access to good pensions today compared to this date last year, partly because of word of mouth. Visit the refreshed Plan Ambassadors website (www.caatpension.ca/ambassador-toolkit?utm_ campaign=patoolkit&utm_source=website&utm_ medium=banner&utm_content=carouselen) for ways to amplify the message that pensions are for everyone. This website includes resources to help you separate fact from fiction about pensions and share the latest research on retirement in Canada.

SUPPORT FOR MODERN DB PLANS CONTINUES TO SURGE

Last year CAAT welcomed 11,700 new members to the Plan, including members from Centennial College Student Association, Canadian Nuclear Labs, and AGS Automotive Systems. Total membership grew to more than 94,000 across 370 participating employers and 20 industries, demonstrating that many workplaces want a valuable modern defined benefit (DB) pension plan with CAAT.

Among the employers leveraging the talent attraction and retention advantage that comes with offering lifetime

retirement income, we are proud to welcome up to 3,000 early childhood educators (ECE) from Nova Scotia’s Department of Education and Early Childhood Development to DBplus in 2024. The Department recognized that a good pension plan is essential to att ract and retain talented ECEs, especially in today’s competitive marathon for talent.

The eff ectiveness and efficiency of modern DB is shift ing the tide and bringing secure, lifetime retirement income back for workplaces. For members, the DB renaissance, as reported by the Financial Post , is about providing Canadians what they deeply need: a predictable paycheque for life in retirement that is indexed to inflation.

MEMBERS BENEFIT FROM CAAT’S PROFIT-FOR-MEMBERS MODEL

Under CAAT’s profi t-for-members model, members do well when the Plan does well. Our team is working to roll out the Plan changes announced last year. As approved by the Plan governors DBprime contributions will decrease by 1% for employers and members, and the annual pension factor for DBplus will increase from 8.5% to 9.5% on a go-forward basis eff ective January 1, 2025. All contributing members will see more value per contribution dollar

Another exciting development is the introduction of a new member savings account launching in October 2024, called

GROWTHplus. The optional retirement savings account will allow members to earn CAAT’s net rate of return on funds transferred in from their personal RRSPs or defined contribution accounts from prior employment. The new retirement savings account was created in response to member requests to leverage CAAT’s professional investment expertise on their retirement savings.

Our commitment to enhancing and introducing services for members precedes every innovation at CAAT. These include new member portal features, tailored education sessions, and additional resources to help members understand the value of their pension plan. We continue to look for ways to improve the value of your pension and services you rely on so that you can more easily save for retirement. Keep an eye on CAAT’s member newslett ers for the latest updates, as we continue to innovate.

At CAAT’s Annual Conference in April, our team presented on the Plan’s 2023 performance, the features of GROWTHplus, and other initiatives to deliver more value and quality service to stakeholders, including members like you. If you missed it, visit the Pensions for Everyone Conference’s Resource Hub (www.caatpension.ca/pensions-for-everyone-hub) to catch up.

Pensions are built on trust. You can trust that CAAT will be ready with your lifetime pension when you are ready to retire. 

Une pension dans l’intérêt des participants

Par Derek W. Dobson, chef de la direction et gestionnaire du Régime de retraite des CAAT

Les objectifs à long terme du Régime des CAAT sont axés sur la sécurité des prestations et la viabilité du Régime.

Grâce à une gestion prudente du Régime, guidée par notre devoir fiduciaire envers les participants, la situation financière du Régime est restée solide et les réserves de financement ont augmenté, malgré des conditions du marché difficiles. Vous pouvez être sûr que votre pension est garantie.

LE RÉGIME DES CAAT EST SOLIDE, SÛR ET BIEN FINANCÉ Considérée comme un outil de mesure clé de la santé financière d’un régime de retraite, la dernière évaluation actuarielle montre que le Régime des CAAT est capitalisé à 124 % au 1er janvier 2024. Cela signifie que le Régime détient 1,24 dollar d’actifs pour chaque dollar de rente promise aujourd’hui et à l’avenir. La réserve de financement est passée à 5,3 milliards de dollars, ce qui permet de se prémunir contre les fluctuations imprévues du marché et les chocs démographiques.

L’année dernière a marqué une étape importante puisque l’actif du Régime des CAAT a dépassé les 20 milliards de dollars. Le portefeuille de placements diversifié du Régime a réalisé un solide rendement annuel net de 9,5 %, portant le taux de rendement net sur dix ans à 9,3 %. Compte tenu de la solidité de la situation de financement et des perspectives d’investissement, le Régime prolonge jusqu’en 2027 les

améliorations conditionnelles des prestations, y compris les améliorations conditionnelles de la protection contre l’inflation à la retraite.

Ces résultats sont extrêmement positifs et témoignent de la stabilité des fondations sur lesquelles le Régime des CAAT continue de se développer, dans l’intérêt du Régime et des participants.

Un portefeuille diversifié, de grande envergure mais bien géré et dans une perspective à long terme est l’un des avantages internationalement reconnus des principaux régimes de retraite du Canada. Notre stratégie vise à obtenir une forte performance à long terme tout en gérant les risques à court terme.

Le maintien de la confiance est essentiel à la viabilité du Régime. Nos sondages auprès des participants et des employeurs sont un baromètre clé que je consulte chaque année. Les résultats du Sondage de 2023 auprès des participants montrent que la confiance dans le Régime et dans sa viabilité reste élevée parmi les participants actifs (92 % et 91 %, respectivement). Le nombre de participants qui recommanderaient à leur réseau d’adhérer au Régime a également fortement augmenté.

Je suis reconnaissant envers les participants, les employeurs, les Ambassadeurs du Régime et aux autres parties prenantes

qui ont recommandé le Régime à leurs réseaux. Un plus grand nombre d’entreprises privées et sans but lucratif ont accès à de bons régimes de retraite aujourd’hui par rapport à la même date l’année dernière, en partie grâce au bouche-à-oreille. Visitez le nouveau site Web des Ambassadeurs du Régime (www.caatpension.ca/ambassador-toolkit?l=fr-CA) pour découvrir des moyens d’amplifier le message selon lequel tout le monde mérite une pension. Ce site Web comprend des ressources qui vous aideront à séparer la réalité de la fiction en ce qui concerne les pensions et à partager les dernières recherches sur la retraite au Canada.

LE SOUTIEN AUX RÉGIMES PD MODERNES CONTINUE DE PROGRESSER

L’année dernière, le Régime des CAAT a accueilli 11 700 nouveaux participants, dont des participants de l’Association des étudiants du Collège Centennial, des Laboratoires Nucléaires Canadiens et d’AGS Automotive Systems. Le Régime compte aujourd’hui plus de 94 000 participants auprès de 370 employeurs participants répartis dans 20 secteurs, ce qui prouve que de nombreux employeurs souhaitent bénéficier d’un régime de retraite à prestations déterminées (PD) moderne et précieux avec le Régime des CAAT. Parmi les employeurs qui tirent parti de l’avantage d’attraction et de fidélisation des talents en offrant un revenu de retraite à vie, nous sommes fiers d’accueillir jusqu’à 3 000 éducateurs de la petite enfance (EPE) du ministère de l’Éducation et du Développement de la petite enfance de la Nouvelle-Écosse au sein de DBplus en 2024. Le ministère a reconnu qu’un bon régime de retraite est essentiel pour attirer et fidéliser des éducateurs de la petite enfance talentueux, surtout dans le contexte actuel de concurrence pour attirer les talents.

L’efficacité et l’efficience des régimes PD modernes changent la donne et font bénéficier les lieux de travail d’un revenu de retraite sûr et viager. Pour les participants, la renaissance des régimes PD, comme l’a annoncé le Financial Post, consiste à offrir aux Canadiens ce dont ils ont profondément besoin : un salaire prévisible à vie pendant la retraite, indexé sur l’inflation.

LES PARTICIPANTS BÉNÉFICIENT DU MODÈLE « PROFIT POUR LES

PARTICIPANTS » DU RÉGIME DES CAAT

Dans le cadre de son modèle au profit des participants, lorsque le Régime des CAAT est performant, les participants

en profitent. Notre équipe travaille à la mise en œuvre des changements annoncés l’an dernier. Tel qu’approuvé par les dirigeants du Régime, les employeurs et les participants verront leurs cotisations aux termes de DBprime diminuer de 1 %, et le facteur de retraite annuel aux termes de DBplus passera de 8,5 % à 9,5 % à compter du 1er janvier 2025. Tous les participants bénéficieront d’une valeur accrue par dollar de cotisation . Un autre développement passionnant est l’introduction d’un nouveau compte d’épargne pour les participants, lancé en octobre 2024, appelé CROISSANCEplus. Ce compte d’épargne-retraite facultatif permettra aux participants de bénéficier du taux de rendement net du Régime des CAAT sur les fonds transférés de leur REER personnel ou de leur compte à cotisations déterminées d’un emploi antérieur. Le nouveau compte d’épargne-retraite a été créé en réponse aux demandes des participants qui souhaitaient bénéficier de l’expertise professionnelle du Régime des CAAT en matière d’investissement pour leur épargne-retraite.

Notre engagement à améliorer et à offrir des services pour les participants précède chaque innovation au Régime des CAAT. Il s’agit notamment de nouvelles fonctionnalités du portail des participants, de séances de formation sur mesure et de ressources supplémentaires pour aider les participants à comprendre la valeur de leur Régime de retraite. Nous continuons à chercher des moyens d’améliorer la valeur de votre pension et des services dont vous dépendez afin que vous puissiez plus facilement épargner en vue de votre retraite. Gardez un œil sur les bulletins des participants du Régime des CAAT pour les dernières mises à jour, car nous continuons à innover.

Lors de la conférence annuelle du Régime des CAAT au début du mois, notre équipe a présenté le rendement du Régime en 2023, les caractéristiques de CROISSANCEplus et d’autres initiatives visant à offrir une plus grande valeur et un service de qualité aux parties prenantes, y compris aux participants comme vous. Si vous l’avez manquée, visitez le centre de ressources de la conférence Des pensions pour tous (www.caatpension.ca/pensions-for-everyone-hub?l=fr-CA) pour vous tenir au courant.

Les pensions reposent sur la confiance. Vous pouvez avoir la certitude que le Régime des CAAT sera prêt à vous verser votre rente viagère lorsque vous serez prêt à prendre votre retraite. 