Past Projects

TLS has driven many past projects that have helped shape the landscape of teaching and learning at McGill.


The Teaching-Research Nexus Project

This project promoted the links between research and undergraduate teaching by supporting the development of students’ abilities to think and act like researchers as part of coursework. The Nexus Project was a response to two of McGill's strategic academic plans, “Strengths and Aspirations (2006)” and “ASAP 2012: Achieving Strategic Academic Priorities,” both of which highlighted the importance of research for undergraduate education at McGill.

Project Goals:

  1. Seek out and publicize strategies already in use to promote students’ understanding of research and scholarship. 

  2. Create new strategies to promote students’ understanding of research and scholarship.

  3. Mobilize community members and resources to work towards institutional change.

Making the Future

Making the Future was an undergraduate course taught by Hockey Hall of Famer and former Liberal Member of Parliament Ken Dryden. Through a combination of lectures, guest speakers and Q & A sessions, Dryden asked students to think critically about hot-button topics of relevance to Canadians, including family, religion, health care, diversity, politics, and crime, among others. The course focused on answering the question, “In what kind of Canada do you want to live?”

A 2014 pilot project used video conferencing and other telecommunications tools to create a “virtual classroom” with both McGill and University of Calgary students. In 2015, this virtual classroom expanded to include students from the University of Saskatchewan, Ryerson, and Memorial University.

Using mobile technology to engage students in inquiry-based learning

When teaching ENVB 222: St Lawrence Ecosystems, Prof. Chris Buddle noticed that inquiry in his course field trip is limited by the inability to communicate and collaborate while in the field. To explore the potential of mobile technology, Prof. Buddle integrated tablets into the field experience. Each student received a tablet computer* (Android system) for the three weeks of the field component. As well, each team received a mobile hub to enable Internet access while in the field (the Morgan Arboretum).

*Toshiba Canada has been an active partner from the inception of this project and has provided extensive logistical and technical support. We would like to particularly thank Ginette Dufort of Toshiba Canada for her commitment to creating and exploring innovative educational opportunities. We would also like to acknowledge the support of Bell Canada for the mobile hubs. The McGill Library and Network and Communication Services have provided equipment loans, technical support and video services.

Sustainability Learning Community

The Sustainability Learning Community was a joint project between the McGill Office of Sustainability (MOOS) and Teaching and Learning Services (TLS) to explore integrating sustainability into the undergraduate experience (2014-2016). This project developed a network of learning communities that explored how to integrate sustainability into courses and/or programs, with the aim of ensuring that all McGill students, upon completion of their degrees, are engaged citizens with the knowledge, skills, and perspectives necessary to address the goals of Vision 2020 and the challenges of the 21st century.

The Law Teaching Network

The Law Teaching Network (LTN) project was a multi-year partnership between the Faculty of Law and Teaching and Learning Services. The project aimed to generate a shared commitment to excellent, innovative and engaging teaching and learning practices in the Faculty. Since its inception in 2010, significant headway has been made on many program initiatives at both the individual and Faculty level.

The Law Teaching Network project CV describes the varied initiatives of the project.


McGill University is on land which has long served as a site of meeting and exchange amongst Indigenous peoples, including the Haudenosaunee and Anishinabeg nations. We acknowledge and thank the diverse Indigenous people whose footsteps have marked this territory on which peoples of the world now gather.

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