Here comes spring! As I write today, I look out onto 18-degree weather in April. I know it won’t last, but it’s a reminder that the worst is behind us and that soon we’ll be able to leave the house without 10 layers of clothing to add or remove over the course of the day. Similarly, we recently celebrated an unseasonable convocation – our Fall ceremony, deferred due to the work stoppage, took place in early March, and is soon to be followed by our Spring Ceremony in June. See below for a photo of our incredible valedictorian, Lovepreet Dhillon, General Arts and Science diploma, ’26. 

Read on, as well, for news about The Ampersand Review’s reading and writing series, updates on our newly-renamed English for Academic Purposes program (formerly ESL) and its incredible growth, as well as faculty publications and conference presentations. Happy spring, everyone!

Genevieve Amaral

The post Welcome to Winter 2026! appeared first on Alchemy.

When the EAP (English for Academic Purposes) enrolment numbers landed in my inbox on January 16, 2026, I actually said “Whoop!” out loud. I couldn’t help it: 2,090 students!

It felt like a moment, one that held years of effort, hope, frustration, creativity, and belief. And it reminded me just how far our community has come.

*

Growing Together

My story with Sheridan started back in 2004 when I was a sessional ESL instructor teaching a single class of mixed learners: international students sitting beside permanent residents, all learning English but for different reasons.

Two years later, those shared beginnings evolved into two distinct programs: a fee-paying ESL program for international learners and Language Instruction for Newcomers to Canada (LINC), a government-funded program serving domestic learners. For several years, ESL and LINC operated alongside one another within the School of Community and Liberal Studies (SCLS), under the astute leadership of our late Associate Dean, Janet Gambrell, who had been at the helm of the program from the outset. [1]

The teachers are kind and patient; they really care about us and try their best to help each of us. I really enjoy the discussion and the exercises sessions with my peers. 100% I recommend this program to everyone who want to improve their English, it is really helpful.

-Mbouoh Fatimat

As Sheridan evolved, particularly during its early efforts to achieve university designation, SCLS became the Faculty of Liberal Arts and Access (FLAA), and later, eventually the Faculty of Humanities and Social Sciences (FHASS). LINC eventually moved into the School of Workforce Development and later the Faculty of Continuing and Professional Studies (FCAPS) until its discontinuation in March 2020.

Amid every institutional shift, the heart of our ESL work stayed the same: helping newcomers and students build a home in Canada, one class, one conversation, one brave attempt at a new language at a time.

*

Stepping into Leadership

When I stepped into the Associate Dean role in 2014, our ESL program had 269 students across three campuses (Trafalgar, Davis and HMC). We were a small ESL program compared to other GTHA colleges, but I saw possibility everywhere.

I spent months visiting classes, talking with students, and listening to faculty. I came to understand something important: growth wouldn’t come from top‑down direction; it would come from trusting our teachers.

In response, we created professional development opportunities that invited faculty to experiment, share, and learn from one another. From this, Show ’n Share was born, a faculty‑only space with no administrators. It became a place to test new ideas, openly discuss what didn’t work, explore research, laugh together, and learn together. Over time, it grew into a community of practice grounded in curiosity rather than compliance.

Joining Sheridan College and the EAP program has helped me greatly improve my English skills. It has also increased my confidence and allowed me to communicate more easily with others in my new community. After completing the EAP program, I feel prepared to join another academic program, and I am confident that this education will open more opportunities for me as I integrate into in my new society.

-Masumeh Jafari

*

Innovation, One Classroom at a Time

Slowly, the magic started to show.

• Someone dug forgotten iPads out of storage and used them to reinvent her reading and writing class.
• Someone else invited an Indigenous Elder for a smudging ceremony — students responded by sharing their own cultural traditions.
• Another built an assessment around a David Suzuki campus visit, weaving environmental issues into language learning.

Classes became lively, warm, and full of connection. Students noticed. They told their friends. And our numbers slowly climbed.

By 2019, Davis campus enrolment began to taper due to shifts in settlement patterns, but Trafalgar and HMC continued to flourish.

*

The Pandemic Pivot

As enrolment grew beyond 500 students, the ESL Program Manager role was created in January 2020 to support the program’s daily operations. This role continues to be pivotal in planning professional development for faculty, essential to sustaining high levels of student engagement, and in overseeing ESL Club activities that support the vital social dimension of language learning.

Then in March, the world stopped. Overnight, everything went online. Faculty were anxious; many had never taught English digitally. The questions were endless: How do we assess listening and speaking skills? How do we support students as they navigate SLATE for the first time? How do we build a sense of community in a virtual classroom?

But what happened next was one of the most beautiful things I’ve seen in my career.

People showed up for each other. At all hours. Sharing resources. Troubleshooting. Figuring out SLATE features together. Someone found the audio‑feedback tool, and within hours, everyone was using it. Meetings were constant, chaotic, and deeply collaborative. It was stressful, but it was also community at its finest.

*

Choosing Our Own Path

By fall 2022, enrolment had climbed to 912, due in part to the flexibility of online learning. While many institutions returned to fully in‑person delivery, we did not. We chose to meet the moment by continuing to offer online teaching and by placing our trust in our students and our faculty. We clarified academic integrity expectations, strengthened onboarding for new instructors, and supported effective, thoughtful assessment design.

By fall 2023, with 1,405 students, we introduced the role of the level leads—one for each of the five program levels—to strengthen curriculum coherence, provide mentorship, and strengthen communication between faculty and administration. Their leadership has been indispensable as the program scaled.

By spring 2025, we had 1,807 students. Learners from across Ontario, representing countries of origin such as Cameroon, Saudi Arabia, Jordan, Türkiye, Vietnam, Colombia, Venezuela, and many others, joined our classrooms, both virtual and in person.

The EAP program really helped me improve my academic English, especially with writing essays and organizing my ideas in a clear way. It also helped me feel more confident when speaking and participating in class, which is very important for my future as a pharmacist in Canada. I found the presentations and group discussions very helpful because they gave me more chances to practice. I also really appreciated the supportive teachers and the positive environment in the class. I would definitely recommend this program to anyone who wants to improve their English and be ready for college.

— Mirna Jalloul

A New Chapter Begins

In fall 2025, we undertook a major transformation: moving from two 7 week modules to a single 14 week module and renaming the program to English for Academic Purposes (EAP), a name that more accurately reflects the academic skills we teach.

After extensive cross‑institutional consultation and approvals, these changes launched in winter 2026. And on Day 10 of the semester, we reached a milestone that once seemed unimaginable: 2,090 enrolled students!

This course literally changed my life. It helped me to be resilient and positive.  The teaching and learning activities were very helpful and I am more equipped to encounter future classes. I most enjoy the writing and reading class. I would recommend this program to anyone who needs to improve their academic English.

-Midodji Houngbedji

When I announced the number at our EAP cluster meeting on January 29th, the room erupted with pride, joy, disbelief. Every person knew they had played a part. And they were right.

This program did not grow because of a single decision, or a single leader. It grew because a community of committed educators, staff, and administrators believed deeply in something bigger than themselves.

*

“All That We Are Is Story”

My favourite Indigenous author, Richard Wagamese, wrote:

“All that we are is story. From the moment we are born to the time we continue on our spirit journey; we are involved in the creation of the story of our time here. It is what we arrive with. It is all we leave behind. We are not the things we accumulate. We are not the things we deem important. We are story. All of us. What comes to matter then is the creation of the best possible story we can while we’re here; you, me, us, together. When we can do that and we take the time to share those stories with each other, we get bigger inside, we see each other, we recognize our kinship – we change the world, one story at a time…”

Our EAP program is a living example of that. Every day, teachers and students share stories of courage, migration, discovery, and belonging. These stories bind us to one another. They remind us that our work reaches far beyond grammar, essays, and assignments. It is about building lives. It is about becoming. Together.

*

With Gratitude

To our past leaders, staff and faculty who began building this program long before I arrived at Sheridan: please accept my deepest gratitude. Your vision, care, and commitment laid the foundation for a program that continues to thrive and to serve as a vital space where learners find support, belonging, and the confidence to have their voices heard.

To our current EAP faculty and staff: thank you for carrying that legacy forward. Your dedication, adaptability, and unwavering belief in our students inspire me every day. You have embraced uncertainty, complexity, and change with courage and creativity.

The growth of this program is, in every way, your story, one shaped by your passion, your perseverance, and your care. It is a remarkable story, and I am grateful to share it with you.

Thank you, from the bottom of my heart.

Stephanie Samboo, PhD

Associate Dean, EAP Program

[1] Janet was the daughter of Jack Porter, Sheridan’s first President (1967-1981), whose portrait is displayed in the President’s Boardroom at the Trafalgar campus. Janet witnessed firsthand her father’s vision for the creation of Sheridan, shaped over conversations at her family’s dinner table. More information about Jack Porter’s presidency can be found here: Sheridan 1965-1970; Sheridan 1970-77; Sheridan 1978-1982

The post The Road to 2,000: The Story of Sheridan’s EAP Program appeared first on Alchemy.

The Ampersand Review is a biannual literary journal that seeks to support and celebrate emerging writers from across Canada. Earlier this spring, the publication launched its first ever Reconciliation Series in partnership with the Oakville Library and Sheridan College’s Centre for Indigenous Learning and Support. Guests from all areas of the region attended, including Sheridan’s Creative Writing & Publishing students, Musical Theatre students, local authors, and high school students from the Halton Catholic District School Board (HCDSB).

The Reconciliation Series took place in Macdonald-Heaslip Hall theatre at Sheridan’s Oakville campus, and featured acclaimed playwright, screenwriter and author, Drew Hayden Taylor. Taylor is an incredibly accomplished artist bringing Indigenous stories to the forefront of Canadian arts–a winner of the Queen Elizabeth Diamond Jubilee Award and the James Buller Award for Best Playwright, with nominations for the Governor General’s Award. As Taylor recounted his journey writing in Canada, he detailed what it was like growing up in Curve Lake First Nation Reserve—a reserve which is home to under 3,000 people—and how he has explored his passion for storytelling through several mediums and genres. Taylor emphasized the idea of “healing through humour”, expressing a desire to share stories that acknowledge grief and loss while also embracing moments of joy and laughter. After a brief panel discussion with two members of Sheridan’s Centre for Indigenous Learning & Support (CILS), audience members had the opportunity to ask questions and learn more about Taylor’s many creative vocations.

A teacher from the HCDSB, Jennifer De Gregorio, expressed her appreciation for inviting her students and reaching out to a younger audience:

“It was such a warm, welcoming vibe, and we all enjoyed it immensely! I truly appreciate the time you took to plan with me and orchestrate such a fabulous learning experience for our students.”

*

On January 27^th, The Ampersand Review celebrated the launch of its ninth issue at the Mississauga Central Library. The Issue No. 9 cover features author Anuja Varghese, the winner of the 2023 Governor General’s Award for fiction. Many local contributors and their colleagues attended the launch, while out-of-province contributors joined virtually to read their works. Local Mississauga poet, T.M. Chalk, expressed her thanks for the wonderful opportunity for artistic development and community building:

“From the editing staff to volunteers, the Ampersand Review team as a whole struck me as abundantly warm, competent, and engaging… I also feel truly grateful for the many new writerly connections and friendships I was privileged to make as a result of their excellent efforts to enrich the local literature scene. Thanking the whole team for an amazing first launch-day experience!”

Two of T.M. Chalk’s poems, “Dubblespeak” and “All Choice Is But Heifers” can be found in Issue No. 9.

Just as impactful as what they put to print are the many events that The Ampersand Review team hosts throughout the year. On March 17^th, the second annual Industry Talks event took place at Sheridan’s Hazel McCallion campus. This year’s panel focused on funding, with the goal of connecting new writers and publishers with essential government support within their communities. Guest panelists Bianca Spence, Noora Sagarwala, Sue Carter, and Rudrapriya Rathore shared their unique industry experiences, as well as meaningful insights into funding opportunities at municipal, provincial, and federal levels.

In addition to these highlighted events, The Ampersand Review continues to host monthly Reading and Writing Series with Canadian writers of all genres, including award-winning authors Jill Connell, Rabindranath Maharaj, and Lindsay Zier-Vogel. With both Creative Writing & Publishing students and local writers in attendance, these events provide a great opportunity to meet fellow creatives and celebrate the growing literary scene in Mississauga and the Greater Toronto Area. The last reading series of the spring season will be this April 9^th featuring poets Zane Koss and Linzey Corridon!

The post The Ampersand Review Launches Reconciliation Series in Partnership with Oakville Library and Centre for Indigenous Learning and Support appeared first on Alchemy.

Starting in Winter 2026, Level 5 EAP program students have been taking a new course entitled Becoming a Lifelong Learner (CMTY 12120). This course goes beyond academic language learning. Learners engage with multiple modalities and are encouraged to explore their identities, positioning, and agency within the academic environment and broader society. Through a modular design, they examine a range of psychosocial topics and develop meta-skills and competencies needed to function effectively in the complex academic world and evolving job market. Specifically, learners explore their identity using storytelling techniques while learning about elements of hope and resilience. They also engage in creative problem-solving strategies, reflect on intergenerational characteristics and their own agency, apply conflict resolution strategies within the learning environment, and envision their future selves using visualization and guided meditation techniques.

This course was designed by Dr. Alireza Sobhanmanesh. It is based on a digital textbook he authored through an eCampus Ontario grant ($74,130). The book includes interactive H5P activities and videos filmed and produced by a professional crew with six actors. A second edition, redesigned in PDF format, is forthcoming. Special thanks to Sara Machan for her help editing of the second edition and to Dr. Stephanie Samboo for her leadership and support of the project.

The post Designing a New Course: Becoming a Lifelong Learner (CMTY 12120) appeared first on Alchemy.

This volume is the first to articulate ethical foundations of transhumanism from perspectives focused on transhuman flourishing, as opposed to utilitarian or deontological approaches. Transhumanism is typically framed as a quest for “transcending biological limitations” and “unlocking human potential”—and thus perceived to be at odds with ethical conceptions of a “good life” that are substantively defined in terms of “human nature.” However, the concept of “human nature” is not a biological given but deeply bound up with metaphysical conceptions about what (trans)human futures are possible, desirable, and good. It invites ethical reflection on who we are, the value of embodiment and community to (trans)human existence, and who we might hope to become. The contributions collected in this volume offer a wide spectrum of visions for shaping the techno-progressive agenda of transhumanism in ethically grounded and socially responsible ways.

The post Alcibiades Malapi-Nelson Edits Book on Transhumanism appeared first on Alchemy.

The volume introduces students and general readers to a less familiar history of philosophy, showing that questions about evil and suffering have not been afterthoughts in modern European philosophy but central concerns. Drawing on seventeenth- to nineteenth-century debates, the collection places canonical figures such as G. W. Leibniz, David Hume, Immanuel Kant, Arthur Schopenhauer, and Friedrich Nietzsche alongside voices often omitted from the traditional canon, including Ottobah Cugoano, Mary Astell, Olga Plümacher, and Eduard von Hartmann. In doing so, the anthology demonstrates how questions about the value of life preoccupied philosophers throughout the seventeenth to nineteenth centuries.

The post Ignacio L. Moya Edits Book about Modern Philosophy and Evil appeared first on Alchemy.

*

Integrating AI and Human Tutoring in a Four Stage Teaching Model

At the center of this pilot is a curriculum redesigned to ensure students remain the lead authors and decision makers of their own work. Through a collaboration with Vanessa Nino (Manager, Writing & Digital Learning Services) and the English & Writing Tutoring Team, we worked with tutor Emma Dzis to embed specific checkpoints into the academic writing process: (1) introducing responsible AI use, (2) establishing ethical boundaries, (3) shaping feedback focused prompts, and (4) supporting AI mediated revision. 

*

Moving Toward Transparency and Academic Rigor

By embedding these workshops and reflections directly into the course, the pilot aims to make transparency an integral part of research. Students are encouraged to document their process, turning a potential shortcut into a chance for critical thinking. While the initial results are promising, we remain deliberate in how we evaluate these tools, especially when working with second language writers at lower proficiency levels or in courses delivered online.

We look forward to sharing more about these strategies and student reflections as we continue to refine this model for the EAP context at Sheridan.

The post Prof. Hee-Seung Kang Pilots AI and Embedded Tutoring in EAP Academic Research Writing appeared first on Alchemy.

This term, you can read in the Sheridan Newsroom about Honours Bachelor of Interaction Design student Carla Farag, who has worked with FHASS Professors Dr. Sara Cumming and Dr. Jess Pulis on the CCSIF Funded Pathways to Potential project.

If you’re interested in developing a research project, please see the flyer below about contacting Sheridan Generator.

The post Generator at Sheridan is Available to Support Research appeared first on Alchemy.

Like every year, Spring-Summer and Fall 2025 brought changes to FHASS. Some have been happy occasions: several faculty and staff have temporarily stepped away from their duties to start or expand their families. Some new staff members have joined our community. Others are more bittersweet, as when we’ve said goodbye to colleagues who’ve chosen to move on to other opportunities. Still others are straightforwardly difficult – we continue to respond to the most challenging climate for postsecondary education in a generation. Between and throughout, however, I’m moved by the way the humanities, social and life sciences, and creativity studies at Sheridan continue to flourish. Read on to hear about a book launch celebration for two of our CW&P faculty; other excellent events from the Ampersand Review; the latest (4th!) major grant-funded project under the long-running Community Ideas Factory banner; new course developments; new research projects and conference presentations; the launch of Sheridan’s first teacher education Additional Qualifications course, and other admirable achievements. 

…

The post Welcome to Fall 2025! appeared first on Alchemy.

Thursday, February 26, 2026 
12pm-1:30pm 
Virtual (Microsoft Teams) 

A dynamic virtual event hosted by Conestoga College’s Centre for Commercialization with other college partners, exploring the intersection of intellectual property and innovation across diverse sectors. Hear from four experts with insights on IP considerations and engage in interactive breakout sessions. This event is open to college students, post-secondary employees, businesses, and ecosystem partners eager to expand their understanding of IP in today’s evolving landscape. 

Register Here

___________________________________________________________________________ 

2026 Spring/Summer Research Time guidelines now available 

Spring/summer research time will once again be provided to allow full-time faculty to engage in various research activities in 2026. It is an ideal opportunity for faculty members to work on active research projects, including Generator Growth Grants and scholarship of teaching and learning (SOTL) research, as well as undertake dissemination activities, pre-research work like literature reviews, project scoping with external partners, and grant writing.Since the launch of the program, spring/summer research time has been accessed more than 338 times. Collectively, the efforts of those faculty yielded funding applications, presentations, creative works, publications, white papers, new collaborations, and much more. 

Get Involved 

___________________________________________________________________________ 

Call for Social Sciences & Humanities Research Council (SSHRC) Impact Awards nominees 

The Social Sciences and Humanities Research Council (SSHRC) recently launched the 2026 Impact Awards competition. The awards highlight outstanding individuals’ impacts in research, research training, knowledge mobilization and outreach activities, funded partially or entirely by SSHRC. The nomination period is open until April 1, 2026. 

Submit nominations for your most promising Sheridan students and top researchers! 

Funding Announcements & Opportunities 

Mobilize Seed Fund Update 

The demand for the Mobilize Seed Fund, Sheridan’s internal funding program to support projects related to health and well-being, has been very strong, indicating significant interest among industry and community partners in collaborating with Sheridan researchers in this area. Given the high demand, and ongoing budgetary review within the current fiscal climate, we will be temporarily pausing the monthly intake and review of new applications. This pause is anticipated to be in effect until the beginning of April 2026, when we expect to reopen application intakes, however, we will communicate any updates to this pause as soon as they are knownFor any questions, please reach out to the Generator Support Office. 

___________________________________________________________________________ 

Gender Related Injury and Illness Prevention Program (GRIIPP) research grant program 

The Gender-Related Injury and Illness Prevention Program (GRIIPP) Research Grant presents an opportunity to explore various aspects of gender disparity, and address knowledge gaps related to gender impacts and issues in Occupational Health and Safety (OHS). Projects will support women’s participation in the workforce through: prevention of injury and illness, identification of best practices, recommendations for OHS policy and practice and knowledge translation activities. Key research priorities should focus on:  Personal Protective Equipment (PPE); violence and harassment; and health and safety differences related to gender. Research findings will inform best practices, policy recommendations and knowledge-sharing activities to support women’s participation in the workforce and improve health and safety for all vulnerable workers.  Deadline to funding agency: March 16, 2026. 

Learn more 

___________________________________________________________________________ 

SSHRC Partnership Engage Grant 
The SSHRC Partnership Engage Grant provides short-term, timely support for partnered social science and humanities research activities that will inform decision making at a single partner organization from the public, private or non-for-profit sector.  

Funding from $7,000 – $25,000 for up to one year. Partner cash and/or in-kind contributions are expected although there is no minimum requirement. Application deadline: March 16, 2026; June 15, 2026; September 15, 2026; December 15, 2026. 

 
Learn more 

___________________________________________________________________________  

Canadian Internet Registration Authority (CIRA) Net Good Grants 

CIRA Net Good Grants are available to support research projects that make Canada’s internet better for everyone! Projects must work to address following areas;1) Connectivity: community-led connectivity research, network planning and infrastructure solutions. Projects must be community-led and owned, contributing to long-term community development.2) Policy Engagement: research, events, and advocacy efforts that raise awareness, influence policy, and help build a more inclusive digital landscape for everyone in Canada.3) Online Safety: building cybersecurity skills and delivery of training and tools to help people counter threats like misinformation, exploitation, harassment, surveillance, and online violence. Up to $100,000 in funding available. Deadline to apply is March 18, 2026. 

Learn more 

___________________________________________________________________________ 

Ministry of Transportation (MTO) Road Safety Research Partnership Program (RSRPP) 

New funding available to address a current road safety issue or opportunity affecting Ontario’s transportation system, including improvements to transportation programs, policies and operations administered by MTO or its agencies. Projects must produce results that are readily applicable to Ontario’s road safety systems, without the need for further research.Priority areas of interest include:  

• How effective are ADAS features at improving the safety of commercial motor vehicles? Proposed studies should use telematic data or other real-world evidence.  
• What behavioural factors shape decisions about how and where individuals choose to cross railway tracks (GO trains, LRT, Streetcars, etc.) and what measures most effectively support safer crossing decisions for vulnerable road users?  
• What are the effects of climate adaptation measures (e.g., improved drainage, heat-resistant pavement, etc.) on road safety during extreme weather events? 
• How do sidewalk delivery robots affect pedestrian safety, movement, and decision-making in constrained sidewalk, crosswalk, and curb side environments? 

Proposals for other topics may also be submitted, provided they clearly describe the research need and potential application of the results. Up to $50K per year, for up to 3 years. Application deadline: March 27, 2026 

Learn more 

___________________________________________________________________________ 

Spencer Foundation small research grants on education 

The Spencer Foundation has launched a new funding opportunity for rigorous, innovative research that advances education by addressing pressing questions, fostering creative inquiry, and generating foundational knowledge with lasting impact across diverse topics, disciplines, and learning contexts. 

Applicants must have an earned doctorate in an academic discipline or professional field. Up to $50K USD for one to five years. Application deadline: April 15, 2026. 

Learn more 

___________________________________________________________________________ 

Impact Assessment Agency of Canada Research Program 

This program funds innovative research to support an efficient and effective federal impact assessment system in Canada. Research products could include the development of tools, frameworks, methodologies, analyses, case studies, and best practices, the fostering of relevant research networks, and other relevant activities approved by IAAC.  Eligible proposals may focus on:  

• Project-level, regional or strategic assessment;  
• Environmental, economic, social, health, and/or gender-based impacts;  
• Impacts on Indigenous Peoples and their rights;  
• Cumulative and regional effects;  
• Use of science and Indigenous Knowledge. 

Up to $75,000 of funding available. Continuous application intake (submission early in the calendar year is encouraged to maximize funding availability). 

Learn more 

___________________________________________________________________________ 

Mitacs Accelerate & Business Strategy Internship 

Mitacs Accelerate and Business Strategy Internship programs are bringing together post-secondary students, industry partners and academic researchers to solve complex challenges and advance new ideas. Funding is available for 4-month student internship units for research-based (Accelerate) or business strategy-based (BSI) college industry collaboration. Applications must include a partner who is an eligible business, not-for-profit, municipality or hospital within Canada.  

For partners able to provide 1:1 matching, $5,000 – $7,000 is available per a 4-month unit. Applications may be made for multiple units. Please reach out to the Generator Support Office for any questions or to discuss project ideas. 

___________________________________________________________________________ 

The post FHASS: Upcoming Research Events & Opportunities  appeared first on Alchemy.