SoTL Projects at George Brown Polytechnic

Ziad Alostaz Professor, Sally Horsfall Eaton School of Nursing, Faculty of Health Sciences

Background: Artificial intelligence (AI) is increasingly recognized as a transformative tool in nursing education. While AI holds promise to enhance learning experiences, its potential role in fostering inclusive and accessible educational environments remains underexplored.

Objective: To explore how AI tools have been used to create dynamic and inclusive learning environments in nursing education.

Methodology: We are conducting a scoping review of studies published in English that examine AI interventions in nursing education. Searches were performed across three databases (MEDLINE, CINAHL, ERIC) and grey literature sources for studies published between 2015 and 2025. The search strategy was developed in collaboration with librarians from George Brown Polytechnic and Trent University. Two researchers are independently screening articles for inclusion, extracting study characteristics, and mapping intervention data to the Universal Design for Learning (UDL) framework.

Findings: The search yielded 2,856 records, of which 470 duplicates were removed. The remaining 2,386 records are currently being screened for inclusion.

Implications: This review addresses a timely and emerging topic in nursing education, applying the UDL framework to offer a structured approach to analyzing the literature. Collaboration with librarians enhanced the comprehensiveness of the search strategy. A limitation of the review is its focus on English-language publications, which may exclude relevant studies published in other languages. This review will provide valuable insights into how AI can optimize nursing education by promoting inclusivity, accessibility, and enhanced learning outcomes, ultimately shaping future nursing professionals.

Mario Cristo Professor, School of Management, Faculty of Business, Creative Industries, and Culinary Arts

Background: Student surveys are used in educational settings to gather feedback on teaching effectiveness and student learning experiences. One of the key components of my SoTL project was an email survey, which was shared with my students. The answers to this survey helped me to identify strengths and concerns in relation to the course HOST 1193: Strategic Revenue Management in the Hotel Operations Management Program, School of Hospitality and Tourism Management, George Brown Polytechnic.

Research Question(s): My SoTL project analyzed: 1) To what extent do students feel that the course content helped them to be better prepared for their professional journey, once they graduate from the program? 2) What do the students believe to be the right number of assessments that should be included in the course, compared to the existing number of assessments? Students were also invited to share any comments related to the course.

Methodology: A five-question email survey was emailed to students currently completing the last semester of their Hotels Operations Management Program. The questions were designed to help students to complete the survey in the simplest possible way. The questions covered familiar topics, which enabled students to feel at ease when providing their answers. The program coordinator emailed the survey to the students on my behalf. Students were given two weeks to answer to the survey. Data were descriptively analyzed using Microsoft Excel.

Findings: The survey response rate was 15%. The survey findings showed that most students believed that the course content helped them to become better hotel professionals. As for the number of assessments in the course, most students (80%) thought that the number should be kept the same; the remaining 20% thought that course assessments should be increased or reduced. In the survey, students also provided two key suggestions: 1) They would like to receive more feedback from the professor at specific points in the course, and 2) they would like some of the assessments to be changed from group assessments to individual assessments.

Implications: For the most part, students seem to like the overall structure of the course. Some steps that I will be taking following analysis of the survey are:

1. Course content will be kept the same.
2. The number of assessments will be kept the same.
3. Feedback will be provided more regularly to students, becoming an ongoing process during the 15 weeks of the course, rather than being provided only upon the completion of certain assessments.
4. I will analyze which of the assessments could be changed from group assessments to individual assessments and, if appropriate, make this change.

Improving learning effectiveness and student satisfaction is an ongoing process; I will continue to keep a close dialogue with my students to monitor if further changes to the current course structure are needed in the future.

Fatimah Datoo Professor, School of Dental Health, Faculty of Health Sciences

Background: This study explored the impact of Mentimeter, an online interactive engagement tool, in enhancing student participation and satisfaction in an online dental hygiene classroom. In the winter semester, Mentimeter was integrated into one theory course (DENT 2072) to evaluate its impact on students’ engagement levels and perceptions of learning.

Research Question(s): How does the use of Mentimeter influence student engagement, participation, and satisfaction in the online learning environment?

Methodology: A survey-based methodology was used to assess outcomes, combining quantitative data from a Likert-scale survey (n = 12) with qualitative responses from open-ended questions.

Findings: Survey findings revealed that most students either “agreed” or “strongly agreed” that Mentimeter improved class participation (99%), enhanced their understanding of classmates' opinions (84%), and made them feel that their professor valued their contributions (83%). Additionally, 92% of students found the tool simple to use and 83% described it as fun. Open-ended responses highlighted Mentimeter’s role in promoting reflection, reducing stress, fostering emotional connection, and enhancing motivation to study. Students appreciated anonymous participation and peer opinion-sharing, though some noted discomfort with public results related to personal performance.

Implications: The findings suggest that digital tools like Mentimeter can be critical in creating interactive, supportive, and student-centered learning environments. This study supports the integration of online tools that promote engagement in classes to enhance cognitive and emotional aspects of student learning.

Julie Faught Professor, School of ESL and Immigrant Education, Faculty of Community Services and Interdisciplinary Studies
Celine De Almeida Professor, School of ESL and Immigrant Education, Faculty of Community Services and Interdisciplinary Studies

Background: Department of English and Communication (DEC) faculty at George Brown Polytechnic work in an intradisciplinary teaching environment—collaborating with colleagues exclusively in the Department of English and Communication. However, some more specialized program areas offer opportunities for interdisciplinary collaboration and integration, where DEC teachers have a chance to work with colleagues from outside the DEC. This research examines the ways in which interdisciplinary collaboration between DEC teachers and faculty from other departments impacts the teaching experience and learning environment.

Research Question(s): How can interdisciplinary collaboration between DEC teachers and faculty from other departments enhance the teaching and learning environment?

Methodology: A multi-method research design was employed. A survey was developed in Microsoft Forms and distributed to DEC faculty (full-time and non-full time). Survey responses (n = 12) were analyzed and used to inform the development of an interview guide. The guide was used to facilitate discussion in two one-hour video recorded focus groups (n = 4, n = 6) hosted in Microsoft Teams. The focus group discussions were used to understand faculty experiences teaching in interdisciplinary versus intradisciplinary team settings.

Findings: Analysis of qualitative data revealed that generally, DEC faculty report feeling ill-informed about the expectations, cross-curricular connections and communication needs of respective program areas. Additionally, DEC faculty reported feeling disproportionately responsible for teaching and upholding academic integrity. Of note, many DEC members reported reliance on student input to inform their understanding of industry needs to make decisions about course content. Faculty participants reported feeling most supported when informed up front about a program area’s content, policies, and expectations and when a reliable channel of ongoing messaging and open communication between the program area and the DEC (i.e., through a DEC program coordinator) was in place. Faculty reported benefits of being invited and compensated to participate in interdisciplinary team settings.

Implications: The findings of this study suggest that interdisciplinary collaboration in specialized program areas enhances the teaching and learning experience for DEC faculty, with advantages in increased knowledge of program area and career pathways and opportunities for program-specific and/or cross-curricular communication tasks. It also suggests that for DEC faculty, interdisciplinary collaboration amplifies awareness of college resources, services, policies and expectations and generally results in a greater sense of belonging and connection.

To maintain and elevate the benefits of interdisciplinary collaboration, the researchers suggest that the DEC program coordinator bridge the gap between interdisciplinary teams with a clearly defined role that continues to function as liaison for DEC faculty by attending program-specific team meetings, reporting back via shared channels of communication, and facilitating compensated onboarding sessions for faculty at semester start up. Furthermore, the researchers suggest that given the evolving institutional landscape, the DEC has a unique opportunity to pave the way for the College by modelling best practices for continued interdisciplinary collaborating and better serving and supporting the student body with increased knowledge sharing.

Tom Hunt Professor, School of Apprenticeship and Skilled Trades, Faculty of Applied Science, Construction, and Engineering Technology

This survey initiative is designed to gather valuable insights from millwright apprenticeship students currently enrolled at George Brown Polytechnic (GBC), Casa Loma Campus. The primary objective is to support the ongoing development and modernization of the millwright apprenticeship program by aligning educational delivery with current industry standards and technological advancements.

By soliciting input directly from students—the program’s key stakeholders—the department aims to identify commonly used equipment in the field, streamline instructional content, equipment acquisition and enhance the overall relevance and effectiveness of training.

All students enrolled in Millwright Apprenticeship Program at GBC are eligible to participate. To encourage open and honest feedback, survey responses will be collected anonymously to maintain confidentiality and avoid any potential bias.

This project reflects GBC’s commitment to fostering a collaborative relationship with its students, using their input to directly inform and improve the quality and delivery of apprenticeship training. The collected data will play a crucial role in adapting the program to better meet the evolving needs of both students and the industry.

Wojtek Kawczynski Professor, School of Computer Technology, Faculty of Applied Science, Construction, and Engineering Technology

Background: This abstract presents interim findings from an ongoing Scholarship of Teaching and Learning (SoTL) project studying use of artificial intelligence (AI) tools and changing attitudes toward these tools. The study focuses on students in video-game related programs.

Research Question(s): The objectives of this study were to see how familiar students are with AI and to see if their attitudes towards those tools changed both from the start of the academic year to the end of it, and from one academic year to the next.

Methodology: Anonymous online questionnaire administered via Google Forms in August 2024 (graduating class) and September 2024 (new cohort).

Participants: 

• 16 Game Design students
• 8 Concept Art students

Findings:

Usage Trends
Most common AI tools for professional work:

• August: ChatGPT, Notion AI, Gemini, Grammarly
• September: ChatGPT, Grammarly, Pixlr, copyright detection tools

Most common AI tools for personal purposes:

• August: ChatGPT, Midjourney, Canva AI
• September: ChatGPT, Stable Diffusion, Pixlr

Acceptability

Writing:

• High acceptability for spell checkers and AI-assisted grammar correction.

Art asset creation:

• Majority support using AI for idea generation and references but concerned regarding AI-generated final assets.

Game code development:

• Divided opinions on using AI tools for debugging and code generation.

Attitudes

Future importance of AI (with 7 being the most important):

• August: ~4.6/7
• September: ~4.2/7

Importance of improving AI skills:

• August: ~4.5/7
• September: ~4.3/7

Implications: As AI tools proliferate and students become more aware and accepting of them, the need to create clear guidelines for acceptable use becomes increasingly important.

Rose Kovarsky Professor, School of Design, Faculty of Business, Creative Industries, and Culinary Arts

Background: Size 10 is commonly used in the fashion industry to create and test sample garments. Most educational institutions follow the trend. However, the student population is diverse, and one size does not fit all. In addition, fabrics and other garment supplies are costly to the students while the garments they create cannot be worn by many afterwards.

Research Question(s): This project explores: 1) How does the lack of various sizes dress forms affect the student experience? 2) Will the implementation of a plus-size dress form contribute to size inclusivity? 3) Will it enhance student design creations, drafting, and grading skills?

Methodology: A standard ASTM grading method was originally used to grade each of the nine blocks currently used in the Fashion Program down to size six and up to size 20. Through the fitting process, the standard grading method was analyzed, and new grade rules were established. Gerber Technology software was used in both cases.

Findings: Even though the initial approach was correct to start with, testing and verifying each step was necessary. It was discovered that after corrected grading was applied, the larger sizes still required significant alterations due to the different plus-size body shapes.

Implications: The project is in progress. Preliminary findings highlight the importance of implementation of the variety of sizes in the program to provide more inclusivity and accessibility to the student population. This approach will enhance students’ designs, drafting and garment construction skills, and train their creative eye to see and complement various body shapes and sizes.

Borui (Bradley) Li Professor, School of Engineering Technologies, Faculty of Applied Science, Construction, and Engineering Technology

Background: This Scholarship of Teaching and Learning (SoTL) project aimed to align the Electromechanical Engineering Technologist Program with industry demands. Through interviews with companies like KUKA Robotics, Martinrea International, Machine Control Solutions, Magna, Convergix Automation, Sodecia, and Multimatic, key insights were gathered about the relevant knowledge and skills for modern electromechanical engineers. These insights formed the basis for the course recommendations presented here.

Methodology: The project followed a three-step methodology:

1. Industry interviews: Engaged with companies to understand their current skill requirements and future projections.
2. Industry analysis: Analyzed trends in automation, robotics, smart manufacturing, and control systems.
3. Competitor analysis: Compared similar programs to ensure competitiveness and relevance.

Findings: Key trends and skills identified include:

1. KUKA Robotics: Emphasized robotics programming, sensor integration, and system optimization, recommending training in industrial robots and automation systems.  
2. Martinrea International: Highlighted the need for control systems, sensor technology, and process control in automotive manufacturing, especially in smart factories.  
3. Machine Control Solutions: Focused on control systems engineering and the need for deeper knowledge of programmable logic controllers (PLCs) and sensor integration.  
4. Magna: Stressed robotics integration with automated systems, machine learning for predictive maintenance, and Internet of Things (IoT) for machine optimization.  
5. Convergix Automation: Advocated for courses on industrial networking, IoT, and cloud-based systems for remote diagnostics.  
6. Sodecia: Called for more emphasis on robotics programming, automation, and advanced manufacturing technologies like additive manufacturing.  
7. Multimatic: Highlighted the importance of hydraulics, pneumatics, and robotics in automotive manufacturing.

Implications: Based on the findings, the following course modifications are proposed:

1. Industrial Networking and IoT: A course focusing on industrial networking protocols, IoT applications, and integration techniques.
2. Advanced Robotics and Automation: A course covering advanced robotic systems, sensor integration, and automation programming.
3. Advanced Control Systems: A revised course with a focus on advanced control systems, PLC programming, and sensor integration for automated systems.
4. Machine Learning for Industrial Systems: A course on applying machine learning to enhance the reliability and efficiency of industrial systems, particularly in predictive maintenance.
5. Energy Systems and Renewable Technologies: A course integrating renewable energy solutions like solar and wind power within electromechanical systems.
6. Hydraulics and Pneumatics: A course focusing on fluid power systems, emphasizing their use in industrial machinery.
7. Smart Grid Technologies: A course covering power distribution, communication systems, and the integration of renewable energy into smart grids.
8. Cybersecurity for Industrial Systems: A course focused on safeguarding industrial systems and networks from cyber threats. 9. Advanced Manufacturing Processes: A course covering cutting-edge manufacturing techniques such as additive manufacturing and Computer Numerical Control (CNC) machining.

These proposed changes aim to:

1. Align the program with industry needs, ensuring relevance to companies like KUKA Robotics, Martinrea, and others.
2. Enhance employability by equipping students with skills in robotics, automation, IoT, and more.
3. Provide hands-on experience with technologies that are crucial in today’s fast evolving manufacturing sectors.
4. Foster innovation by preparing students to work with emerging technologies like machine learning and smart grids.

The insights gained from interviews with leading companies in the electromechanical sector have guided these curriculum changes. By incorporating industry trends such as robotics, automation, IoT, and renewable energy, the Electromechanical Engineering Technologist Program will remain competitive and aligned with the evolving demands of the industry, preparing graduates for successful careers in manufacturing and automation.

Esther Olukayode Professor, Sally Horsfall Eaton School of Nursing, Faculty of Health Sciences
Laura Barnett Professor, Sally Horsfall Eaton School of Nursing, Faculty of Health Sciences
Savmeet Kaloti Professor, Sally Horsfall Eaton School of Nursing, Faculty of Health Sciences

Background: Licensing exam results for George Brown Polytechnic’s Practical Nursing Program revealed “patient education” as a key area of weakness among students who were unsuccessful on the Regulatory Exam – Practical Nurse (REx-PN). Patient education is critical for promoting health and ensuring safe, competent nursing care. Recognizing this gap, the study explored how integrating culturally sensitive and age-appropriate teaching strategies might improve students’ confidence and competence in this domain. Strengthening these skills through experiential learning is aligned with the College of Nurses of Ontario’s competencies and supports broader goals of equitable, patient-centered care.

Research Question(s): How does the integration of age-appropriate and culturally sensitive teaching strategies in nursing curricula impact nursing students' confidence in providing patient education and effectively communicating with diverse populations?

Methodology: Practical nursing students (n ≈ 190) completed pre- and post-assignment surveys evaluating confidence in culturally sensitive and age-appropriate patient education. The assignment involved creating a video and handout adapted for a specific cultural and age group. Survey data were collected via Microsoft Forms and analyzed quantitatively using descriptive statistics and qualitatively using thematic analysis of open-ended responses. Assignment artifacts were also reviewed for skill application. Participation was voluntary, anonymous, and did not impact grades.

Findings: Pre-survey data (n = 65) revealed low to moderate confidence, especially in adapting education for language and age differences. Post-survey results (n = 32) showed improvements in confidence, particularly in communication with diverse populations, use of visual aids, and simplification of language. Students reported growth in skill application, cultural awareness, and engagement strategies. However, persistent challenges included organizing teaching content and language barriers, especially for English language learners.

Implications: This study reinforces the value of experiential learning in building confidence and competence in patient education. Culturally sensitive and age-appropriate strategies helped address identified gaps in licensing performance. Continued curricular integration of these approaches, along with supports for language and communication development, may enhance both student success and patient outcomes. Future research should examine long-term impacts on licensing pass rates and clinical communication.

Jay Qi Professor, School of Management, Faculty of Business, Creative Industries, and Culinary Arts

Background: This Scholarship of Teaching and Learning (SoTL) project explores the impact of part-time employment on the academic performance and overall well-being of students in George Brown Polytechnic’s School of Management. Given the increasing number of postsecondary students balancing academic responsibilities with part-time work, the study aims to understand how employment affects student learning, stress levels, time management, and engagement with academic and extracurricular activities.

Research Question(s): The primary research question guiding this study is: How does part-time employment impact the academic performance and well-being of business students?

Methodology: To address this question, we used a survey-based methodology. Quantitative data were collected through a 20-minute online survey distributed to approximately 100 analytics students. Survey items included self-reported measures such as weekly work hours, type of job, perceived stress, time management abilities, GPA, and class participation. Optional follow-up interviews were conducted to provide context to students’ survey responses.

Findings: Preliminary findings indicated that students working more than 20 hours per week often experienced greater stress, lower GPA, and decreased participation in extracurricular activities. While some students reported improved time management skills and motivation, most struggled to balance academic and work commitments effectively.

Implications: This study contributes to institutional understanding of student needs, suggesting that policies such as flexible scheduling, enhanced academic support, and proactive mental health resources could mitigate the negative effects of part-time employment. Future research will focus on longitudinal analysis and more targeted support strategies.

Trevor Ritchie Professor, The Chef School, Faculty of Business, Creative Industries, and Culinary Arts

Background: Trade-centred competition training provides students an opportunity to test their skills, show pride in their craft, and represent their institutions. However, surfacing the less obvious benefits of competition training is important.

Research Question(s): This study explored: 1) How does trade-centered competition training affect student confidence to participate in higher education course lab work? 2) How does trade-centered competition training affect student confidence and readiness to enter the workforce?

Methodology: Students participated in weekly, active training for Skills Ontario Competition in pursuit of representing George Brown Polytechnic against a multitude of higher education centres. Student participation consisted of those focused on culinary arts, baking arts, and restaurant service, respectively. A qualitative survey was conducted during competition training periods. Data were analyzed using thematic analysis.

Findings: Qualitative results suggest unanimous increased sense of participants’ readiness to enter the workforce. Participants also expressed general improvement in confidence to succeed in course lab work. Survey data indicate enthusiasm for competition training and its positive effect on improving practical skills, critical thinking, and motivation.

Implications: This study proposes that training for trade-centered skills competitions can have positive effects on students’ sense of readiness to enter the workforce and confidence in effective participation in course lab work. The findings also speak to the quality of mentorship (coaching) and support needed to conduct effective training. Faculty and the institution can leverage this the study to encourage engagement and application of trade-centered competition in benefit of student success.

Andrew Rudder Professor, School of Computer Technology, Faculty of Business, Creative Industries, and Culinary Arts
Patricia Mazzotta Professor, Sally Horsfall Eaton School of Nursing, Faculty of Health Sciences

Background: Access to appropriate professional attire and personal protective equipment (PPE) is posited to significantly influence college students’ confidence, academic engagement, and career readiness. Students without access to proper attire may feel less confident and risk being judged negatively by potential employers, which can undermine their performance and opportunities. Lacking required PPE can not only hinder student’s learning (e.g., being unable to participate in a lab due to not having a lab coat) but also impose additional financial burdens.

Objective: This study aims to bridge an important gap in student support services by systematically examining the impact of access to professional attire and PPE on student experiences at George Brown Polytechnic.

Methodology: Quantitative survey data were analyzed using descriptive statistics and inferential tests. For categorical comparisons (e.g., comparing male versus female students on whether they had ever missed an interview due to attire), chi-square tests of independence were employed. Given the relatively small sample size (n = 29), effect sizes (phi coefficients or Cramér’s V) were examined alongside p-values to interpret the practical significance of findings even when statistical significance was not attained. Qualitative responses were reviewed and thematically analyzed to extract recurrent themes or illustrative remarks, which are incorporated to enrich the interpretation of quantitative results.

Findings: The findings suggest that establishing a sustainable attire borrowing service could appreciably enhance student confidence and ensure more equitable access to opportunities, while aligning with institutional priorities concerning student success, equity, and sustainability.

Implications: Recommendations include launching an on-campus attire lending program, partnering with retailers to secure student discounts, providing targeted financial support for attire and offering educational initiatives on professional dress. Such an initiative could improve students’ career readiness and well-being, in line with existing research on the psychological and professional importance of attire as well as George Brown Polytechnic’s Strategy 2026 goals for equity and sustainability.

Olivia Shaw Accessibility Counsellor, Accessible Learning Services

Background: This SoTL project explored the self-identified learning needs of teaching faculty at George Brown Polytechnic (GBC) regarding disability types and associated accommodations. While numerous studies have examined inclusive teaching practices, few have investigated faculty’s perceived learning gaps specific to disabilities and how best to support students through accommodations.

Objective: This study aimed to inform the development of targeted professional learning opportunities within the College, where a structured faculty workshop series on this topic is currently lacking.

Methodology: A 10-question anonymous online survey was distributed through the D2L faculty portal with the support of the Teaching and Learning Exchange (TLX). The survey was voluntary and offered a modest incentive to encourage participation. Seventy-six faculty members across various academic departments responded.

Findings: Key findings revealed that faculty members reported lower confidence in supporting students with less prevalent disabilities and in applying specialized accommodations. There was strong interest in learning more about commonly encountered disabilities, effective accommodation strategies, and inclusive teaching methods such as Universal Design for Learning (UDL). Faculty also expressed a desire for clearer institutional guidance, practical resources, and opportunities to hear directly from students about their lived experiences with accommodations.

Implications: The results underscore a clear demand for more structured, accessible professional development. Future steps include designing faculty workshops and asynchronous learning tools that address identified knowledge gaps, foster inclusive teaching practices, and enhance institutional support systems. These initiatives will lay the groundwork for a more inclusive academic environment at GBC.

Eliâne Stockler Leite Professor, Sally Horsfall Eaton School of Nursing, Faculty of Health Sciences

Background: Summative assessments play a crucial role in shaping educational outcomes for learners and educators. Research suggests that time-constrained formats and multiple assessments improve academic performance, reduce attrition, enhance learner satisfaction, and strengthen clinical proficiency.

Research Question(s): This Scholarship of Teaching and Learning Project investigated the impact of summative assessment timing and weight in the George Brown Polytechnic Critical Care Nursing Programs Advanced Theory course. Specifically, it explored whether dividing a heavily weighted assessment into two lower-stake tests and adjusting their timing would influence (1) academic standing, (2) 12-lead ECG interpretation proficiency, and (3) work-integrated learning outcomes.

Methodology: A retrospective study compared data from the Fall 2023 cohort (n = 47) to the Fall 2024 cohort (n = 57). Previously, a single 70% weighted assessment was conducted during the Advanced Clinical Course, whereas the revised format consisted of two 35% tests administered beforehand. Group-level averages were analyzed to assess differences in academic performance, ECG interpretation, and work-integrated learning outcomes.

Findings: Results indicated statistically significant improvements in test grades and work-integrated learning outcomes for learners who completed the revised assessments. Although no significant changes were observed in ECG interpretation proficiency, learners did not underperform despite having less time to develop this skill.

Implications: The findings suggest that multiple lower-stake assessments positively influence learners’ academic performance and clinical preparedness. Future research should explore learner perspectives through qualitative methods, gather insights from clinical facilitators, and examine whether similar assessment strategies could be applied across other nursing post-graduate programs. Further studies in stable contexts will help refine best practices for assessment timing and weight.

Leona Tranter Professor, School of Marketing and Financial Services, Faculty of Business, Creative Industries, and Culinary Arts

Background: Process Oriented Guided Inquiry Learning (POGIL) is a structured, student-centered pedagogy that encourages active engagement, teamwork, inquiry-based learning and the development of essential process skills combined with content knowledge. Although widely employed in science, technology, engineering, and mathematics (STEM) education, the broader application and impact of POGIL in post-secondary education is less well documented. Understanding how POGIL is currently implemented, assessed, and experienced in diverse contexts can support more informed pedagogical decision-making in post-secondary education.

Objective: This scoping review aims to map the breadth and nature of literature on the implementation and impact of a POGIL pedagogy in post-secondary classrooms, organized by key themes, educational contexts, outcomes and any identified gaps in the existing body of knowledge.

Methodology: The search strategy includes peer-reviewed scholarly articles from databases accessed via Google Scholar, the George Brown Polytechnic Library, and additional academic sources. Grey literature—such as non-peer-reviewed articles, reports, conference proceedings, and materials from relevant organizations—will also be included. Reference lists of relevant studies and targeted searches of organizational websites and internet search engines will supplement the database search. The inclusion criteria encompass primary evidence-based research studies, reviews, and relevant current grey literature that address the use or evaluation of POGIL in post-secondary educational settings, published within the last 10 years.

Findings: The review will synthesize the eligible literature on how POGIL is applied across disciplines and institutions, reported educational outcomes (e.g., student engagement, achievement, and skill development), and challenges to integration. The inclusion of grey literature is expected to provide additional insights into practical, non-academic applications and real-world case studies.

Implications: This scoping review will provide an overview of current literature on POGIL use in post-secondary instruction, highlighting disciplines of application, educational outcomes and common barriers. The objective of the scoping review is to provide a structured resource summary for educators, administrators, and researchers interested in evidence-informed pedagogy.