As generative AI and new technology transform education, collaboration between secondary and postsecondary educators is essential to ensure students are prepared for university.

As an institution with a leading education program and reimagined supports, resources and training department—the Trent Teaching Commons (TTC)—Trent University is advancing knowledge mobilization in the field and fostering connections that pave the way for a more cohesive and adaptive educational system.

Offering On-Site Workshops

Recognizing the challenges AI presents in both secondary and postsecondary classrooms, experts at the TTC launched professional development workshops in local high schools—offering insights and gathering perspectives on student learning needs today.

“It’s clear that involvement with high schools opens possibilities for collaboration between secondary and post-secondary systems to tackle shared challenges like pandemic-related learning gaps and generative AI in the classroom,” said Dana Capell, senior education developer with the Trent Teaching Commons.

Recognizing that teachers and faculty alike were grappling with how to adapt to AI, Capell reached out to local school boards to offer professional development workshops on the subject. It began with a workshop for educational consultants at the Kawartha Pine Ridge District School Board, then presentations for teachers at Thomas A. Stewart Secondary School and Trinity College School, students at Kenner Collegiate, and principals from the Peterborough Victoria Northumberland and Clarington Catholic District School Board.

Engaging in Collaborative Discussions

Building on the success of these workshops on adapting to AI, high school educators from Thomas A. Stewart Secondary School were invited to Trent to participate in a panel discussion during a First-Year Caucus session. The caucus provides a forum for those who teach or support first-year students at the University to exchange insights on emerging trends, strategies, and challenges.

Facilitated by Dr. Fergal O’Hagan, acting dean of education and professional learning, and featuring Trent faculty Dr. Mara Heiber, assistant professor, Chanie Wenjack School for Indigenous Studies and Dr. Kateryna Keefer, associate professor, Department of Psychology, the panel discussion highlighted two key topics related to first-year students: student readiness and academic performance. Trent faculty suggested best practices for educators to prepare high school students for their next phase in learning.

Secondary school teachers also shed light on the transition to the post-secondary world, sharing that high-stakes exams in many high school courses are no longer prevalent. Understanding this gap gave university educators a unique perspective on how they could adjust their approaches to better prepare students for first-year challenges.

“The transition from high school to university is a critical juncture for young people. Sharing experiences and perspectives through a variety of platforms with high school faculty can only help us to smooth this transition to improve education,” said Professor O’Hagan.

By fostering collaboration and dialogue with teachers at preceding education levels, Trent is helping to bridge the gap between secondary and postsecondary education, nurture interest in lifelong learning, and ensure students are ready for the challenges ahead.