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Call for Participation: Cadmus Pilot

Fall 2026, Winter 2027, & Summer 2027

The Centre for Teaching and Learning invites instructors to participate in an expanded pilot of , an assessment platform designed to support authentic, process-oriented learning and writing.

Building on the success of the Winter 2026 pilot, Queen's University is exploring how Cadmus may support instructors in designing assessments that make student learning more visible, foster meaningful feedback, and create opportunities for learners to engage critically and transparently in their work.

What is Cadmus?

is a learning design and assessment platform that brings together instructions, resources, drafting, feedback, and submission within a single environment. Unlike traditional assignment submission tools, Cadmus is designed to support the entire assessment process, helping students plan, develop, and reflect on their work while providing instructors with insights into student engagement and progress.

The platform can be used for a wide range of assessment types, including:

• Written assignments and essays
• Reflective writing
• Case analyses
• Project-based assessments
• Group work
• Scaffolded or multi-stage assignments
• Oral assessment (viva voce)
• Secure written examinations (via lockdown browser)

Why Participate?

Participants in the Winter 2026 pilot reported several potential benefits, including:

• Greater transparency into student learning processes
• Opportunities for formative feedback throughout assessment completion
• Improved support for writing and academic skill development
• Enhanced student confidence and engagement
• New approaches to designing assessments in an era of Generative AI

The pilot also demonstrated strong student satisfaction and positive impacts on students' perceptions of their learning experience.

Pilot Supports

Participating instructors will receive:

• Access to Cadmus for Fall 2026, Winter 2027, and/or Summer 2027 courses
• Consultation with CTL staff on assessment design
• Technical setup and implementation support
• Training and onboarding resources
• Opportunities to share experiences with colleagues across the institution
• Support in evaluating the impact of Cadmus within your course context

Ideal Pilot Courses

We are particularly interested in working with courses that:

• Include significant written or project-based assessments
• Seek to make student thinking and learning processes more visible
• Are exploring assessment approaches in response to Generative AI
• Would benefit from scaffolded feedback and drafting opportunities
• Are interested in strengthening student engagement and success
• Would like students to be able to use their own devices for computer-based exams

Participation is open to instructors from all faculties and disciplines.

Expression of Interest

Instructors interested in participating in the extended Cadmus pilot are invited to  (Requires Queen's SSO) outlining:

• Course name and number
• Expected enrolment
• Assessment(s) under consideration
• Goals or challenges you hope to address through participation

Expressions of interest will help inform pilot planning and ensure that appropriate support can be provided throughout the project. by July 15, 2026 for the Fall 2026 term. Submissions for Winter 2027 and Summer 2027 will be reviewed in September 2026 and January 2027 respectively, to provide ample time for redesigning your assessments.

For questions or to discuss whether Cadmus may be a good fit for your course, please contact the Centre for Teaching and Learning.

Call for Participation: Winter 2026 Pilot of Cadmus Assessment Technology

Supporting a Shift Toward Process-Transparent, AI-Resilient Assessment Design 

The Centre for Teaching and Learning (CTL), in partnership with the Vice Provost, Teaching and Learning, is inviting instructors to participate in a limited Winter 2026 pilot of , an educational technology that integrates into our learning management system (onQ) and offers innovative tools to design, deliver, and support assessments in digital learning environments.  

As we navigate the pedagogical and ethical complexities of the generative AI era, Cadmus presents a promising opportunity to reimagine assessment. Rather than relying on plagiarism detection technologies, Cadmus supports transparency in student learning process – not just their final product. Inspired by Dr. Sarah Elaine Eaton’s call for a "postplagiarism" approach (2023), this pilot aligns with efforts to foster an institutional culture shift: one that prioritizes academic integrity, student agency, and the design of AI-resilient assessments. 

What We’re Piloting 

In this limited pilot, we are particularly looking to explore the following Cadmus features: 

• Scalability – Features for assessment delivery and grading with large enrolment courses 

• Group Work Functionality – Collaborative authoring and feedback tools 

• Secure Exam Delivery via Lockdown Browser – On campus computer-based proctored exams  

• Innovative Assessment Design Options – Customizable prompts and reminders for students, embedded guidance, and real-time visibility into student writing progress 

Call for Winter 2026 Instructors 

We are seeking four courses across the university to participate in the Winter 2026 term. We invite expressions of interest from instructors who: 

• Are teaching large enrolment undergraduate courses 

• Are redesigning assessments in response to generative AI 

• Are interested in piloting alternatives to text-matching plagiarism detection software 

• Want to explore group-based assessments or digital exams with lockdown browser 

• Value transparency and student learning process as part of their assessment philosophy 

Preference will be given to instructors who can engage with at least one of the targeted features above and who are willing to provide feedback on their experience (and where possible, facilitate student feedback as well). 

Why Participate? 

• Early access to Cadmus: be among the first to test out Cadmus in Canada 

• Dedicated onboarding support 

• Support from the CTL in designing or revising assessments 

• Contribute to institution-wide decision-making on academic integrity tools and technologies 

• Advance equity- and learning-focused approaches to assessment design 

• Opportunity to participate in Scholarship of Teaching and Learning (SoTL) publication 

• A letter of recognition of participation will be provided for teaching dossiers 

How to Apply 

If you are interested in participating, please complete this by December 1, 2025. 

Spots are limited. All instructors selected for the pilot will receive personalized setup support and be invited to participate in a post-pilot reflection session in Spring 2026. 

References 

Eaton, S.E. Postplagiarism: transdisciplinary ethics and integrity in the age of artificial intelligence and neurotechnology. Int J Educ Integr 19, 23 (2023). https://doi.org/10.1007/s40979-023-00144-1 

Call for Participation: Winter 2026 Pilot of Chatbots for Teaching & Learning

The Centre for Teaching and Learning (CTL) invites instructors to participate in a Winter 2026 pilot of chatbot technologies for teaching and learning. This pilot will explore the use of generative AI chatbots as pedagogical tools to support teaching and learning through simulations, case studies, interactive scenarios, and other course applications. 

Purpose of the Pilot 

We will compare up to four different chatbot technologies for their ability to be trained and deployed within a course context. The pilot will focus on: 

• Student and educator experiences using the chatbots 

• Accessibility of the technologies 

• Ease of training and deployment for instructors 

• Support needs for successful implementation 

Why Participate? 

Instructors in this pilot will: 

• Explore innovative teaching approaches through chatbot design and deployment 

• Pilot chatbots for pedagogical purposes such as simulations, case studies, role-plays, and scenario-based learning 

• Contribute to the evaluation of different chatbot technologies in higher education 

• Have the opportunity to engage in Scholarship of Teaching and Learning (SoTL) by evaluating the technologies, analyzing student and educator feedback, and making recommendations for effective chatbot design and deployment 

• Receive a letter of recognition of participation for teaching dossiers 

Participation Details 

• The pilot is limited to up to 10 courses across the institution. 

• We are seeking instructors who are interested in experimenting with chatbots as a pedagogical tool and who can commit to providing structured feedback on their experiences. 

• Preference will be given to instructors who can meaningfully integrate chatbots into course activities and assess their pedagogical value. 

Next Steps 

If you are interested in participating, please complete this by December 1, 2025. 

Spots are limited, and selected participants will be notified by mid December 2025.