¾«Í¯ÓûÅ®

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Priority 1 - Support instructors and learners in reaching their full potential

Continue to build teaching and learning support and professional development for all instructional staff, postdocs, and graduate students.

Provide resources for proactive and ongoing professional development for the TLC team in emerging areas of faculty development, instructional design, multimedia production, etc.

Explore teaching and learning topics where instructors and/or post docs and graduate students can learn from peers through communities of practice.

Encourage and support colleague's ongoing holistic assessment of teaching and critical reflection on innovation attempts, including as part of the tenure/promotion process.

Promote, support, and value SoTL research at ¾«Í¯ÓûÅ® (at different levels - individuals, collaborations).

Nurture scholarly engagement of instructors in the Scholarship of Teaching and Learning.

Model SoTL by conducting and publishing research on teaching and learning.

Support instructional staff in development of experiential and work integrated learning for classes, labs, and community settings.

Respect faculty, staff, and students' contexts and pedagogical starting place, and understand the constraints within which they are working (e.g., disciplinary, career-stage, employment context) in our consultations and programming work.

Ensure that supports developed and curated by the TLC take into account the needs of diverse and underrepresented groups.

Explore and support trauma-informed pedagogical approaches.

Promote well-being in instructional settings for the campus community.

Support instructors and staff so that ¾«Í¯ÓûÅ® is a leader in inclusive and accessible teaching and learning.

Priority 2 - Build a culture of inclusive teaching and learning  

Incorporate Indigenous ways of knowing into teaching, learning and research activities offered by the TLC. 

Support faculty and instructional staff who are engaged in initiatives to decolonize curriculum and pedagogy.   

Support instructors in developing protocols for working with students who have disabilities which require accommodations. 

Support instructors who require accommodations.

Assist instructors with discipline specific teaching and learning activities. 

Assist instructors in providing improved teaching and learning support for international students. 

Incorporate student voice and feedback into TLC initiatives. 

Provide feedback to instructors on teaching and help them collect and interpret holistic evaluation of their teaching. 

Develop informal networks of practice and physical and virtual spaces that connect teaching and learning leaders with each other, and with those interested in enhancing their teaching. 

Develop stronger partnerships with centres for teaching and learning at local post-secondary institutions as well as regional, Canadian, and international universities.   

Strengthen the university’s connections with teaching and learning organizations such as the Society for Teaching and Learning in Higher Education (STLHE), SoTL Canada, and the International Society for the Scholarship of Teaching and Learning (ISSOTL).