# data[].attributes.body
wants to know more about where you are going and what we're doing.

half day last week of Aril to spend some time with her - opportunity to negotiate, present, share what we're thinking and what we've been thinking through. look at moving prats and see what we could be.

# data[].attributes.headline
What are the activities that you are doing now that are compatible or congruent with your mandate?  What else should we be doing?  Things we've been doing we need to stop doing?  

# data[].attributes.subject
What are the activities that you are doing now that are compatible or congruent with your mandate?  What else should we be doing?  Things we've been doing we need to stop doing?  

# data[].attributes.body
T&L development grants
moving in a path of congruency - in a spot now to make what we do more congruent . didn't have a fully flushed out mandate but had a lot of money.  we were doing things close to what we should be doing as we figured it out.  Loose criteria.  We can define that more and elevate a lot of what we do to match what we have with a fully formed mandate.  Didn't have a plan, strategy, mandate, other than supporting inquiry and everything who came ot the table brought a different piece and direction but nothing was concrete.  Caused a lot of conflict in the early days.  We are on the same page  - going in the same direction - goals and values . We have an opportunity to prune to really make a topiary shape. Little snippets and you get a beautiful life sized squirrel.  Or duck. Lot of forethought to figure out where to go and what to change.  Lot of change coming and that's great. need to be discerning - we can support everyone but differently.  we can have good positive impact on teaching at the university.
Short Presentations
'Beyond the classroom
indigenous issues in the classroom
these programs were so specific to what we do - right people in the right rom. Be nice to provide those experiences to faculty.  Don't have to commit to writing, researching.  Conversation starter.  Parsing out experiences to build into a final application that is a bigger piece.  by the time they are committing to money they are clear.

Sheri's presentation on academic integrity - brought people from networks around Canada - 100 people came. tangible example of taking a teaching intervention - putting it into a speech - showing that this world of T&L discovery is very rich.  build them up to taking on aproject that will take a lot of time.  Include people as consumers as well as grantees.

taking people that are frequent flyers - equipping them with stuff to take back to the departments . Build a culture of what you have to pay back is proselytizing to your own department

C) University-level advocacy and recognition of teaching and learningi nquiry (certificates of completion)

What might you prune?
OER thing Nathan is working on--good program but its a need at the Univ that no one else is filling. we should be playing a supportive role.

going forward look at what grants are no longer fitting.

prune some of the projects.   - supporting those people in different ways - we should be supporting some things rather than leading it.
"We're getting all of these projects about X, this shoudl be another area of support, but this isn't ours." we can be an advocate for other types of support at the university.    Bring this to Elizabeth. (in some cases SEE should be doing this, for example) be careful with stuff that aligns with our values but not our mandate.

What should we keep?
We do a good job of supporting in a sincere way.  we do celebrate teaching . telling stores.

What should we start doing?  opportunities
define ourselves better so that we don't take on what isn't aligned - not a granting agency - not a funding opportunity . that's a service we offer.
We need to grow in the areas we want to grow--

opportunity to re-brand - make our values, visions explicit but re-brand.

Rename the workshops

support faculty which doesn't necessarily mean they get a grant.  we can do small interventions.  What if we didn't have the money for the grant?  Talk to stakeholders to find out what other institutions are doing?

look at what has worked and what hasn't worked to inform us.  New space for us.  New world. Just do it, we can be agile.

Design a continuum of points of access.

A) Support instructors with the writing and interpretation of their SETC results  B) Brown-bag workshops for methodological training

do more planning - build in a planning process.  we've been planning one semester at a time - look at longer planning - funding for 30 grants - what does that look like.  need overall planning. what is our goal - goal of program, plan well out in advance.  do more speaker series.  what does that look like/  what other things are we doing, matching with newsletter, guest speaker.  getting more grants, doing more workshops, at the backend.

what are our goals - where do we want to be, what is this going to look like, resources, tasks.  how are we going to be accountable for those.

know the resources, roles?

we have the ear of Elizabeth - focus on what is not happening - at the institution we need to push that up to say this is really important at the institution - this is something you need to be looking at - look at the data - you need to get the support there.

Navigate the relationship with SEE in ways that people access the appropriate resources, frameworks,etc so that they can use the resources of ISTLD. how do we mobilize on this issue? how do we build collaborative relationships with SEE - how are they seeing their role, some of your challenges, how are they seeing their role?

# data[].attributes.body
Values
why decolonial approach.....speaks to the broader need to being to work with indigenous peoples with a goal of reconciliation given the past harms.  ways in which it builds upon relationship.  our work is relationship focused - role of working with faculty and with faulty working with students.   (ex. proposal for conference coming up - wellbeing-keep seeing relationship and how it relates to decolonial approaches). A way of taking responsibility for where are at in the field of T&L as well as opportunity to further develop and be supportive and adopt a holistic framework in the way in which we do T&L.  University is embracing it - starting to have that conversation with students and faculty - sometimes people use word decolonize as a way to point out a wrong.  Not right or wrong.  People want to do it, don't know what it is or how to apply it.  we're always--decolnizing directly means indigenous--by decolonizing we're looking at knowledge or experiences that we have disconted previously.  Larger lens to look at these kinds of things.  More inclusive.  Can be exclusive - don't seem to be looking wider.  other cultures including our own are about relationship building.  much broader - looking at people and experiences and knowledge that we have excluded and continue to exclude - lived experiences - been a colonial way from the past.

Decolonial approaches rather than decolonize.

Don't talk about work in terms of indigenization - wider lens - are seeing it outside of the typical places.  embracing knowledge that can't be explained through classic enlightenment thinking.

Nathan's slide - who are we - if you only ask these questions of these people and you only find out what pants they are wearing or shoes, when you broaden, you can see what they are wearing on their heads.  other experiences.
using this language gives us the political legitimacy - do it authentically.

situated in a good place because we inquire - push back by asking questions.  What do you mean by that?  give us examples. Push back

value - going into the unknown - theory of exteriority - inside looking outwards.  liberation theology.

Refractory lens - light at the crack.  where is the break - what does the incongruence mean for us - deeper ethic, deeper truth.  need both - if you just use one methodology you are just capturing light.

need multiplicities and we ened to be reflective about our own choices and humble.

6th blind men parable - narrow view of what the animal is.

Supported Risk - another value - try things in their classrooms to give them an opportunity to try . Need to learn to embrace learning from our failures.

faculty would say I don't really need to help my students write cause I know when its a good paper - they can feel when its a good paper - i feel the changes I've done for my class are improving their learning.  You can introduce anyting you want into a classroom or can feel it was a mistake - there is actually data - we help peopel have concrete - in different ways - heaven forbid peple engage a student or partner - this whole idea is kind of empowering in a lot of ways it not only allows faculty to experiment and try things out and fail - its a failure but these things are good.  lots of empowering that can come from this.  can change their behaviour and the way they teach.

Final reports favourtie part is unanticipated outcomes.  you don't see those students two years down the road.  you don't knwo the impact you've had.

interdisciplinary approach - we are an area we don't put ourselves across as experts- -look at what they are trying . everyone isn't an expert.  we can help you structure your questions - get the feedback - but we are not putting ourselves across as the one true way.  bringing them all together is amazing .elevate the level of inquiry they do in that reflection - we can use that to illuminate other people's practices.  this is what's happened in the past, lot of information to go back on.  diverse backgrounds and help them.  Sharing.

People-centred : care and thought about the well-being of individuals in the process of learning.

Relationship building across the institution with individuals and departments. - yes that can lead to meaningful and rewarding collaborations - could inform question about what we might consider saying no to in future.

Adaptive and generative approach to research

# data[].attributes.body
Itemizing - what is our mandate?  what is our role here? what are we supposed to be doing and how does that align with our values?   Need to hone in on what it is we're doing.  what does it look like?  e.g. What does decolonizing teaching and learning inquiry look like?

Teaching and learning inquiry--focus on the scholarship of teaching and learning/T&L inquiry

how do we exist together?how do we operate as a team? how do we hire? pay people?  university looks to us as to how we teach RAs.

it's not our job to be the educators about what all that means.  that's beyond our mandate.

Scholarship that manifests in different ways.

It is not our job to change the way faculty teach their courses.  we have an opportunity to change what our practice is here in our mandate.

need to agree on language

Tenure and promotion committee guidelines - new piece about recognizing other forms of scholarship.  inclusion.   define scholarship.  we do t&L inquiry/scholarship as defined as this, this, this.  this is how we interpret it.  this is how we practice it.

Current mandate: The mandate of the Institute for the Study of Teaching and Learning in the Disciplines (ISTLD), as approved by the SFU Senate in 2007, is to inspire, support, and enhance inquiry into all aspects of teaching and learning at SFU.
Talso on the website: teaching and learning inquiry attends to the five widely accepted principles of good practice in the Scholarship of Teaching and Learning (SoTL) as initially described by Boyer (1990) and further refined by Felton (2013): inquiry focused on student learning; grounded in context; methodologically sound; conducted in partnership with students; and appropriately public (p. 122).

what do we want to do - our values across the board seem to be aligned - what really is our mandate now.  define what we mean by inquiry/scholarship - we have a prime opportunity to define that and that can help us with everything we're talking about - re-prioiritizing - how do we choose projects.

What do we do - support faculty in research and teaching.  what is their best practice - through research and collection of data.

to support, elevate and promote teaching and learning research based on inclusive and situated practice.  reflective
i have the privilege of working with faculty who care about teaching to help them develop as instructors in a reflective way that will ...their experience with their teachers.

what do i do?  I help - we do the side of the university that's involved in faculty development in improving their teaching practice.

faculty can be resistant to being told what to do by people who they don't see as peers - with people they don't see that have the background, etc.

Data can be alienating
stories, etc.

To support, elevate, and promote teaching and learning research using reflective, inclusive, and situated practice

by ways of.....evidence based, reflective practice, impact on student learning, about that collaborative, situated practice.  (situated - recognition that all knowledge is created and shared in a social setting - we have to be cognizant of our situation in both the use, development and future research of knowledge and inquiry) context goes with those histories.

here's the core and these are the ways in which we carry out that mandate.  craft our message so everyone feels like those relationships haven't changed.

Reach out to faculty - what do you think we do? some people see us as a granting agency.  sometimes we use grants to support the work.

if it is important to us, let's make sure we don't lose it. we can still support faculty and funding to grad students.  faculty member is developing in many ways and we're developing the RA - to develop into the future researcher.  we have to have our mandate reflected in those opportunities.

what does it have to do with our mandate?  a good question to keep asking.
what are the ways you support faculty?  we're the only ones that privilege teaching and learning research.

March 22, 2022
formalize this - continuing to build it out

enacting research - bringing he research to practice

inquiry/research language? careful about how we construct this.  links to scholarship that manifests in different ways

decolonial approach to research - our research approach should include deconolonized approaches.  our evidence can and should be inclusive of wider audience and practic.

manifestation of our values - decolonizing one of our core vlues - not our mandate.

support teaching and learning research and inquiry (supported by core values inclusive of diverse forms of knowledge).

Should be transparent of our values.

values need to be forward thinking, looking to the margins people at the edges of society, pulling in novel ways.  be at the edge of new knowledge.

deeper, broader way of engaging with knowledge.

some language for mandate--does it capture enough?
To support, elevate, and promote teaching and learning research using reflective, inclusive, and situated practice
we do this by, value lens,

we need, mandate, vision and values

Values
why decolonial approach.....speaks to the broader need to being to work with indigenous peoples with a goal of reconciliation given the past harms.  ways in which it builds upon relationship.  our work is relationship focused - role of working with faculty and with faulty working with students.   (ex. proposal for conference coming up - wellbeing-keep seeing relationship and how it relates to decolonial approaches). A way of taking responsibility for where are at in the field of T&L as well as opportunity to further develop and be supportive and adopt a holistic framework in the way in which we do T&L.  University is embracing it - starting to have that conversation with students and faculty - sometimes people use word decolonize as a way to point out a wrong.  Not right or wrong.  People want to do it, don't know what it is or how to apply it.  we're always--decolnizing directly means indigenous--by decolonizing we're looking at knowledge or experiences that we have disconted previously.  Larger lens to look at these kinds of things.  More inclusive.  Can be exclusive - don't seem to be looking wider.  other cultures including our own are about relationship building.  much broader - looking at people and experiences and knowledge that we have excluded and continue to exclude - lived experiences - been a colonial way from the past.

Decolonial approaches rather than decolonize.

Don't talk about work in terms of indigenization - wider lens - are seeing it outside of the typical places.  embracing knowledge that can't be explained through classic enlightenment thinking.

Nathan's slide - who are we - if you only ask these questions of these people and you only find out what pants they are wearing or shoes, when you broaden, you can see what they are wearing on their heads.  other experiences.
using this language gives us the political legitimacy - do it authentically.

situated in a good place because we inquire - push back by asking questions.  What do you mean by that?  give us examples. Push back

value - going into the unknown - theory of exteriority - inside looking outwards.  liberation theology.

# data[].attributes.body
PRIORITIES:
Some of the major milestones I anticipate are: Restructuring our programs, Setting our engagement parameters, and diversifying our faculty development supports.

Creating formal recognitions of teaching and learning inquiry at the university level (teaching awards, research recognition, tenure promotion, course buy-outs)

More diverse partners - other units (CAL, The Library, CERI), VP Research

Internal structure: roles and responsibilities of each of the team members

Strategic plan

Determine our priorities -- redundant possibly

Map out how we can best champion our cause at the very highest levels of the university

Meet faculty where they are--diversifying the way we fund and how we support - meeting them along that continuum

assess what we've done - what's working/not working - look at previous programs, evaluate them.  Start small scale before we move on.  Build on what we've done.  Hone in, refine, reflect.  what do we keep? not continue?

Itemizing - what is our mandate?  what is our role here? what are we supposed to be doing and how does that align with our values?   Need to hone in on what it is we're doing.  what does it look like?  e.g. What does decolonizing teaching and learning inquiry look like?

How do we communicate who we are to all those who need to know?

1.       What are the key milestones (goals) that we need to reach in order to move this priority forward?   Provide a
rough estimate of your timing for each milestone.

2.       For each milestone write out a list of all the actions you need to take.  What specifically needs to happen for this milestone to be reached and this issue to be successfully addressed?

3.       Who is/could be/should be working on this with you?

4.       How will you know you have been successful?   How will you hold yourself and each other accountable for setting and meeting the goals you described above?

# data[].attributes.body
What are the key, most compelling elements of our vision?

celebration and elevation of the teaching

SFU becomes a (transformative) institution partially because of the kind of work and the ways in which we do the work-part of the how is how we do the work. work with faculty in a faculty development way rather than just solely in professional development - how do we give them the aha moment. once you see it you "can't not" see it - you "can't not" act.  up to pockets like ours to push the big agenda like citizenship.

How we work with others - partners, collaborators, connection, human, caring - want to make change through relationship building, trust - we build this with those folks we work with.

How do we weave together this wisdom - not new - make it modern and relevant?  academia - character development - trying to impact character - change the way people exist in the world.

Global citizenship-at crossroads to take an easy path or take the opportunity and take what we've learned from this pandemic - leverage the positives - learn from it.

How do we authentically live that out?  Live out this mission.  Not interested in the performative piece.

transformation in students to be the driver of their own education - faculty sees and cares and acts on their behalf. teacher cares enough to get them to the next level.  effects the life of a single student in a positive way and that student goes on and has tools.

we have no idea that what kind of impact we can have.  One person at a time.  Harness the experience and energies to move those forward.  Ripples.

we can play a role in shifting the value of teaching in the university.  We need to change the way the university thinks about these "beckys".  The university values those relationships - more authentic.  We want to create these global citizens.

we're not here to elevate the work we do - elevate the work the faculty does.  Can do this on the ground

# data[].attributes.body
Political context
What is happening politically (in BC, in Canada, in the world) that may change or impact higher education in general?   SFU and our vision for teaching and learning in particular?

How do priorities such as internationalization and indigenous truth and reconciliation impact what we do in teaching and learning?

What are the political implications of our vision?

indigenization - decolonisation
we still have the ability to do things even if we get pushback. we need to be able to continue if we don't always win -or if we aren't always heard or respected?  how do we sustain our resilience in the face of?   "Dare to live lives that sustain optimal well-being." Bell Hooks. The institution never turn over power, you seize it as if you have been granted it.

we continue to build giant structures--traditional--in order to decolonize - stop building temples of learning - physical structures - have no value to students after they leave. build something that students can take with them - that will go out into th eworld - be part of the community. Major mind-shift - fancy building vs quality of connection, relationship.

Economic context
Higher education funding in large part comes from government.  How stable is the current funding model?  What challenges does it present for SFU and ISTLD?

What are some of the economic implications of our vision?

Research dollars vs costs related to teaching.
metrics-measure of success - really a measure of the funders - how many students can we pull in.

pandemic will have a long-lasting economic effect - units like ours can take a big hit from that.

ISTLD has not been told NO.  We've flown under the radar - that hasn't been an issue - it's been around the capacity to do these things - the people resources.  long term vision issue.  THe caring out and building the plan and going beyond a one, two, three month vision. further vision of trajectory of what we're going to do. can do things on the fly - long term planning and visioning and implementation of how we're going to do it.

Biggest barrier. Always stopped by the wait and see who the next director is - where are we going to be positioned - still able to function on a just in time as needed basis. need to have the tools to be able to plan long term - what exactly are our goals - what are we trying to do - transform teaching, culture - big over-arching piece. what are the goals of our programs? we haven't decided what that looks like.

Social/educational context
What sociocultural factors impact how faculty understand their role?

What social trends are we seeing around us that affect the kinds of research we support and the kinds of transformation we seek to promote?

Social implications of our vision?
have some key relationships with some of the players

strong emphasis on indigenization and decolonisation - lot of momentum and capacity to engage with that.
age of accountability ending - painful die-off - don't know how to adapt our systems - need/hunger for authentic assessment, informative assessment - we don't have a culture built to use them and embrace them.  we have to show the value of what we are doing.

(A major limiting factor for us I think is instructors capacity. The trends have been more and more to put work on them in unsustainable ways.

Technological context
How do existing and emerging technologies impact teaching and learning at SFU?

How will they support or interfere with our vision for teaching and learning?

If SFU wants to stay current they may lose out. Need to provide tech infrastructure to make that happen. people need to be able to communicate directly in a virtual/in person reality.

# data[].attributes.body
What do you anticipate some of the challenges and rewards to be of your role?  Who do you need collaborate with most closely?  What will that look like?  What do you want the story of your role to be?

# data[].attributes.body
TM
teaching and learning is valued at the university

lots of support - not necessarily tied to funding
support for students
students as partners as part of TL research
many pockets
faculty are co-creating with us - taking leadersihp roles
regular celebration and reflection as team and collaboraters
clear work flow and collaboration with CEE
Interdiscplianry partnerships
opps for external funding
lots of projects going on
experts in TL
regular assessments of programs - continual development and expansion
publishing faculty findings
TPC acknowledgement of work faculty do in this field
yearly conferences hosted by us
online journal
rebarnded our names and programs
regular publications and coference presentations

received a lot of support from univeristy
because we were at the table - lot of recognition for faculty
we have resources including people and funding
clear vision, mandate and mission
actively advocating for this work
demonstrating its value
program evaluations and assessment
change and adapt
long term forward thinking
more staff
full time director

culture shift at the university - worked hard with stakeholders to do that shift to value what faculty do
we played a huge role there
clear undersatnding of our value and impact by community
helped us gain traction and empower faculty to do the work they need to do and get recognition for that.
we played a big role in that culture shift

challenging to get the ongoing funding - to increase funding - to create more positions - to find perfect fit in the institution  (AVP RESEARCH?) who are our sister units?
building those relationships across university can be challenging especially smaller
finding space
ongoing thread - demonstrating the value of this work - why is it important - why is it different than research in one's discipline - whole culture shift of teaching.
partner's around the university that help us with that

great to be a member of this team - organic - we know when things need to be pruned

measurement of success is what we enable faculty to do

NR
fundamentally - greatest success - understanding of reflective practice - woven throughout teaching, admin, research
celebration and professionalization of teaching at the university--recognition of good teaching is as valuable as good research
recognition of formal and diverse ways of interacting with faculty
ways in which some of the culture-building we do within our institution - move that into some of the disciplines so we have more space
partnerships really strong - not only with CEE - community for engaged research - some other innovative hubs - community connection woven together
the way in which our institute - not only for professionalization but for human side - impact lives of student faculty community
community, experiential learning woven closely - embrace partners in vancouver area and beyond
students as partners - elevating impact for students - we are now inspiring other univ in the way learning looks diferent - due to forward thinking of istld
univ structure struggling to exist within contemporary constraints - innovative nature and reflective practice have allowed us to be resourceful and take on what teaching looks like in the modern world .
contenporary issues regarding social justice, environmental well being, decolonization are fundamental to teaching an dlearning - can clearly now express that and it is undersatnd how it is all related.
not a lot of confusion among senior administration/other units about what we do

we have those critical partnerships to navigate those boundaries - clear goals and boundary setting but also recognition of istld of being the group engaging in forward thinking.

strategic partnerships

elevation of confidence to be able to do our work - efficient - we just all know and can act - we all fee that we can transgress typical boundaries with regards to decision making - streamlined

clear vision - things often are challenging int he work - seasons of ups and downs but clear vision and support in community make it possible to move forward.  our work is to support the faculty.
instructors and RA's- community - we support them and they become our champions
recognition of our expertise

many univ struglling due to traditional ways of learning.  its about community, innovation, complex diverse ways in which ecosystems are built for situated knowledge.  that is evident in our work - new ways of thinking about learning we get to enact and grow.

might be hard to see us in a particular home - wherever we are at, our senior administrators allowing us to transgress those boundaries.

JH
15 years of stories to tell - lot of data we continue to collect
we are forward thinking in getting these stories out amongst community and faculty
we're collecting information to share.
we have that info and it is our job to disseminate - helping to get that our journal out into the world
sharing stories internally and externally

mobility - 3 campuses and have structured ourselves toserve all three campuses.

we worked hard with department champions to bring in new faculty who are working with senior to ground in

hosting TL conference (missed the name of it)

Noone is progressing through the ranks without doing at least one of our grants

we produce 3m scholars - disproportionate - they work up from small grant
we have a lot more Lief Davis's in our ranks - innovative teaching practices and continues to build on that

lots of kudos where faculty feel inspired, creative, skill development - part of that community of practice.

challenges - having enough people to keep up with the demands.
oversubscribed workshops

great success of ongoing funding - undersatnd how vital it is to plan long term.

operational side of things covered so our director can work in the lab - alongside faculty.

clear vision - aligning our prioties with our practices
having a lot of talented, creative team members who make contributions to the whole

trailblazer
ambitious faculty who want to excel come to us first

decolonizing specialists on staff

SF
ditto!
We successfully launched revamping of our disrupting colonialism through teaching and learning - launched social justice series

seen as support for reflective teaching practices

sfu and beyond
enhanced a subtle pathway for faculty - fellows that are leaders at the institution
no langer just granting

training to RA's across institution reflective teaching practice and scholarship in TL

took what we learned from covid - brough forward the good things - inclusion - biggest challenges are deciding our priorities - what do we do first - how do we meed all of this

created a vision that we shared and all committed to working towards that.

we continue to gather data to demonstrate the importance of what we do.

student journal
model of social justice - sfu becoming a better place partly because of the work we do.

# data[].attributes.body
sister partnerships
community partnerships - other univ such as UBC, Langara, etc. can work on projects more diverse and bigger in scope
partnership with the library
across the country - shining stars of TL inquiry
indigenous - a specialist in-house that works with us with regards to ways of knowing to inform our workshops and programs.
partnerships all over the organization
library
research commons and student commons
local community

CEE
CERI

Instruction/support for reflective practice embedded in faculties

Faculty

Tenure Promotion Committees
Knowledge mobilization hub

EVP research - someone in that office?

# data[].attributes.body
Making Huge contributions to the field - right there with huge universities - keynote speakers and doing workshops -how we support faculty - innovative workshops.

our own journal we publish made big headlines
faculty talking about gratitude for our work and how it supported then.

Embodies servant leadership - faculty names are all over the place - you can see the evidence of our work - faculty have our support to distribute their research and engage in ways beyond the classroom.

headlines of discussions of SFU changing - different model of Univ for future.

exemplar!

SFU is a transformative University - no longer radical

ISSOTL

# data[].attributes.attachment_caption
- faculty receive awards and move through the ranks

# data[].attributes.body
fun - every day we navigate stuff together - puzzle - joy to do it together - supportive - human centred - well being and autonomy respected.  we all truly embrace the whole person - personal and work.  competent and caring people.  transformative.  a lot of trust and honest especially as it relates to our univeristy partners. one of the few that can cut through the political bc. do it in a supportive way.

grew our team intentionally - not just for growth purposes - very intentional.
having a lot of talented, creative team members who make contributions to the whole

team is working in a decolonial way.

# data[].attributes.body
nominated for institutional award for our department
nominated for national and international awards

value shift - valuing TL --putting this work at the same level as those who do disciplinary research.

celebration of teaching...innovative radical audacious projects--a place of experimental, a lab--incubator for the radical ideas

being a connector - both within the disciplines, transciplinary and beyond the university - a catalyst

The work of the institute is valued...integrated into the faculty and TL experience at the university.  Faculty are interested in developing their teaching practice and inspired by the work ISTLD does to support them.

caring, compassionate, human-centred - relationships and professional development, related to audacious or innovative pedagogies - changing compassionately - not forcing a change. Working in a decolonial way. recognize the relationship and whole person.  We've navigated the systems and structures that hinder.  LOVE

we bring to the classroom embracing new ways .  letting go of the past.
our work is measured by the success of a faculty member

'the success of the university is based on the work that we do.  Our success is reflected in the success of our faculty.

we've played a huge role in the culture shift - we've empowered others to make that shift.  faculty are already moving there.  faculty are teaching about transformational learning - we've helped them elevate that.  (TILT)