Academic staff core beliefs

TI academic staff are guided by integrity, diversity, and inclusivity, and are ethical, equitable, and reciprocal in our practices and activities. These foundational beliefs in capacity building, collaborative relationships, learner-focused, scholarly and cultural relevance, and intentionality guide our practice.


We believe that teaching and learning expertise and different ways of knowing are distributed across the academic community and that the importance of relationships and a relational approach are paramount. We learn from others and within diverse intercultural contexts founded on integrity which create opportunities for meaningful dialogue and action. We foster integrated, ethical, and equitable networks of practice and build connections to strengthen our collective capacity to improve post-secondary teaching and learning.

Collaborative relationships

We believe it is essential to foster significant conversations and networks through both formal and informal processes. We support the development of collegial relationships and collaborations within the TI and across academic communities. We believe that context and culture matter, and diverse ways of being, knowing, and doing exist. We respect, celebrate, and draw upon the knowledge, experience, and perspectives of the diverse roles, backgrounds, and cultures of colleagues.


We believe that learning-centred approaches lead to meaningful and enriched learning experiences. We disseminate strategies that empower educators and students to actively take responsibility for our learning. 

Scholarly and cultural relevance

We believe it is important to critically examine knowledge and assumptions through inquiry, scholarly practice, practice-based research, and culturally relevant approaches. We commit to making decisions based on the best available information that incorporates multiple ways of knowing. We engage with the scholarship of teaching and learning and actively support and disseminate it to strengthen educational development.  


We believe that critical reflection is essential to fostering growth, enhancement and innovation in teaching and learning, as well as professional practice. We prioritize innovation, creativity, and courage. We commit to being intentional about our individual and collective educational development approaches by engaging in critical self-reflection, examining our own positionality and assumptions, and modelling reflective practice.