- About
- Events
- Inquiry Support
- Workshops & Programs
- SoTL 101: Introduction to SoTL and Teaching + Learning Inquiry
- SoTL 102: Formulating an Inquiry Project
- SoTL Thoughts
- Coffee + Conversation
- Tools for Inquiry: Conducting Inquiry Using CES
- Amundsen Fellowship Program
- Decolonial Teaching + Learning Seminar Series
- Decolonizing and Indigenizing Curricula
- Disrupting Colonialism through Teaching Program
- Exploring Well-being in Learning Environments: An Integrated Seminar Series + Grants Program
- Inquiring into Your Multilingual Classroom: An Integrated Seminar Series + Grants Program
- New Ways of Teaching, New Ways of Learning: Supporting Learning in Online Environments
- Open Education Grant Pilot Program
- Teaching and Learning Development Grant Program
- Project Archive
- Amundsen Fellowship Program
- Disrupting Colonialism through Teaching Program
- Exploring Well-being in Learning Environments Program
- Inquiring into Your Multilingual Classroom Projects
- New Ways of Teaching, New Ways of Learning
- Teaching and Learning Development Grant Program
- Scholarship of Teaching + Learning Projects
- Conferences & Calls for Proposals
- Teaching with AI: May 19, 2026 [May 19-28, 2026]
- ETUG Spring 2026 Workshop: Collaboration, Co-creation, and Creativity in EdTech [May 28-29, 2026]
- SFU Library: Scholarly Digital Project Program [Deadline: June 1, 2026]
- Teaching with AI: June 1, 2026 [June 01-10, 2026]
- EDUCAUSE Symposium: New Approaches to Assessment Design for AI-Enabled Learning [June 9 and 11, 2026]
- FLO Workshop: GenAI and the Indigenous 5Rs Framework [June 16, 2026]
- Cfp: 2026 Global Students as Partners Roundtable [Deadline: June 29, 2026]
- Graduate Students/Post-docs Teaching in Higher Education Conference [August 07, 2026]
- 2026 DPI Conference [August 18-20, 2026]
- 2026 Global Students as Partners Roundtable [October 01-02, 2026]
- 2026 SoTL Symposium Conference [October 22-24, 2026]
- For Research Personnel
- News + Stories
- AI as learning coach: project explores ChatGPT integration beyond plagiarism concerns
- Investigating the motivations and perceptions of undergraduate students using AI for assignments
- Faculty teaching confidence soars through peer observation program
- Research proves role plays work: evidence-based approach transforms history and labour studies teaching
- Welcome Kaitlyn Watson!
- Authentic learning transforms large epidemiology course: students find personal meaning in public health research
- Developing AI-resistant teaching through story-centered approach
About TILT
We partner with instructors to make sense of their teaching practice using theory, reflection, and action. We build capacity through consultation, workshops, seminars, projects, and communities of practice to help instructors actualize their ideas and values of teaching. We are self-reflective about our work and we share our stories to celebrate SFU’s teaching communities and promote recognition and respect for teaching scholarship.
Transforming Inquiry into Learning and Teaching (TILT) is a unit within the portfolio of Simon Fraser University’s Associate Vice-President, Learning & Teaching. We generate and support teaching and learning research and scholarship.
Built from a grass-roots collaborative in 2007, we work with instructors and faculty members university-wide to support inquiry into teaching and learning.
We create opportunities and entry ways for faculty, instructors, staff, and students to engage in the scholarship of teaching and learning (SoTL) at Simon Fraser University.
Mandate
We advance teaching and learning research scholarship by:
- Partnering with instructors to enhance learning through the development of theory and knowledge of teaching and learning
- Embracing the multiple ways of knowing to support transformative and situated-practice
- Promoting instructors’ expertise and expanding our collective commitment to evidence-based teaching and learning through reflective inquiry
Our Values
- We make an impact: TILT builds capacity through conscious and explicit inquiry and scholarship. Our work is theoretically grounded, reflective, and situated in the multiple contexts that create learners and teachers.
- We work in collaboration: TILT is committed to relationship-oriented work with individuals, institutional partners, and the wider community to embrace diversity and collectively conduct our research.
- We use evidence-based approaches: TILT adopts research approaches that are systematic and grounded while embracing new ways of knowing and innovative designs and metrics.
- We are holistic: TILT values the whole person, and we seek to grow a community of scholarship that embeds well-being social connectedness. We believe in adopting de-colonial approaches to teaching and learning that are inclusive and respect diverse traditions and histories.