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- SoTL 101: Introduction to SoTL and Teaching + Learning Inquiry
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- 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
- Teaching and Learning Development Grant Program
- Conferences
- FLO Workshop: Indigenous Land-Based Learning in Post-Secondary Education [September 23, 2026]
- 2026 Global Students as Partners Roundtable [October 01-02, 2026]
- Cfp: 2027 B.C. Open Education Summit [Deadline: October 18, 2026]
- 2026 SoTL Symposium Conference [October 22-24, 2026]
- Digital Learning Forum [Deadline: October 27, 2026]
- 2026 ISSOTL Conference [October 28-31, 2026]
- 2026 STLHE Virtual Conference [November 13, 2026]
- Call for chapters - Making up time: Towards a pedagogy of living and resisting the economization of time [Deadline: November 30, 2026]
- For Research Personnel
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Disrupting Colonialism through Teaching Program
Project + Final Report Archive
In 2018, Episkenew Fellow, Dolores van der Wey, ran a pilot offering of Disrupting Colonialism through Teaching: An Integrated Seminar Series and Grants Program funded by SFU's Aboriginal Strategic Initiative (ASI). Disrupting Colonialism through Teaching was built in response to a growing number of applications to the Teaching and Learning Development Grants program for projects that incorporate Indigenous topics, issues, perspectives or ways of knowing into SFU courses. The program aims to address the concerns expressed by the Aboriginal Reconciliation Council that, “Decolonizing curricula and incorporating Indigenous knowledge may be difficult for non-Indigenous faculty, and well intentioned but misguided efforts may in fact cause harm” (p. 6, ARC executive summary). Through fourteen three-hour seminars, spread over an academic year, participants developed the knowledge and skills necessary to both identify colonialism within their discipline and teaching as well as enact changes to decentre it.