Sheridan Journey: A Vision for Sheridan

Over our 50 year history, Sheridan has continued to evolve and grow to meet the changing needs of Ontario's post-secondary students. Continuing with this evolution, we have a Vision for Sheridan that will build on our current diploma and degree programs with the goal of evolving into a unique undergraduate university.

Sheridan Journey


To help prepare outstanding educators, scholars and researchers to advance undergraduate education through professional development and applied research focused on the Scholarship of Teaching and Learning.


  • Define “Excellent Teaching”, “Scholarly Teaching” and “Scholarship of Teaching and Learning (SOTL)”
  • Establish criteria for measuring excellence in teaching, scholarly teaching and scholarship of teaching and learning
  • Integrate the Scholarship of Teaching and Learning into the Teaching and Learning Academies and Fundamentals of Teaching and Learning faculty development programs
  • Examine the principles required to create Communities of Practice to encourage and support ongoing conversations for teaching and learning
  • Recommend a professional development program to support teaching excellence and student learning for post probationary faculty
  • Recommend resources to support faculty with their professional growth and teaching practice
  • Recommend methods that recognize and reward teaching excellence and promote teaching scholarship and educational research, which will enrich the student experience


  • Develop a clear articulation of an institutional vision, mission, values and strategic goals that will inform and promote the Scholarship of Teaching and Learning
    • For sustainability and cultural change, Sheridan should adopt B.R.A.V.E. (behaviours, relationships, attitudes, values, environments) to represent elements that reflect organizational culture and can be used as pathways to organizational development
  • Identify future directions for the SoTL that will build and add breadth and depth to the current culture
    • Focus on advancing SoTL behaviours (B)
      • Establish and promote formal/informal mechanisms to capture reflective practice with respect to SoTL
      • Enable faculty/academic team reading about SoTL by providing access to SoTL literature
      • Optimize SoTL reading by promoting digital sharing
      • Support and promote collegial communications
      • Establish and support Communities of Practice enabling SoTL
      • Support and encourage faculty presentations, SoTL research, publishing, professional development, awards and recognition, etc.
  • Advance and establish the conditions that promote and support positive collegial relationships (R)
    • Identify the positive characteristics of existing networks
    • Create the conditions necessary for peer support relationships
    • Advance collegial relationships characterized by mutual trust, enabling risk taking linked to public reflective practice
    • Promote and value inquiry and reflective practice
    • Establish and promote shared authority decision-making models
  • Promote and support attitudes and values and attitudes that advance SoTL (A, V)
    • Note, honour, promote and award positive outlooks and optimism
    • Promote openness and exploration which are fundamental to reflecting on both failures and successes
    • Identify and advance all workplace conditions that promote energy and enthusiasm
    • Promote values including investing, intellectual curiosity, generosity of ideas and time, people, inclusiveness, community, collaboration, innovation, collective intelligence
  • Create and support environments that advance SoTL (E)
    • Create social/communal spaces, both digital and physical, that increase the incidence of chance encounters and structured collaboration which foster strong peer relationships departmentally and “cross silos”
    • Identify and allocate reasonable time allocations for SoTL activities
    • Promote shared authority, managerial and decision making models
  • Create a program to formally recognize and acknowledge effective teaching
  • Expand and promote teaching and learning opportunities for educators
    • Establish publicly accessible teaching and learning centres on each campus including research rooms, meeting rooms, and faculty mentors
  • Create forums for educators to engage in scholarly discussions and share best practices related to teaching and learning
  • Create a program at Sheridan that formally supports teaching and learning research
    • Value and encourage scholarly discussion and justification in all areas of teaching and learning
    • Promote awareness, sharing and public discussion of research in teaching and learning through local conferences, speaker series, workshops, and seminars

Engagement Teams