CTLI Direction

About

The Cen­tre for Teach­ing and Learn­ing Inno­va­tion (CTLI) at North Island Col­lege has four areas of sup­port for instruc­tors:

• Inte­gra­tion and appro­pri­ate use of learn­ing tech­nolo­gies and online course design
• Teach­ing and learn­ing prac­tices & ped­a­go­gies
• Pro­gram review and qual­i­ty assur­ance activ­i­ties
• Evi­dence-gath­er­ing and schol­ar­ly teach­ing activ­i­ties to advance prac­tice

MISSION

Our cur­rent direc­tion for sup­ports and ser­vices is in align­ment with NIC’s key plans BUILD 2026 — Strate­gic Plan, Widen­ing Our Door­ways (2026) — Aca­d­e­m­ic Plan, Work­ing Togeth­er — Indi­g­e­niza­tion Plan and Jour­ney­ing Togeth­er — A Trans­for­ma­tive Approach to Indi­g­e­niza­tion and Inter­na­tion­al­iza­tion at NIC 

North Island College’s Cen­tre for Teach­ing and Learn­ing Inno­va­tion (CTLI):

• sup­ports the peo­ple, poli­cies, plans and process­es in the design/redesign and cre­ation of ped­a­gog­i­cal­ly-sound high qual­i­ty learn­ing expe­ri­ences for all stu­dents
• inspires excel­lence and inno­va­tion through evi­dence-based and cur­ricu­lum-aligned approach­es to teach­ing, stu­dent learn­ing, cur­ricu­lum enhance­ment and edu­ca­tion­al tech­nol­o­gy prac­tices
• pro­vides a breadth and depth of knowl­edge, skills and abil­i­ties of core ped­a­go­gies and prac­tices in sup­port­ing instruc­tors review­ing, devel­op­ing, enhanc­ing, design­ing and facil­i­tat­ing qual­i­ty stu­dent learn­ing expe­ri­ences through a vari­ety of deliv­ery for­mats (includ­ing focus areas of assess­ment, eval­u­a­tion, metacog­ni­tion, cur­ric­u­lar align­ment, etc.)
• sup­ports stu­dent-focused engage­ments with cur­rent and emerg­ing edu­ca­tion­al tech­nolo­gies, web-based learn­ing tools and plat­forms with a focus on enhanc­ing dig­i­tal lit­era­cies and com­pe­ten­cies for edu­ca­tors of the 21^st cen­tu­ry
• val­ues and pro­motes the expe­ri­ence and wis­dom of instruc­tion­al lead­ers to pro­mote teach­ing excel­lence, share expe­ri­ences and insights, be mod­els and men­tors for new hires etc.
• offers cam­pus-wide pro­fes­sion­al devel­op­ment oppor­tu­ni­ties and devel­ops resources for self-direct­ed, in-per­son and web-based indi­vid­ual and group con­sul­ta­tions, short and in-depth learn­ing ses­sions, longer schol­ar­ly-focused projects etc.

VISION

Our aspi­ra­tions to achieve by 2030.

CTLI will be an inte­gral part of the College’s work on qual­i­ty stu­dent learn­ing through:

• pro­fes­sion­al and cur­ricu­lum devel­op­ment oppor­tu­ni­ties to embrace a more ful­some set of trans­for­ma­tion­al and applied learn­ing expe­ri­ences that inspire, engage and pro­voke learn­ers and edu­ca­tors through the appli­ca­tion of evi­dence-based teach­ing, learn­ing and tech­nol­o­gy prac­tices
• sup­port­ing pro­grams in the reflec­tion, review and gath­er­ing of evi­dence of qual­i­ty learn­ing to sup­port enhance­ment and new prac­tices and ped­a­go­gies in the ongo­ing renew­al of aca­d­e­m­ic pro­gram­ming
• assist­ing instruc­tors in devel­op­ing acces­si­ble and flex­i­ble course designs that meet the diverse needs of all learn­ers
• nur­tur­ing the devel­op­ment of a col­lege cul­ture that val­ues con­tin­u­ous pro­fes­sion­al growth and pro­motes excel­lence and inno­va­tion in teach­ing and learn­ing
• man­ag­ing the insti­tu­tion­al pro­gram review process and activ­i­ty relat­ed to aca­d­e­m­ic qual­i­ty learn­ing

VALUES

The prin­ci­ples and para­me­ters around which we con­duct our work.

The staff in the Cen­tre for Teach­ing and Learn­ing Inno­va­tion work by these val­ues:

• We are focused on nur­tur­ing rec­i­p­ro­cal rela­tion­ships to build learn­ing com­mu­ni­ties across the insti­tu­tion.
• We are respon­sive and pro­vide ser­vice aligned with the needs of inter­est groups, strate­gic plans and direc­tions.
• We work as a team col­lec­tive­ly sup­port­ing each oth­er, engag­ing in reg­u­lar and pur­pose­ful com­mu­ni­ca­tion, ask­ing ques­tions and appre­ci­at­ing per­spec­tives, and ensur­ing we are work­ing towards the same goals.
• We show con­sid­er­a­tion and appre­ci­a­tion for those with whom we work.
• We acknowl­edge the con­tri­bu­tions of oth­ers.
• We employ self-reg­u­lat­ed learn­ing strate­gies to work inde­pen­dent­ly, man­ag­ing projects and activ­i­ties, bal­anc­ing pri­or­i­ties and adjust­ing as required or as need­ed to sup­port the con­text and sit­u­a­tion.
• We respect­ful­ly attend to dead­lines, due dates and times when work needs com­ple­tion and sub­mis­sion and done so with clear and detailed com­mu­ni­ca­tion.
• We bring cre­ativ­i­ty, a pas­sion for explo­ration and a for­ward-look­ing approach to our work. We try new things and learn from them. We lead by exam­ple. We con­sid­er the future.
• We resolve to be respon­si­ble, trans­par­ent, and invite scruti­ny.
• We prac­tice equi­ty and fair­ness by lis­ten­ing for under­stand­ing and sup­port­ing inclu­siv­i­ty.
• We engage in and facil­i­tate knowl­edge exchange in a spir­it of gen­eros­i­ty by shar­ing insights into ped­a­go­gies and tech­nolo­gies and pro­vid­ing a plat­form for dis­cus­sion and new learn­ing.
• We bring Indige­nous and inter­cul­tur­al ways of know­ing and learn­ing into our work and the work we do with instruc­tors.
• We embrace con­tin­u­ous learn­ing by ensur­ing our knowl­edge, skills and abil­i­ties are cur­rent, aligned with schol­ar­ly research and with suf­fi­cient depth and breadth for pro­mot­ing excel­lence and being seen as cred­i­ble and reli­able in our ser­vices and sup­ports.