Program Features. Faculty of Education. SoTL Leadership Themes: Curriculum & Pedagogy in Higher Education VANCOUVER CANADA

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Developing Institutional Leadership: Strategic

Approaches to the Scholarship of Teaching & Learning

(SoTL Leadership)

International Faculty SoTL Leadership Program: UBC Certificate on

Curriculum & Pedagogy in Higher Education

Universities around the world are increasingly recognizing the importance and complexity of offering high

quality and high engagement student learning experiences in diverse, and internationally-responsive,

undergraduate and graduate programs. In response to these scholarly, professional and institutional

challenges, the International Faculty SoTL Leadership Program was developed to engage

Senior Educational

Leaders

from diverse settings with SoTL Leadership expertise and new forms of inquiry in order to

disseminate effective, efficient, and strategically-aligned curriculum and pedagogical practices in localized and

peer-reviewed higher education contexts (see http://international.educ.ubc.ca/SoTL).

Flexibility

This unique and flexible International Faculty SoTL Leadership Program (e.g., ranging from 6-week intensive to

4-8 month blended/fully online designs) is developed around a cohort model and is adapted to address the

strategic educational needs and circumstances of diverse research-intensive university contexts.

VANCOUVER | CANADA

Faculty of Education

• Institution-level SoTL Leadership Program

• Multidisciplinary faculty cohorts: UBC,

Canadian, & International participants

• Blended and fully-on-line distance learning

program offerings, 400+ faculty graduates

since 1999-Present

• Program Instructors: National & Institutional

Teaching Fellows

• Internal and external peer assessment of

SoTL Leadership graduation portfolios, UBC

Certification

Program Features

• Institutional contexts for teaching and

learning in higher education, educational

leadership, quality assurance

• SoTL Leadership inquiry, research methods,

evidence-based practice, and dissemination

• Student engagement, diversity and inclusion,

authentic assessment and evaluation

• Curriculum leadership, program reform,

academic learning communities, flexible and

strategic learning modalities, program review

• Pedagogical leadership, teaching

perspectives, faculty/staff development, peer

review methodologymodalities

SoTL Leadership Themes: Curriculum

& Pedagogy in Higher Education

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Key Outcomes and Benefits for Institutional Education Leaders

• Leadership training for the implementation of effective and efficient, strategically-aligned, research-informed,

and evidence-based curricula and pedagogical practices in order to enhance high engagement student learning

experiences and university status in regional, national or international rankings

• Capacity building for SoTL Leadership expertise in the context of institutional/Faculty-specific programming

priorities. For example:

• Educational innovations/best practice grounded in the scholarly literature and disciplinary community contexts

• Attention to research design, conceptual frameworks and methodological rigour for the development,

implementation and systematic evaluation of educational innovation(s)

• Dissemination of scholarship on higher education practices, in peer review contexts

• Supervision (via SoTL Leadership graduation e-Portfolios) by global SoTL leaders from UBC with a significant

track-record pertaining to institutional leadership and higher education scholarship

• Access to UBC library and comprehensive SoTL Leadership journal articles within program data-base

• Opportunity to discuss institutional innovation and challenges for implementing effective and efficient,

strategically-aligned, research-informed, evidence-based curricula and pedagogical practices

• UBC Certification for

International Faculty SoTL Leadership Program

graduates

Program Graduates

More than 400 faculty graduates from this program include Associate Deans, Program

Directors, Evaluation of Teaching and Curriculum Leaders, Teaching Award Winners

and Nominees, and Senior Educational Leaders from Australia, Bahrain, Canada, China,

England, Iceland, Japan, New Zealand, Qatar, Scotland, Singapore, Spain, Thailand, UAE,

USA, and The West Indies.

Faculty graduates have made significant leadership and research contributions to the

scholarship of curriculum and pedagogical practices in a wide range of peer-reviewed

contexts. Indeed, it is the scale and combination of high levels of multidisciplinary

collaboration, engaged communities of practice, and sustained impact and

program-level scholarship over a 15-year period that is a hallmark of the success of the

International Faculty SoTL Leadership Program.

Partner institutions and senior educational leaders are invited to contact the Chair,

Academic Program Director, Professor Harry Hubball for more information about

customized versions of the fully on-line or blended program offerings (see website

http://international.educ.ubc.ca/SoTL for an example of the 4-month schedule).

Chair, Academic Program Director

Professor Harry Hubball Contact harry.hubball@ubc.ca

international.educ.ubc.ca/SoTL

Senior Associate Dean International & Administration

Professor Tom Sork Contact tom.sork@ubc.ca

International Engagement

For more information about UBC’s Faculty of Education international engagement, contact:

Professor Tom Sork

Senior Associate Dean, International

Faculty of Education

The University of British Columbia

Vancouver, BC, Canada, V6T 1Z4

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Impact of an

International Faculty SoTL Leadership Program

(1998-Present):

Developing strategic institutional leadership in Multinational,

Multi-institutional and multidisciplinary Research-intensive University Settings

This poster draws on two recent 2015 publications:

Hubball, H.T., Clarke, A., & Webb, A. & Johnson, B. (2015). Developing institutional leadership for the scholarship of teaching and learning: Lessons learned with senior educational leaders in

multinational research-intensive university settings. International Journal for University Teaching and Faculty Development, 4(4).

Hubball, H.T., Clarke, A., Chng Huang Hoon, & Grimmett, P. (2015). The scholarship of educational leadership in research-intensive university contexts: Institutional implications for promotion and tenure supervision. Asian Journal of the Scholarship of Teaching and Learning, 5(2).

Educational leadership is increasingly part of a larger process of institutional, scholarship

and educational reforms on university campuses on a global scale. While research

universities around the world have long recognized the importance of educational

leadership in their particular contexts, the enactment of strategic institutional educational

leadership training and the scholarship of educational leadership on these campuses

remain very much in its infancy (Bryman, 2008; de la Harpe & Mason, 2014; Quinlan,

2014). Essentially, the scholarship of educational leadership is a distinctive form of

academic leadership in research-intensive university settings since it has an explicit

transformational agenda for fostering integrated and networked communities of practice

to enhance the strategic impact and quality of learning-centred programs, teaching, and

curriculum practices in diverse disciplinary contexts. (Bryk, Gomez, & Grunow, 2010;

Hubball, Clarke, Webb & Johnson, 2015; Hubball, Clarke, Huang Hoon & Grimmett,

2015). Thus, “educational leadership practice” takes the form of "scholarship” through

the introduction of systematic, rigorous investigation and dissemination in peer reviewed

contexts in order to better understand and improve that practice while also enhancing its

effectiveness and impact.

RQ. 1. This poster presentation focuses on the impact of an

International Faculty SoTL

Leadership Program.

This program focuses on developing strategic institutional

leadership for the scholarship of teaching, learning and curriculum practice in

multinational and multidisciplinary research-intensive university settings. Since 1998,

this program has engaged over 400 strategically nominated institutional and

Faculty-specific educational leaders from Australia, Middle East, UK, Europe, North America,

SE Asia, Japan, China, West Indies (

and South Africa 2015-16

). The following

supplemental research questions also guided this investigation:

RQ 1b. What are effective professional learning experiences that enhance SoTL

Leadership for institution-level educational leaders in multinational settings?

RQ 1c. What are key institutional supports and challenges that hinder SoTL

Leadership for institution-level educational leaders in multinational settings?

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M

ETHOD

Action research methodology was employed over a 2-year period to investigate

effective professional learning initiatives and institutional supports to enhance

SoTL leadership for institution-level educational leaders (n=46) in multinational

settings (e.g., Australia, UK, Bahrain, Canada, China, Iceland, Japan, New

Zealand, Spain, Qatar, Singapore, Thailand, United Arab Emirates).

Institution-level educational leaders were selected and sponsored by their respective host

research university to engage in an

International Faculty SoTL Leadership

program: UBC Certificate on Curriculum and Pedagogy in Higher Education

http://international.educ.ubc.ca/SOTL/. Action research methodology is a

distinctive form of practice-based inquiry with an explicit transformational agenda

to enhance educational practice (Friedman, 2008; Arthur, Waring, Coe & Hedges,

2012). Action research methodology invites education leaders to consider which

practice-based inquiries are key for SoTL Leadership development, how to engage

key stakeholders in the process, what data to gather, when and how to collect and

analyze these data, how to initiate positive changes to practice, and, finally, to

consider how the findings might be of interest to the broader scholarly, and

educational leadership communities in diverse university settings (Norton, 2009).

A wide range of data collection methods was employed to investigate effective

professional learning initiatives and institutional supports to enhance SoTL

leadership for educational leaders from multinational settings. Selective pre,

during, and post-program data collection sources included: documentation analysis

from institutional websites pertaining to strategic educational planning and

promotion guidelines, as well as on-line syllabi/readings/podcasts and video

resource materials located on the program Learning Management System (LMS);

focus group interviews with senior administrator teams at host institutions and

institution-level educational leaders who were enrolled and graduated from the

International Faculty SoTL Leadership Program

; examination of SoTL

Leadership graduation ePortfolios; and reflective field notes from the program

leadership team. Researchers included members of the program advisory board,

instructional and assessment team. Qualitative data sources were analyzed using

the constant comparative method and member checking to establish major themes,

patterns and to discern complex interactions, contradictions, and improvements to

enhance SoTL leadership in multinational and multidisciplinary settings (Arthur,

Waring, Coe & Hedges, 2012; Cousin, 2009). The use of iterative and multiple

data sources established trustworthiness of the research findings through

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INTERNATIONAL FACULTY SoTL

LEADERSHIP PROGRAM:

UBC CERTIFICATE ON CURRICULUM & PEDAGOGY

IN HIGHER EDUCATION

Program-level

Learning Outcomes

The Faculty SoTL Leadership Program focuses around

a set of clearly defined learning outcomes. On

completion of the program, educational leaders are

expected to be able to:

1.

think critically about the SoTL literature and its

implications for educational leadership in

diverse contexts (including issues such as

curricular and pedagogical leadership,

communities of practice, educational

technologies, student engagement and

inclusion, authentic assessment and evaluation,

research

methods)

2.

integrate SoTL research skills in complex

educational practice settings (including the

ability to access, retrieve, and evaluate relevant

literature; define SoTL research problems and

apply research methods; demonstrate

responsible use of ethical principles; and

dissemination)

3.

demonstrate a critically reflective practice

(including the ability to articulate a scholarly

philosophy of teaching/curriculum practice and

provide an evidence-based educational

leadership

dossier)

4.

conduct formative peer review of

teaching/curriculum reports that are grounded

in the scholarly literature, methodological

rigour, and authentic methods of assessment

and

evaluation

5.

demonstrate effective leadership, collaboration,

and communication skills when initiating,

engaging in, and disseminating SoTL research

Assessment and Evaluation

Authentic assessment and evaluation are an integral

(formative and summative) component of SoTL

Leadership Development. Successful completion of the

five program-level learning outcomes is demonstrated

using pass/fail completion criteria in the context of the

SoTL Leadership ePortfolio assignments and modes of

evaluation feedback.

SoTL Leadership ePortfolio: Program

Assignments

1. Scholarly Educational Leadership Dossier

LEARNING OBJECTIVES 1-3

2. Educational Practices/Scholarship Journal

LEARNING OBJECTIVES 1, 3

3.

Formative Peer Review Reports of Educational

Practice

LEARNING OBJECTIVES 1-5

4.

SoTL Leadership Proposal: Capstone Research

Project

LEARNING OBJECTIVES 1-5

5.

SoTL Leadership Proposal: Research Presentation

LEARNING OBJECTIVES 1-5

Evaluation Feedback

Four modes of evaluation feedback are employed

in the context of the SoTL Leadership ePortfolio

assignments for the five program-level learning

outcomes:

Instructor

Feedback

Prior Learning Assessment (PLA) interview,

formative and summative review of SoTL

Leadership ePortfolio assignments

Self-Assessment

Reflections

SoTL Leadership ePortfolio assignments

Peer

Feedback

Formative peer review of SoTL Leadership

ePortfolio

assignments

External Peer Review

Post-program learning interview and summative

external peer review of SoTL Leadership Portfolio

assignments

Program Details:

http://international.educ.ubc.ca/SOTL

Over 400 faculty program graduates from

multi-national, multi-institutional, and multi-disciplinary

settings have demonstrated significant SoTL

leadership expertise and new forms of inquiry and

scholarship in higher education.

Chair/Academic Program Director:

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PROGRAM IMPACT OVERVIEW:

SoTL Leadership Development in Multinational, multi-institutional and

multidisciplinary, Contexts

International Program Graduates:

Associate Provost, Deans, Associate Deans,

Program/Centre Directors, Curriculum Leaders, National and Institutional Teaching

Fellows, Pedagogical Leaders

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UBC Program Graduates:

AVP Research, Associate Deans, Associate Heads,

Program/Centre Directors, Curriculum Leaders, National and Institutional Teaching

Fellows, Professors of Teaching, Pedagogical Leaders

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Program Leadership Team

The Program leadership team

http://international.educ.ubc.ca/sotl/administrative-and-application-details/program-policy-and-leadership/

consists of multinational,

multi-institutional, and multidisciplinary faculty members including: National and

Institutional Teaching Fellows, and trained

external reviewers. A brief summary of

program impacts over a 17-year period in multidisciplinary, institutional, &

multi-national contexts include:

• UBC 3M National Teaching Fellow's (NTF) instructors/supervisors and institutional teaching award winners are represented on its advisory and assessment teams; 50% of UBC 3M NTF's are FCP graduates/instructors

• UBC Presidents have presided over unique annual SoTL Leadership graduation

• 400+ multidisciplinary faculty grads residing in all UBC Faculties (andCanadian/international universities) have acquired significant SoTL expertise and new forms of inquiry and higher education scholarship (e.g., institution leaders from Canadian and International universities have been successful in adapting the program to suit the educational needs, forms of scholarship and circumstances within their host institutions; both UBC Blizzard program award winners included FCP graduates; FCP graduates have spearheaded SoTL-based international journals

• 40+ related co-authored peer-reviewed SoTL publications (international. Canadian, Provincial)

have examined a wide range of FCP program developments and impacts in diverse HE contexts

• Faculty graduates hold significant Institutional and Faculty-specific leadership positions (e.g., Associate Provost, AVP Research and International, Deans, Associate Deans, Associate Heads, Program/Centre Directors, Curriculum Leaders, National and Institutional Teaching Fellows, Professors of Teaching, Pedagogical Leaders)

• Faculty graduates have further enrolled and completed MA's and PhD's in SoTL

• Program adapted for the UBC Peer Review of Teaching Leaders Program (2010-12); UBC Curriculum Scholars Development Program (2011); UBC Graduate Supervision Leaders Program (2015)

• Invited speaker presentations about the FCP and institutional SoTL Leadership development at research-intensive universities in 35 different countries including: Australasia, Middle East, China, India, Sri Lanka, Europe, Iceland, SE Asia, Japan, UK, North America, Caribbean

This Faculty SoTL Leadership Program was a pioneer in 1998, and through

on-going research and development is currently a leading program in the field,

and brings much credit and recognition to UBC and Canada as a result. Many

faculty development programs have a positive impact at one level; very few

have a sustained and high impact across such diverse local, national and

international settings as this one. In my view, this program has done more than

any other in Canada and internationally to advance institutional and

Faculty-level leadership expertise with the scholarship of teaching and learning in

higher education

(Professor Helen Burt, AVP Research and International, UBC)

In the interests of space, research findings for RQ 1b. & RQ 1c. can be viewed in the

poster presentation handout:

Hubball, H.T., Clarke, A., & Webb, A. & Johnson, B. (2015). Developing institutional leadership for the scholarship of teaching and learning: Lessons learned with senior educational leaders in

multinational research-intensive university settings. International Journal for University Teaching and Faculty Development, 4(4).

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Challenges

Data suggest that competing institutional priorities and their respective

proponents (e.g., disciplinary research foci and criteria for merit, tenure, and

promotion) typically deemed SoTL Leadership as being insufficiently scholarly or

important. Such attitudes, exacerbated by already-heavy educational leader

workloads

,

often constrained efforts to systematically engage in SoTL Leadership

inquiries. Further, changes in Senior Administration and substantial funding

priorities toward strategic implementation of rapidly changing educational

technologies hinder institution-level support for SoTL Leadership. Even under

supportive institutional conditions, however, it was far from easy for many

educational leaders to engage in SoTL Leadership. These findings reinforce that

SoTL Leadership is shaped by many factors (social, political, economic,

organizational, cultural, and individual) and is impacted by people at various

institutional levels (e.g., administrators, curriculum and pedagogical leaders,

instructors, and learners) in complex university settings (Davis & Sumara, 2006;

Hubball, Clarke, Huang Hoon & Grimmett, under review).

Not surprisingly, therefore, SoTL Leadership poses significant scholarship, as well as

leadership and organizational, challenges for most institutions and educational

leaders. Consequently, institutions and academic units need to engage in the

strategic use and support of SoTL Leadership, beginning with strategic visioning and

followed through with explicit programmatic and institutional support structures.

Conclusion

Over a 17-year period, the blended/on-line

International Faculty SoTL

Leadership Program: UBC Certificate on Curriculum & Pedagogy in Higher Education

http://international.educ.ubc.ca/SOTL/

is guided by rigorous and systematic

research that engages current and prospective cohort participants and institutional

partners, program alumni, and multidisciplinary leadership team members in

ongoing program improvements and strategic program development,

implementation and higher education scholarship.

More than four hundred educational leader graduates have made significant

leadership and research contributions to the scholarship of curriculum and

pedagogical practices (e.g., institutional and College-level program reform,

curriculum renewal, peer review of teaching, flexible learning initiatives, strategic

faculty development and educational scholarship in multinational,

multi-institutional and multidisciplinary higher education contexts. Indeed it is the scale

and high levels of multidisciplinary collaboration, engaged communities of practice,

creativity, professionalism, and sustained impact and program-level scholarship

over a 17-year period that are hallmarks of the success of the

The International

Faculty SoTL Leadership Program

.

While there are encouraging signs of progress

related to SoTL Leadership initiatives in diverse settings, data suggest that a myriad

of challenges (e.g., lack of strategically aligned criteria for merit, tenure and

promotion; lack of strategically aligned professional development initiatives) exist

and hinder institutional support for SoTL Leadership on research-intensive

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Selected Examples of Program-related scholarship (2004-Present)

http://international.educ.ubc.ca/sotl/research-activity/

Hubball, H. T., Clarke, A., Webb, A., & Johnson, B. (2015). Developing institutional leadership for the scholarship of teaching and learning: Lessons learned with senior educational leaders in multinational research-intensive university settings. International Journal for University Teaching and Faculty Development, 4(4).

Hubball, H.T., Clarke, A., Chng Huang Hoon, & Grimmett, P. (2015). The scholarship of educational leadership in research-intensive university contexts: Institutional implications for promotion and tenure supervision. Asian Journal of the Scholarship of Teaching and Learning, 5(2).

Pearson, M., Albon, S., & Hubball, H.T. (in Press). Case study methodology and the scholarship of teaching and learning: Flexibility, rigour, and ethical considerations in Pharmacy Education. Canadian Journal for the Scholarship of Teaching and Learning.

Dawson, S., & Hubball, H.T. (2014). Curriculum analytics: Engaging academic communities of practice in program reform. International Journal for Inquiry in Teaching and Learning, 1(1).

Hubball, H.T., Clarke, A., Pratt, D. (2013). Fostering Scholarly Approaches to Peer Review of Teaching in a Research-Intensive University. Chapter 12, In Cases on Quality Teaching Practices in Higher Education, (Diane Salter, Eds). IGI Global Publishers.

Hubball, H.T., Pearson, M., & Clarke, A. (2013). SoTL inquiry in broader curricula and institutional contexts: Theoretical underpinnings and emerging trends. Invited Peer-reviewed Essay for inaugural issue.

International Journal for Inquiry in Teaching and Learning 1(1).

Webb, A., Wong, T., & Hubball, H.T. (2013). Professional Development for Adjunct Teaching Faculty in a Research-intensive University: Engagement in Scholarly Approaches to Teaching and Learning.

International Journal for Teaching and Learning in Higher Education. 24(2).

Hubball, H.T., Lamberson, M., & Kindler, A. (2012). Strategic Restructuring of a Centre for Teaching and Learning in a Research-Intensive University: Institutional Engagement in Scholarly Approaches to Curriculum Renewal and Pedagogical Practices.International Journal for University Teaching and Faculty Development. 3(2).

Pearson, M., & Hubball, H.T. (2012). Scholarly approaches to curricular integration: Theory-practice implications for the Health Professions. American Journal for Pharmaceutical Sciences Education, 76(10), Article 204.

Hubball, H.T., & Pearson, M. (2011). Curriculum evaluation practices and undergraduate degree program reform. Invited Chapter contribution for Veronica Bamber, Murray Saunders and Paul Trowler (Eds.) ‘Reconceptualising Evaluative Practices in Higher Education’. Open University Press Publishers/SRHE. Wang, B., Peng, J., Pearson, M. & Hubball, H.T. (2011). Internationalization of a faculty SoTL program: Immersion experiences of Beijing professors in a Canadian research-intensive university. International Journal for the Scholarship of Teaching & Learning, 5(2).

Hubball, H.T., & Edwards-Henry, A. (2011). International collaboration to align institutional teaching development, learning-centred curricula, and the scholarship of curriculum and pedagogy in higher education. Inaugural Caribbean Teaching Scholar: Journal of the Educational Research Association, 1(1) 35-47.

Hubball, H.T., & Clarke, A. (2011). Scholarly approaches to peer-review of teaching: Emergent frameworks and outcomes in a research-intensive university. Transformative Dialogues Journal,4(2).

Hubball, H.T., & Clarke, A. (2010). Diverse methodological approaches and considerations for SoTL in Higher Education. Invited Peer-reviewed Essay for inaugural issue. Canadian Journal of the Scholarship ofTeaching & Learning in Higher Education, 1(1) 18 pgs.

Hubball, H.T., & Pearson, M. (2010). Grappling with the complexity of undergraduate degree program reform: Critical barriers and emergent strategies. Transformative Dialogues, 3(3), 17 pgs.

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Hubball, H.T., Clarke, A., & Poole, G. (2010). Ten-year Reflections on Mentoring SoTL Research in a Research-Intensive University. (Accepted). International Journal for Academic Development.

Hubball, H.T. (2009). International approaches to aligning learning-centred curricula and staff development: Developing scholarly approaches to curriculum and pedagogical practice in higher education. National University of Singapore CDTL on-line Journal, 12(3), Article 1.

Hubball, H.T., & Pearson, M. (2009). Curriculum leadership portfolios: Enhancing scholarly approaches to undergraduate degree program reform. Transformative Dialogues, 3(2).

Iaria, G., & Hubball, H. (2008). Assessing student engagement in small and Large Classes. Transformative Dialogues Teaching & Learning Journal, 2(1), 1-8, Article 3.

Hubball, H., & West, D. (2008). Silence and authentic reflection strategies: Holistic learning in an outdoor education program. Physical and Health Education Journal, 74(2), 12-14.

Lanyon, L., & Hubball, H. (2008). Gender considerations and innovative learning-centred assessment practices. Transformative Dialogues Teaching & Learning Journal, 2(1), 1-12, Article 5.

Hubball, H.T., & Gold, N. (2007). The Scholarship of Curriculum Practice and Undergraduate Program Reform: Theory-Practice Integration. In P. Wolfe and J. Christensen Hughes (eds.) Curriculum Development in Higher Education: Faculty-Driven Processes & Practices. New Directions for

Teaching and Learning (the “Journal”), 112, 5-14. San Francisco: Jossey-Bass Publishers.

Hubball, H.T., Mighty, J., Britnell, J. & Gold, N. (2007). Learning-Centred Undergraduate Curricula in Programme, Institutional and Provincial Contexts. In P. Wolfe and J. Christensen Hughes (eds.) Curriculum Development in Higher Education: Faculty-Driven Processes & Practices. New Directions for Teaching and Learning (the “Journal”), 112, 93-106. San Francisco: Jossey-Bass Publishers.

Hubball, H.T., & Burt, H. (2007). Learning Outcomes and Program-level Evaluation in a 4-Year

Undergraduate Pharmacy Curriculum.American Journal for Pharmaceutical Education, 71(5), Article 90, 1-8. Hubball, H.T., & Albon, S. (2007). Developing a Faculty Learning Community: Enhancing the Scholarship of Teaching, Learning and Curriculum Practice. Journal on Excellence in College Teaching, 18(2),119-142. Hubball, H.T., & Albon, S. (2007). Developing a Faculty Learning Community: Enhancing the Scholarship of Teaching, Learning and Curriculum Practice. Journal on Excellence in College Teaching, 18(2),119-142. Hubball, H.T., and Burt, H.D. (2005). Scholarship of Teaching and Learning: Theory Practice Integration in Faculty Certificate Programs.Innovative Higher Education, 30(5), 17 pgs.

Hubball, H.T., Pratt, D.D., and Collins, J. (2005). Enhancing reflective practices: Implications for Faculty Development Programs.Canadian Journal of Higher Education, 35(3), 57-81.

Albon, S., and Hubball, H.T. (2004). Course Design in Pharmaceutical Sciences: A Learning-Centred Approach. Submitted to theAmerican Journal of Pharmaceutical Education, 68(5), 15 pgs.

Hubball, H.T., and Burt, H.D (2004). An Intergrated Approach to Developing and Implementing Learning-Centred Curricula.International Journal for Academic Development, 9(1), 51-65.

Hubball, H.T., and Poole, G. (2004). Learning-centred education to meet the diverse needs and

circumstances of university faculty through an eight-month programme on teaching and learning in higher education.International Journal for Academic Development, 8(2), 11-24.

Hubball, H.T., Clarke, A., and Beach, A.L. (2004). Assessing Faculty Learning Communities. In M.D. Cox and L. Richlin (eds.), Building Faculty Learning Communities. New Directions for Teaching and Learning (the “Journal”), 97, 87-100 pg. San Francisco: Jossey-Bass.

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INTERNATIONAL FACULTY

SChOLARShIp OF TEAChINg & LEARNINg (SoTL)

LEADERShIp pROgRAM:

UBC CertifiCate on CUrriCUlUm & Pedagogy in HigHer edUCation

Faculty of Education

Expert leadership training

for higher education,

globally.

KEY OUTCOMES

• Leadership training for the implementation of high quality and high engagement student

learning experiences in diverse and internationally-responsive undergraduate and graduate

programs

• Capacity-building for SoTL leadership expertise in the context of institutional/faculty-specific

programming priorities

• Supervision (via SoTL graduation e-Portfolios) by global SoTL leaders with significant

track-record pertaining to institutional leadership and higher education scholarship

• More than 350 international faculty graduates from Australasia, Europe, the United Kingdom,

North America, the Middle East, China, Japan, Southeast Asia, and the West Indies. Further,

faculty graduates have made significant SoTL leadership contributions in a wide range of peer

reviewed and research-intensive university contexts.

prOgraM fEaTUrES

Program

| Research-informed, evidence-based, and strategically aligned curriculum and

pedagogical practices in higher education

PartiCiPantS

| Associate Deans, Program Chairs, Evaluation of Teaching and Curriculum

Leaders, Teaching Award Winners and Nominees, Tenured Instructors and Professors from

multi-national, multi-institutional and multi-disciplinary settings

deliVery

| Ranging from 4-month intensive to 1-year face-to-face/blended or

fully online

cohort designs, adapted to address the strategic educational needs and circumstances of

diverse research intensive university contexts

VanCoUVer, Canada | online

Figure

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