SoTL
LEADERSHIP:
UBC
FACULTY
CERTIFICATE
PROGRAM ON
TEACHING AND
LEARNING IN
HIGHER
EDUCATION
2010-2011 SYLLABUS
NAME:
Program Description
The UBC Faculty Certificate Program on Teaching and Learning in Higher
Education is designed to meet the needs and circumstances of multidisciplinary faculty
members. The aim of this SoTL Leadership program is to enhance the scholarship of
teaching and learning. The Certificate program was developed around a cohort model and
by integrating a variety of teaching and learning frameworks. Action research contributes
to the development, implementation and evaluation of the Certificate program.
Learning Objectives
A. Core Learning Objectives
On completion of the certificate program, faculty are expected to be able to:
1.
2.
3.
4.
5.
6.
7.
think critically about curriculum and pedagogical issues in HE
articulate their own values and beliefs about teaching and learning
recognise the value of inclusion, student equity and diversity issues
design responsive courses and assess student learning using a variety of methods
facilitate active learning, critical thinking & problem-solving skills
develop a critically reflective teaching practise
use a variety of communication, teamwork and leadership skills
B. Specific Learning Outcomes
Faculty will demonstrate how they have:






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Reflected on their own personal and professional practice and development, and made
plans for their continuing professional development and broader contribution toward
teaching and learning enhancement.
Designed a course from an outline, document, or syllabus
Used a wide and appropriate range of teaching and learning methods effectively, in
working with small and large groups, or on a one-to-one basis
Developed and employed a range of assessment techniques to assess student work and
to enable students to monitor their own progress.
Used a range of self, peer and student monitoring and evaluating techniques.
Developed some administrative skills which are common to a range of academic
institutions
Developed personal and professional coping strategies which will help them to
operate at peak efficiency in their future careers.
Program Modules

Orientation Workshop, Independent Learning Plan (ILP), Cohort Meetings, E-Learning
These sessions provide an introduction to the program and to other cohort Participants. Dates, meetings and
goals will be established as will course readings, Individual Learning Plans (ILP’s), and e-learning. Further
cohort meetings provide peer feedback for ILP’s and portfolio development.
LEARNING OBJECTIVES 1, 2, 6 & 7

Collaborative Research Presentation: Curriculum & Pedagogy
Core program research presentations focus on learning-centred approaches to curriculum and pedagogy.
Through presentations for peers and independent study, participants will examine critical topics for
university teachers (e.g., curriculum development, course design and assessment of student learning; action
research and principles of effective teaching in higher education; adult learning theory; fostering community
and inclusion; facilitating critical thinking and self-directed learning; educational technology; wellness in the
university workplace; and developing teaching and student portfolios). Participants are responsible for
presenting one collaborative research presentation.
LEARNING OBJECTIVES 1-7

Self-directed Learning Project: Major Project
Participants develop an independent research project on issues of curriculum and pedagogy (e.g., writing an
article, submitting a TLEF grant application, classroom/curriculum learning study, PBL project, learning
technologies project). Materials are assembled in preparation for scholarly dissemination.
LEARNING OBJECTIVES 6

4 X Action Research Assignments
On-site practical teaching and peer feedback is an important feature of the certificate program. This
component enables participants to provide and receive constructive feedback on four teaching sessions
(including one teaching award winner) within the context of a current teaching assignment.
LEARNING OBJECTIVES 1-7

Teaching Dossier/Program Portfolio
The portfolio is an on-going assignment throughout the certificate program and includes the development of
a learning-centred course syllabus. Materials and reflections from program experiences are organised in
accordance with contemporary Teaching Portfolio guidelines. A Self-Report Form (progress check) is
submitted to the program co-ordinator at the end of each term.
LEARNING OBJECTIVES 1-7
Assessment
Assessment is an integral part of learning throughout the Certificate program. Successful
completion of the above learning objectives are demonstrated through the following
assessment methods: Instructor feedback, self-assessment reflections, and peer feedback
regarding participation in all elements of program of study.
 Instructor Feedback
 Self-Assessment Reflections
 Peer-Feedback
 External Peer-Review
Prior Learning Assessment (PLA)
interview, research presentations, formative
and summative progress check
Each workshop and learning
experience, teaching dossier and
program portfolio development program
attendance and contribution to cohort,
formative and summative ILP and program
evaluations
Workshop presentations, action
research assignments, program
attendance and contribution to cohort,
teaching dossier and course syllabus
Post-program learning interview and review
of ILP, teaching dossier and program
portfolio materials
(Learning Objectives 1-7)
Glossary of Terms


Student-Centred
Teaching
Teacher-Centred
Teaching
Learning-Centred
Teaching
Scholarship of Teaching

Action Research

Teaching Dossier


Program Portfolio
Workshop

Assessment

Evaluation

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Instruction that focuses on learners' needs
Instruction that focuses on teacher-delivered content and
curriculum requirements
Instruction that focuses on learning by balancing learners'
needs and curriculum requirements within a given context
Dissemination of practice-driven curricula and/or pedagogical
research in peer-review contexts
On-site classroom research and analysis of curriculum,
teaching, and/or learning processes and outcomes
Concise and comprehensive analysis of philosophy,
contributions and outcomes of teaching
Binder of learning assignments and program resource materials
Interactive and hands-on learning experience guided by a
facilitator/instructor
data gathering process pertaining to curricula, teaching/
learning processes and outcomes
judgement based on criteria and assessment data

Others . . .
TENTATIVE SCHEDULE 2010/2011:
Monthly Meetings and Weekly E-Learning Activities
May-September 10th Prior Learning Assessment: WebCT orientation
Sept 10
(0900-1:00pm) PROGRAM ORIENTATION: THE SCHOLARSHIP OF
TEACHING & LEARNING; ADULT LEARNING PERSPECTIVES
AND PRINCIPLES: IMPLICATIONS FOR LEARNING-CENTRED
INSTRUCTIONAL DESIGN– [Scarfe Rm 310]
Independent and Collaborative E-Learning activities: Assignment Goal
Setting and Preparation, WebCT Orientation II,; Teaching Perspectives
Inventory; Readings Preparation
Oct
1
(0900-12:00pm) CLASSROOM RESEARCH: THEORY AND
PRACTICE INTEGRATION
Independent and Collaborative E-Learning activities: Syllabus Analysis,
Action Research Assignment #1a and Documentation Submission
Nov 5
(0900-12:00pm) TEACHING DOSSIER DEVELOPMENT
GUIDELINES; GUEST SPEAKER - TEACHING AND LEARNING
ISSUES IN UNIVERSITY SETTINGS: INTERNATIONAL AND
NATIONAL PERSPECTIVES; FACILITATING ACTIVE
LEARNING: CRITICAL THINKING AND SELF-DIRECTED
LEARNING, Collaborative Research Presentation (1); DEVELOPING
A LEARNING-CENTRED COURSE AND SYLLABUS, Collaborative
Research Presentation (2)
Independent and Collaborative E-Learning activities: Action Research
Assignment #1b; Readings Preparation
Dec 3
(0900-12:00pm) REVIEW OF PROGRAM ASSESSMENT
STRATEGIES/ TEACHING DOSSIER DEVELOPMENT; PEERFEEDBACK (I): REVIEW OF COURSE SYLLABUS AND TEACHING
DOSSIER; ASSESSMENT OF STUDENT LEARNING, Collaborative
Research Presentation (3); FOSTERING COMMUNITY AND
INCLUSION IN THE UNIVERSITY CLASSROOM: TEACHING
SMALL AND LARGE CLASSES Collaborative Presentation (4)
End of Term Social
Dec 10
Submission of Portfolio Binder (Sec. 1-4) and On-line Feedback Reports
TENTATIVE SCHEDULE ‘11
Jan 14
(0900-12:00pm) COHORT MEETING - GUEST SPEAKER –
LEARNING-CENTRED APPROACHES TO CURRICULUM
DEVELOPMENT AND THE SCHOLARSHIP OF CURRICULUM
PRACTICE
Independent and Collaborative E-Learning activities: Teaching Dossier,
sections 3-4 Analysis; Action Research Assignment #2 Documentation and
Analysis; Readings Preparation
Feb 4
(0900-12:00pm) EDUCATIONAL TECHNOLOGIES Collaborative
Research Presentation (5); WELLNESS IN THE UNIVERSITY
WORKPLACE Collaborative Research Presentation (6); PEERFEEDBACK (II): PORTFOLIO BINDER DOCUMENTATION,
SECTIONS 1-8
Independent and Collaborative E-Learning activities: Binder Preparation
and Analysis (sections 1-8). To be Submitted March 1st for Formative II
External Peer-Review: Recommendation for May 2010 Graduation; WebSearch Project; TPI Preparation
Mar 4
(0900-12:00pm) GUEST SPEAKER - TEACHING PERSPECTIVES IN
HIGHER EDUCATION: RESEARCH AND PRACTICE
IMPLICATIONS; RESEARCH PRESENTATION FORUM (I)
Independent and Collaborative E-Learning activities: Binder Preparation
and Analysis (sections 1-8); Readings Preparation
Apr 1
(0900-12:00pm) ASSESSING THE SCHOLARSHIP OF TEACHING &
LEARNING: RESEARCH PRESENTATION FORUM (II); PEERFEEDBACK (III): EXTERNAL PEER-REVIEW SIMULATION
(PORTFOLIO BINDER DOCUMENTATION, SECTIONS 1-8)
April
EXTERNAL PEER-REVIEW INTERVIEW
May
GRADUATION!