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Faculty SoTL Leadership Programs

Harry Hubball, PhD

Monday, October 1, 2012 1:00 PM - 3:00 PM

Universities around the world are increasingly recognizing the importance and complexity of offering high quality student learning experiences in undergraduate and graduate programs. A scholarly approach to curricula and pedagogical practices is critical for the successful implementation of high quality student learning experiences within research-intensive institutions. In response to these challenges, in 1998 Dr. Hubball developed the University of British Columbia Faculty SoTL Leadership Program: Faculty Certificate on Teaching and Learning in Higher Education. This unique and flexible Faculty SoTL Leadership Program (ranging from 4-month intensive to 2-year face-to-face/blended/online designs) is developed around a cohort model and can be adapted to address the strategic educational needs and circumstances of diverse institutions and engage educational leaders in scholarly approaches to their curriculum and pedagogical practices. The 300 graduates from this program include institutional teaching award winners and curriculum leaders from a wide range of disciplines, as well as international cohorts and faculty members from Canada, China, England, New Zealand, Scotland, 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.

This presentation draws upon successful case study examples used for developing institutional SoTL leadership for curriculum renewal within and across diverse disciplinary settings. Following a brief introduction to compare and contrast related international contexts for teaching & learning, this interactive presentation will engage participants in a dialogue around key processes, challenges and outcomes.


Memorial Union (campus map)
Journey Room
314 Waldo Hall
Corvallis
Free
Janet Berkstresser
541-737-2804
CTL at oregonstate.edu
Center for Teaching and Learning
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