Programme of Study: The UBC Faculty Certificate on Teaching and Learning in Higher Education

• Underlying Values of the Program
• Program Format
• Program Learning Objectives
• Assessment and Evaluation
• SoTL E/Portfolio: Program Assignments
• Tentative 2012-2013 Schedule

Underlying Values of the Program

• Developing SoTL learning communities and inclusion in the university classroom
• Diverse learning-centred approaches toward curricula, teaching, learning and assessment
• Commitment to the scholarship of university teaching and developing a critically reflective teaching/educational practice
• Long-range and strategic professional development
• Collaborative and independent learning opportunities
• SoTL Leadership, teamwork and professionalism

The mixed-mode (face-to-face/online) Certificate program explicitly fosters the value of teaching scholarship and continuous professional development.

Program Format

Established certificate programs on teaching in higher education tend to contain formal modular course work, supplemented by on-site teaching practicum experiences and the development of a teaching dossier. They are equivalent to between one-half and one full year of study, depending upon institutional requirements. Consistent with UBC Senate policy on Certificate Programs, the mixed-mode (face-to-face/online) UBC Faculty Certificate Program on Teaching and Learning in Higher Education entails 150 hours of learning experiences. Depending on Prior Learning Assessment (PLA), each faculty member follows an individual learning plan that combines interactive theoretically-based modular workshops, SoTL research, on-site practical teaching and peer feedback sessions, and independent professional development activities. Since much of teaching and curriculum development involves teamwork, the program is designed, in part, around a cohort model, whereby emphasis is placed on collaboration and peer feedback as a natural part of academic excellence. Moreover, this provides a forum to debate, practice and evaluate philosophies, issues and applications of SoTL in higher education. For example, participants examine how theories and principles of adult learning provide critical insight for university teaching. In addition, faculty are given several opportunities to work independently and with a partner in order to critically reflect upon, and to increase effectiveness in, teaching/educational practice.

Throughout the certificate program, faculty develop a comprehensive teaching dossier and program portfolio. The teaching dossier contains a concise record of a faculty member’s teaching philosophy, teaching accomplishments and contributions, and a critical analysis of their teaching/educational practice and continuing professional development. The teaching dossier is not only a program requirement, but is also suitable for purposes of tenure, promotion and/or future employment. In conjunction, faculty develop a program portfolio that focuses on curriculum leadership or SoTL leadership or a combination of both.  The following table illustrates the learning modules within the UBC Certificate Program on Teaching and Learning in Higher Education.

Program Learning Objectives

The Certificate program focuses around a set of clearly defined learning objectives. On completion of the Certificate program faculty are expected to be able to:

1. think critically about the SoTL literature (e.g., curriculum and pedagogical issues such as student engagement and assessment of learning, inclusion and diversity, learning technologies, communities of practice, curriculum renewal, peer review of teaching) and its implications for educational practice in diverse contexts
2. integrate SoTL research skills (including the responsible use of ethical principles and the ability to define SoTL research problems and access, retrieve and evaluate information) in complex educational practice settings
3. develop a critically reflective teaching/educational practice (e.g., the ability to articulate a personal philosophy of teaching/curriculum practice, provide an evidence-based assessment of a particular practice context, processes and outcomes)
4. design a learning-centred course/curriculum that includes authentic methods of assessment and evaluation of student learning
5. demonstrate effective leadership, collaboration and communication skills when initiating, engaging in, and disseminating SoTL research

Assessment and Evaluation

Assessment and evaluation are an integral part of SoTL leadership development throughout the Certificate program. Successful completion of the above learning objectives is demonstrated using pass/fail completion criteria in the context of seven SoTL E/Portfolio assignments (PTO). Four types of evaluation feedback are employed:

SoTL E/Portfolio: Program Assignments

Tentative 2012-13 Schedule

Download the tentative 2012-13 schedule