the educational leadership stream - mednet€¦ · faculty of medicine workshop – jan 2016 simon...
TRANSCRIPT
The Educational Leadership stream Faculty of Medicine workshop – Jan 2016
Simon Bates [email protected] Senior Advisor, Teaching & Learning / Academic Director CTLT
Joanne Fox [email protected] Principal and Academic Director, UBC Vantage College
Melanie Jones [email protected] Chair, Senior Appointments Committee
Overview
• What constitutes educational leadership? (SPB) • Educational leadership stories (JF) • SAC perspective (MJ)
2
Your views on educational leadership
• Let’s explore the range of activities that constitute educational leadership.
• Note down activities that you think define educational leadership?
• Individually, take 5 mins to note a list
• Then turn to you neighbor and share (5 mins)
3
Evidence of Educational Leadership: your views
• Dual definitions: activity & leadership • Activities, e.g., committee involvement • Mentoring students, other instructors • Writing articles • Demonstrating • Running workshops • Designing courses • Sharing with others outside the institution • Developing new approaches to teaching • New initiatives, new online materials, etc.
4
Evidence of Educational Leadership: your views
• … continued... • Scholarship in teaching • Changes to education • Develop course analytics and/or evaluation • Impact on student learning • Changes that go beyond classroom setting • Developing new courses and/or revising
approaches, ie., new courses • Developing assessment tools • Creating opportunities for mentoring and
dissemination
5
Educational Leadership:
In one sentence:
Impact beyond
one’s own classroom
9
Educational Leadership activities
• Description and evaluation of new or revised programs or teaching approaches (including, but not limited to: programs, majors, minors, internships, lab courses, etc.)
• Development of innovative approaches to teaching methodology and curricula(including use of learning technology and assessment of program-level learning outcomes)
• Funding obtained for courses and teaching and learning improvements, for example TLEF (available at UBCV only)
• Publications such as textbooks, print and electronic publications, book chapters, articles in peer-reviewed and professional journals, conference proceedings, book reviews, opinion articles, software, training guidelines, instructional manuals or other resources.
• Development of new assessment models
• Contributions to the scholarship of teaching and learning and resulting publications
(SAC Guide, Appendix 1: Section 4 – Candidate’s File)
10
Educational Leadership activities
• Explanation of the application of the scholarship of teaching and learning in curriculum development and/or pedagogy.
• Teaching, mentorship and inspiration of colleagues
• Funding obtained for advising or mentoring
• Leadership and significant contributions to the Department/Faculty curriculum and learning initiatives and committees
• Formal educational leadership responsibility within Department/Program/Faculty
• UBC Faculty Certificate on Teaching and Learning in Higher Education; SoTL Leadership Program, or significant participation in workshops and conferences to improve curricula and pedagogical practices
• Organization of conferences, symposia and other educational events on teaching and learning
(SAC Guide, Appendix 1: Section 4 – Candidate’s File)
11
12
Educational Leadership activities
Key points:
1. Not a tick list: ‘Can include but is not limited to…’
2. Change – each of those activities embody the notion of change: in one’s own practice, that of colleagues, in ways the subject is taught etc.
3. Activities – impact – evidence triad.
4. Context is critical – imact and evidence weighed against opportunties
13
Educational Leadership: Example Journeys
“Impact beyond one’s own classroom”
Developing learning content/methods/tools
Curriculum development/review/redesign
Formal Department/Faculty/University responsibilities
Faculty/University teaching and learning initiatives
Applying scholarly/evidence-based teaching practices
Scholarship of Teaching and Learning
Widely used teaching materials
Educational events focused on teaching and learning
Leadership roles in external bodies and societies
Mentorship
...
Dr. Catherine Rawn
https://www.youtube.com/watch?v=kj6aeE0U2F0
From a Course to Leadership
Taught course Innovative project Textbook reviewer Course coordinator Multi-section poster project Textbook Canadian author IM author Textbook 2nd Edition Collaborative test bank model SoTL study analyzing textbooks Program outcomes, mapping
Dr. Catherine Rawn, Psychology, [email protected], Twitter @cdrawn
Dr. Christina Hendricks
https://www.youtube.com/watch?v=VR1YGYwDKbk
Open Education, OER, OTB
Open online courses on teaching/learning
Dr. Christina Hendricks, Philosophy, [email protected], Twitter @clhendricksbc
Open, public course sites
Facilitate open edu
workshops
BCcampus Open Txtbk faculty
fellowship Writing/editing Philosophy OTB
Use & create OER
Dr. Allen Sens
https://www.youtube.com/watch?v=ngx6IqlHhkI
The Terry* Project at UBC
• Global Issues in the Arts and Sciences
• The Terry* team
• Partners and support
• Our projects and impacts
Dr. Allen Sens, UBC Department of Political Science, [email protected]
Students in Transition
First Year Seminars course (SCIE113) helps students successfully transition into Faculty of Science
• Alan Blizzard Award (2013)
UBC Vantage One program encourages international students’ cultural, linguistic, and academic engagement and maximizes students’ successful transition to year two in the Faculties of Applied Science, Arts, Management, or Science.
Dr. Joanne Fox, UBC Vantage College & Faculty of Science, [email protected]
Building our Collective Capacity for Educational Leadership
1. How might your own teaching practices and institutional responsibilities become examples of educational leadership? – Share ideas with your neighbours
– Choose 1-2 examples. Discuss how these ideas could be extended to have an impact beyond a specific classroom
2. Showcase – Identify 1 example to share with the large
group
– Briefly describe the example and how it might become educational leadership
Educational Leadership: SAC perspective
27
• The Collective Agreement and SAC guidelines
• Appropriate standards of excellence across
and within faculties and disciplines
• Concepts of procedural fairness
• All relevant contextual matters
(Article 5.14; Section 12 SAC Guide)
SAC’s role is to advise the President on the merits of individual cases according to:
SENIOR INSTRUCTOR, ARTICLE 3.04
• Excellence in teaching
• Demonstrated educational leadership,
involvement in curriculum development and
innovation, and other teaching and learning
initiatives
• Contributions to service
Service
Teaching Educational Leadership
28
PROFESSOR OF TEACHING,
ARTICLE 3.05
• Outstanding achievement in teaching and
educational leadership
• Distinction in the field of teaching and learning
• Sustained and innovative contributions to
curriculum development, course design and
other innovations and initiatives
• Service to academic profession, University and
community 29
Curricula Vitae - Recommendations
Use UBC format; adapt as needed (see annotated
versions in SAC Guide – Appendix 4)
Make sure your CV is complete and up-to-date
(submit updates as needed)
Use narrative opportunities to provide context for
teaching (8a), educational leadership (9a), and
“additional information (13/14) – be concise “less is
more”
In the CV …
• Make sure that service and educational leadership are clearly differentiated
• Do not duplicate information between sections
• Be clear about your role on committees, in collaborative work, in team teaching, etc.
• Clearly distinguish between assigned teaching duties and activities beyond the classroom
• Include dates and locations for invited presentations and other activities 31
Common Qs
32
Are publications required for tenure/promotion?
“publications record is not required, but should be
included if the candidate wishes to present publications as
evidence supporting his/her contributions to teaching and/or
educational leadership” (SAC Guide 4.2.2)
What evidence is required to demonstrate educational
leadership?
“This evidence will vary in departments and faculties to
reflect different contexts and educational leadership
needs/opportunities within the department/unit, university
and academic/professional communities within the
candidates’ discipline” (SAC Guide 4.4.1)
Common Qs
33
“At least two of the candidate’s referees should be external to UBC and the remaining should be external to their unit or department” (SAC Guide 4.5.4)
“It is generally understood that the higher the profile of the referees, the more credible their appraisals.” (SAC Guide 5.4.11)
“It is also generally understood that referees who are academics should be from universities or units of comparable or superior reputation to UBC.” (SAC Guide 5.4.12)
What rules apply to the selection of referees for appointment at/promotion to the Professor of Teaching rank?
Toot Your Own Horn
34