ubc faculty certificate on teaching & learning in higher ... · established certificate...

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FACULTY SOTL PROGRAM

UBC Faculty Certificate on Teaching & Learning in Higher Education

by

Harry Hubball, Ph.D., and Helen Burt, Ph.D.,

Co-Chairs: Certificate Program Advisory Board

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CONTENTSIntroduction .................... 3

UBC Context for Teaching & Learning .................... 4

Scholarly Approaches to teaching and Learning: Theory: Practice Implications .................... 6

Development and Implementation: A Learning-Centered Framework .................... 7

Program of Study: The UBC Certificate on Teaching & Learning in Higher Education .................... 9

Research Activity: Program Development & Evaluation .................... 14

Administrative & Application Details .................... 16

Summary .................... 18

The content found within this booklet was prepared by Harry Hubball. It may not be copied or distributed without permission from the authors.

You can contact Harry at:

Phone: 604 - 822 - 9218Email: [email protected]: http://www.edcp.educ.ubc.ca/faculty/harry-hubball

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INTRODUCTIONThere is a growing recognition of the increasing complexity of academic work, as well as the need for university teachers to develop a scholarly approach toward their teaching. To prepare university teachers for the curricula and pedagogical challenges of the 21st Century, many universities have developed structured programs of study that focus on learning-centred teaching approaches as part of developing a critically reflective practice. In response to the scholarly and professional needs of university teachers, the UBC Faculty Certificate Program on Teaching and Learning in Higher Education (HE) was initiated in 1998.

Dr. Ujendra Kumar, Stephen Toope and Harry Hubbal

This innovative mixed-mode (face-to-face/on-line) Certificate program has been designed to adapt to the curricula and pedagogical needs of university teachers from multidisciplinary settings. The Certificate program integrates theory with practice and is developed around a cohort model. The primary goal of this program is to enhance the scholarship of teaching and learning in multi-national and disciplinary settings. Furthermore, the certificate program prepares faculty for leadership roles in broader curricula and pedagogical matters.

Graduates of the program include Killam and 3M teaching award winners, and professors from a wide range of disciplines and academic ranks. Each year, President Stephen Toope awards certificates to graduating faculty members at Green College.

Faculty Certificate Graduation 2010

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UBC CONTEXT FOR TEACHING AND LEARNINGAt UBC, a major focus on teaching and learning is evident in the Place and Promise ‘visioning’ document which has carried into the recent Academic Plan. This Academic Plan describes UBC’s priorities and goals to enhance the quality of teaching and learning in one of Canada’s finest universities. For example:

“By 2020 UBC will be known for leading edge teaching and learning practices that prevail across the university, creating an exceptional learning environment to which students, staff, faculty and alumni are drawn from all over the globe.” p3

a) Student Learning


“Applying new research on education, UBC [will] revolutionize teaching practices in the classroom and expand learning opportunities outside of it…Through rigorous study within and across disciplines, students acquire the knowledge, inquiry and communication skills, professional abilities, and understanding of other cultures that enhance their professional development and enable them to contribute and lead in a global society.” p10

Goals “Enhance the quality and impact of teaching for all students…Expand educational enrichment opportunities including research, a first year small class experience, international learning, community service learning, and co-op/practicum/internship opportunities” p11

b) Research Excellence

“The University [will] create and advance knowledge and understanding, and improve the quality of life through the discovery, dissemination and application of research within and across disciplines” p9.

Goal “Increase the quality and impact of UBC’s research and scholarship” p13

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c) Community Engagement

“The University [will] be a leader in fostering student, faculty, staff and alumni engagement within the wider community” p9

d) International Engagement

“The University [will] create rich opportunities for international engagement for students, staff, faculty and alumni and collaborate and communicate globally” p22.

The UBC Faculty Certificate Program on Teaching and Learning in Higher Education was designed to provide faculty with an integrated and state-of-the-art teaching scholarship and professional development program, consistent with leading institutions from around the world. Moreover, various institutional needs (as identified in the Academic Plan) are served by this innovative Certificate program:

• Undergraduate students. Through their studies and practice, faculty learn ways of empowering students to develop greater capabilities and competencies for their academic, personal, civic and professional lives (eg. critical thinking, communication, ethics, problem solving and teamwork skills).

• The faculty participants develop a scholarly approach to university teaching (e.g., conducting classroom research, developing a comprehensive Teaching Dossier that is suitable for tenure, promotion and employment purposes) and participate in a broad range of integrated and inquiry based research activities (eg. oral and written communication, presentation, leadership, group dynamics and organizational skills will be enhanced).

• Faculties, School and Departmental Units face increasing challenges for quality and responsive programming, which in turn, requires faculty to be knowledgeable and skilled in the complexities of curriculum re-design. By supporting faculty participants, the learning experiences within the Certificate program not only address these issues but also prepare faculty to provide leadership in broader issues of curriculum and pedagogy.

• The University itself stands to greatly benefit from the Certificate program as a direct strategy to address the teaching and learning goals outlined in its Academic Plan. Furthermore, the UBC Faculty Certificate Program on Teaching and Learning in Higher Education helps to ensure that the university becomes better known as an institution that values and promotes scholarship of teaching and learning excellence. These benefits will soon become known and appreciated by the University’s undergraduates and potential graduate student population, by the broader community where graduates live and work, and by leading faculty at institutions from around the world who may be attracted to the institution.

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SCHOLARLY APPROACHES TO TEACHING AND LEARNING: THEORY-PRACTICE IMPLICATIONSThe scholarship of teaching and learning and its implications were first introduced by Ernest Boyer in the early 1990’s. For over a decade, despite a growing body of literature on this subject, the term remained an ill-defined concept, varying from emphases on action research, reflective practice, teaching effectiveness; professional development; and, discovery and advancement of knowledge (Cunsolo, Elrick, Middleton, & Roy, 1996; Kreber & Cranton, 2000; Schön, 1987). Recent attention in the higher education literature, however, has provided greater clarity with respect to the theoretical concepts, principles, research and practice implications related to the scholarship of teaching and learning. At the very heart of this process is an approach to academic work that integrates research, teaching, and student learning.

Scholarly approaches to teaching and learning are key for understanding student learning; for developing responsive and integrated curricula; for enhancing the quality of student learning experiences; for assessing which practices are effective in specific circumstances; and equally important, for providing leadership with the dissemination of pedagogical research to a broader scholarly community. In practice, scholarly approaches to teaching and learning can be demonstrated in a variety of ways including: the development of an evidence based Teaching Dossier; development of a learning-centred course syllabus; curricula and/or classroom research projects; team-teaching projects; peer-interview of exemplary curricula and /or teaching practices; pedagogical grant applications and manuscript publications; curriculum development initiatives, program evaluation projects, faculty development initiatives etc.

Essentially, scholarly approaches to teaching and learning can engage faculty at all ranks to reflect on and initiate positive changes to curricula and pedagogical practices. The scholarship of teaching and learning is viewed as both an institutional (e.g., providing adequate support strategies) and faculty-level (e.g., commitment to professional development) responsibility. Even an institutional commitment to research, far from being a barrier to improving the quality of undergraduate education, can in fact be brought to bear in the scholarship of teaching and learning. Thus, building on perspectives presented in the literature, an operational definition for the scholarship of teaching and learning was employed in the context of the FCP as, the on-going learning and dissemination of curriculum and/or pedagogical research in formal and informal peer review contexts.

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DEVELOPMENT AND IMPLEMENTATION OF A FACULTY CERTIFICATE PROGRAM ON TEACHING AND LEARNING IN HIGHER EDUCATION: A LEARNING-CENTERED FRAMEWORKVarious frameworks and strategies have been proposed in the literature to assist educational program development and implementation. The following heuristic model (figure 1) incorporates context and integrates comprehensive strategies for the development and implementation of a learning-centred faculty certificate program on teaching in higher education. Program development and implementation is viewed as a cyclical and iterative process, thus each phase of the model is intricately connected. Social context strategies, however, are key to a successful program and thus shape the planning, assessment and teaching phases.

Figure 1. A learning-centred framework for the development and implementation of

a faculty certificate program on teaching and learning in higher education

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1. Social context strategies: This involves (i) conducting a comprehensive needs assessment (e.g., institutional goals; exploring needs with a wide range of UBC faculty from multidisciplinary settings; researching similar programs offered at other universities; consulting with advisory board members experienced in issues of curriculum development, pedagogy and faculty development; program funding and personnel) and maximizing available resources to ensure that the program is responsive to the needs and circumstances of the learning context (ii) developing a cohort learning community, and (iii) reinforcing the value and benefits of the program to multiple stakeholders within the university.

2. Planning strategies: This involves developing a program with clearly defined learning outcomes which, in part, drive the teaching and learning process. Flexible scheduling and learning modules (e.g., a balance of theory, practice, collaborative and independent professional development activities in diverse instructional settings) are designed to accommodate faculty needs and circumstances.


3. Assessment strategies: This involves the development of a comprehensive assessment framework that is integral to the learning process and which incorporates principles of authentic assessment (e.g., self-assessment, peer-feedback, instructor-feedback, formal exit interview, and appropriate criteria for evaluation). Prior Learning Assessment (PLA) provides a unique opportunity for each faculty member to craft an Individual Learning Plan (ILP) so that the Certificate program, in part, can be tailored to suit his or her pedagogical and developmental needs.

4. Teaching and Learning strategies: This involves developing a positive learning environment and effective communications that recognize diverse ways of teaching and learning excellence. A wide range of teaching and learning strategies (e.g., collaborative learning, lectures, debate, information technology, independent projects, problem-based learning, workshop presentations, field experiences) accommodate diverse learning styles, address specific learning outcomes, and provide variety to enhance motivation to learn.

The above framework was instrumental in the design of The UBC Faculty Certificate Program on Teaching and Learning in Higher Education.

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PROGRAM OF STUDY:THE UBC CERTIFICATE ON TEACHING AND LEARNING IN HIGHER EDUCATION

2006 Faculty Cohort

UNDERLYING VALUES OF THE PROGRAM

• Developing 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 practice

• Long-range and strategic professional development

• Collaborative and independent learning opportunities

• Leadership, teamwork and professionalism

The mixed-mode (face-to-face/on-line) 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/on-line) 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, action 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

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peer feedback as a natural part of academic excellence. Moreover, this provides a forum to debate, practice and evaluate philosophies, issues and applications 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 skills.

Throughout the certificate program, faculty develop a comprehensive teaching dossier and program portfolio. The teaching dossier

2006 Faculty Cohort

contains a concise record of a faculty memberís teaching philosophy, teaching accomplishments and contributions, and a critical analysis of their teaching 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 MODULES

• Orientation Workshop, Individual Learning Plan (ILP) Consultancy, Mixed Mode Cohort Learning Strategies

10 hours

These sessions provide an introduction to the program and to other cohort participants. Dates, meetings and goals will be established as will Individual Learning Plans (ILP’s). Further cohort meetings provide peer feedback for ILPís and portfolio development.

LEARNING OBJECTIVES 1, 2, 6 & 7

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• SoTL Research Presentation: Curriculum & Pedagogy

40 hours

Teaching research projects focus on learning-centred approaches to curriculum and pedagogy. Through presentations for peers and independent study, faculty 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 seminar.

LEARNING OBJECTIVES 1-7

2006 Faculty Cohort

• Self Directed Learning Project in Higher Education

30 hours

Participants embark on an independent learning project which seeks to investigate critical issues pertaining to curriculum and pedagogy.

LEARNING OBJECTIVES 6

• Action Research Assignment

20 hours

Opportunities for on-site practical teaching, classroom research and peer feedback are important features of the certificate program. This component enables participants to provide and receive constructive feedback (based on a wide variety of data sources) on several occasions within the context of a current teaching assignment.


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• Teaching Dossier/Program Portfolio

50 hours

The portfolio is an on-going assignment throughout the certificate program. Materials and reflections from program experiences are organized in accordance with contemporary Teaching Portfolio guidelines. A Self-Report Form (progress check) is submitted to the program coordinator at the end of each term.


TOTAL 150 hours

Note: The tentative 2010-11 schedule is available at http://ctlt.sites.olt.ubc.ca/isotl/programs-events/faculty-sotl-program/

GLOBAL LEARNING OBJECTIVES

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

1. think critically about curriculum and pedagogical issues in HE2. articulate their own values and beliefs about teaching and learning3. recognise the value of inclusion, student equity and diversity issues4. design responsive courses and assess student learning using a variety of methods5. facilitate active learning, critical thinking & problem-solving skills6. develop a critically reflective teaching practise7. use a variety of communication, teamwork and leadership skills

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ASSESSMENT METHODS

Assessment is integral throughout the Certificate program. Successful completion of the above global learning objectives is demonstrated through the following assessment criteria:

• Participation in all elements of program of study• Self-reporting, peer and instructor feedback• Development of a teaching dossier/program portfolio

A self-report form (ILP) is required for submission at mid-term and end of term regarding successful completion of each module. Evaluation is based on pass/fail criteria for all assessment methods.

SPECIFIC LEARNING OUTCOMES

Through a wide range of specific though tailored learning assignments, graduating faculty will demonstrate how they have:

• Reflected on their own personal and professional practice and development, and made plans for their continuing professional development and broader commitment to teaching and learning enhancement at UBC.

• 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.

Note: these objectives and outcomes are adapted from documents used in higher education teaching accreditation processes in the UK and Australia

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RESEARCH ACTIVITY: PROGRAM DEVELOPMENT AND EVALUATIONREFEREED PUBLICATIONS

(a) Journals

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., & Clarke, A. (2010). Diverse methodological approaches and considerations for SoTL in Higher Education. Invited Peer-reviewed Essay for inaugural issue. Canadian Journal of theScholarship of Teaching & 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.

Hubball, H.T. (2009). International approaches to aligning learning-centred curricula and staff development: Developing scholarly approaches to curriculum and pedagogical practice in highereducation. 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).

Hubball, H., & Poole, G. (2008). Program-level assessment of learning outcomes in a faculty certificate program on the scholarship of teaching and learning. Collection of Essays for Teaching and Learning (Eds). Society for Teaching and Learning in Higher Education Publishers.

Hubball, H., & West, D. (2008). Faculty wellness strategies: Critical foundations for the scholarship of teaching and learning. Transformative Dialogues, Teaching & Learning Journal 2(1), 1-11, Article 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.

Lanyon, L., & Hubball, H. (2008). Gender considerations and innovative learning-centred assessment

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practices. Transformative Dialogues Teaching & Learning Journal 2(1), 1-12, Article 5.

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., & 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., & 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.

Albon, S., Cancilla, D., & Hubball, H.T. (2006). Using Remote Access to Scientific Instrumentation to Create Authentic Learning Activities in Pharmaceutical Analysis. American Journal for Pharmaceutical Education, 70(5), 121-150.

Hubball, H.T., & Burt, H.D. (2006). Scholarship of Teaching and Learning: Theory Practice Integration in Faculty Certificate Programs. Innovative Higher Education, 30(5), 327-344.

Hubball, H.T., Pratt, D.D., & Collins, J. (2005). Investigating Changes in Teaching Perspectives for Faculty Enrolled in the UBC Faculty Certificate Program on Teaching and Learning in Higher Education. Canadian Journal of Higher Education, 35(3), 57-81.

Albon, S., & Hubball, H.T. (2004). Course Design in Pharmaceutical Sciences: A Learning-Centred Approach. American Journal of Pharmaceutical Education, 68(5), 11 pgs.

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

Hubball, H.T., Clarke, A, & Beach, A. (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, San Francisco: Jossey-Bass Publishers.

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Hubball, H.T., & Levy, A (2004). Graduate Course Design in Health Care and Epidemiology A Learning-Centred Approach. Journal for Faculty Development, 20 (1), 11-19.

Hubball, H.T., & 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.

For further details, please visit: http://www.edcp.educ.ubc.ca/faculty/harry-hubball

ADMINISTRATIVE AND APPLICATION DETAILSFACULTY ELIGIBILITY AND APPLICATION PROCEDURES

First Faculty Cohort Graduates, May 1999

Graduates of the program include Killam and 3M teaching award winners, and professors from a wide range of disciplines and academic ranks. each year, President Stephen Toope awards certificates to graduating faculty members at Green College.

The Certificate Program Advisory Board are responsible for criteria used to select faculty to participate in the program. All faculty members wishing to apply to participate in the September cohort must submit an on-line application form.

Successful UBC faculty members will be considered for a Teaching Scholarship. Deans’ nominations will automatically be considered for Teaching Development Scholarships. Faculty wishing to apply for a Teaching Contribution Scholarship may do so by completing the additional on-line form which becomes available after submitting the on-line application for the Faculty Certificate Program. Faculty recipients of the outcomes-based Teaching Scholarships are awarded $2000 (teaching development scholar) and $4000 (teaching contribution scholar) stipends in order to hire TA or RA graduate students.

“I AM INTERESTED IN PARTICIPATING IN THE UBC FACULTY CERTIFICATE PROGRAM ON TEACHING AND LEARNING IN HIGHER EDUCATION…WHERE DO I GO FROM HERE?”

The Online application form for the 2011-2012 cohort will be available in April 2011.

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Faculty members from Canadian and International Universities may apply by requesting a specific application form. Please contact Harry Hubball

If accepted, you will be required to submit a $250 (non-refundable) resource fee (payable to UBC).

“IN THE MEANTIME, CAN I DO ANYTHING TOWARD THE CERTIFICATE PROGRAM?”

YES…

• Begin to construct a Teaching Dossier• Investigate the activities of UBC’s Institute for the Scholarship of Teaching and Learning• Examine the SoTL literature in your discipline and/or the field of educational development in higher

education

COMPLETION REQUIREMENTS

University of Windsor Faculty Graduates, 2007

While the certificate entails approximately 150 hours of academic work, it should be completed in one academic year. Prior learning assessment (PLA) enables faculty to gain full or partial credits for learning that took place previously. Participants who successfully complete the program of study, as detailed above, will receive a UBC Faculty Certificate on Teaching and Learning in Higher Education.

COSTS

There is no direct financial cost to UBC faculty or departments to participate in this program. This approach is seen to be integral to valuing a university commitment to excellence in teaching and learning. A $250 (non-refundable) fee is required for resource materials. A balanced time commitment is required on behalf of individual faculty who wish to enroll in the certificate program as well as some time support provided from participating units.

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UBC FACULTY CERTIFICATE ON TEACHING AND LEARNING IN HIGHER EDUCATION: PROGRAM POLICY

Faculty Certificate Graduation, 2007

The certificate program conforms with other established teaching certificate programs in higher education by:

• creating a pilot program that requires close evaluation for the first three years, and periodic review upon successful completion of that three-year period

• containing a mixture of theory, practical and independent

professional development workshops and related activities• requiring a total of 150 hours of participation (depending upon prior learning assessment)• establishing a Program Advisory Committee which oversees curriculum, evaluative procedures,

admissions criteria, resources, financial and human resource feasibility, and market demand

MANAGEMENT OF CERTIFICATE PROGRAM

Primary responsibility for administration of faculty level teaching certification programs normally reside with Educational Development Centres, whose mission and experience are consistent with the goals of the program. A program co-ordinator will be responsible for Prior Learning Assessment (PLA) and program implementation. A Program Advisory Committee will advise, oversee and evaluate the program. The UBC Certificate will be administered and awarded through the UBC Centre for Teaching, Learning and Technology.

SUMMARYInvolvement by participants in the UBC Faculty Certificate Program on Teaching and Learning in Higher Education provides many benefits for student, faculty, academic units and ultimately the university. On-going formative and summative program evaluation data will be used to further refine and develop the Certificate program. Faculty participants consist of all academic ranks including: full professors, curriculum Chairpersons, tenured and tenure-track faculty, senior instructors and sessional lecturers representing multidisciplinary settings. Essentially, the UBC Faculty Certificate Program on Teaching and Learning in Higher Education responds to a university commitment toward excellence in teaching and learning. It addresses the goals outlined in Place and Promise and the university’s Academic Plan by making a strong commitment to the scholarship of university teaching, as well as providing a responsive state-of-the-art faculty certificate program consistent with leading countries and higher education institutions from around the world.

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