International Program for the Scholarship of Educational Leadership: UBC Certificate on Curriculum and Pedagogy in Higher Education
Depending on Prior Learning Assessment (PLA), selected academic leaders for this program follow an individual learning plan and engage in approximately 150 hours of learning experiences that combines on-line and interactive theoretically-based modular seminars (e.g., SoEL research design and methodology, student engagement, authentic assessment of learning, curriculum renewal, and evaluation of teaching effectiveness), on-site practice-based SoEL research, cohort presentations, and peer review of SoEL e-portfolios. Since much of SoEL involves teamwork, the program is designed, in part, around a cohort model, whereby emphasis is placed on networked improvement communities, collaboration and peer review as a natural part of professional learning for academic leaders. Moreover, this provides academic leaders with a unique forum to debate, practice and evaluate philosophies, issues and applications of SoEL in higher education. For example, academic leaders examine how theories and perspectives of learning in higher education provide critical insight for research-informed, strategically-aligned and evidenced-based approaches to effective and efficient university curricula and pedagogical practices. Through the program’s Learning Management System and a comprehensive SoEL bibliography, e-learning activities assist academic leaders to progress toward completion of their SoEL e-Portfolio, interactive on-line program resources include: video conferencing, thematic-based SoEL journal articles, audio podcasts and video lecture seminars, e-learning activities, and a personalized SoEL e-Portfolio.
Assessment and Evaluation
The International Program for the Scholarship of Educational Leadership: UBC Certificate on Curriculum and Pedagogy in Higher Education focuses around a set of clearly defined learning objectives. Authentic assessment and evaluation of SoEL is an integral (formative and summative) component of The International Program for the Scholarship of Educational Leadership (Hubball, Clarke, Webb & Johnson, 2015). Successful completion of the five program-level learning objectives is demonstrated using pass/fail completion criteria in the context of the SoEL e-Portfolio assignments (Hubball & Pearson, 2009). Four methods of assessment are employed:
|♦ Instructor Feedback||Prior Learning Assessment (PLA) interview, formative and summative review of SoEL ePortfolio assignments|
|♦ Self-Assessment Reflections||Prior Learning Assessment (PLA) interview, formative and summative review of SoEL ePortfolio assignments|
|♦ Peer Feedback||Formative peer review of SoEL ePortfolio assignments|
|♦ External Peer Review||Graduation SoEL ePortfolio review and oral interview by external reviewer|
An academic leader’s SoEL ePortfolio is required for formative and summative assessment (including external peer review) prior to, and as part of the final graduation. More than 450 program graduates with significant SoEL expertise and new forms of inquiry and scholarship have graduated from this program. Program graduates have made significant leadership and research contributions to SoEL in a wide range of peer-reviewed contexts.
Core Program Themes
- SoEL Contexts – Global/national/regional/institutional/technological/discipline-specific initiatives to enhance research-informed, evidence-based, effective and strategically-aligned educational leadership practices in diverse higher education settings; implementation challenges and strategic institutional supports
- SoEL Research Methodology – Ontological, epistemological, methodological and ethical considerations in complex educational leadership settings; developing and refining practice-based SoEL inquiry; research design and methodology; data collection and analysis methods; dissemination in peer reviewed contexts
Thematic Program & Scholarship Specializations
- Pedagogical Leadership: SoEL Implications – Theories of student learning in higher education; teaching perspectives in higher education; technology-enhanced learning-centred teaching practices; authentic assessment and evaluation of teaching and student learning in higher education; practice-based SoEL research methodology
- Curriculum Leadership: SoEL Implications – The scholarship of undergraduate/graduate degree program reform; curriculum contexts and communities of practice; technology-enhanced learning-centred curriculum practices; curriculum development/ renewal/implementation/ evaluation; practice-based SoEL research methodology
* Technology-enabled practices are a thread throughout each of the above four Program Themes.
- Download the 5-Month Blended Program Schedule for the May-September 2019 UBC Faculty SoEL Cohort (pdf).
To view a visual representation of the SoEL program schedule, please click here.