Program of Study

International Program for the Scholarship of Educational Leadership: UBC Certificate on Curriculum and Pedagogy in Higher Education

 

UOB2Depending 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.

Academic Leader's SoEL e-Portfolio:

Research-informed and Evidence-based Practice
UOB2
Situated within a unique academic leaders Community of Practice (COP), Prior Learning Assessment (PLA), Independent Learning Plans (ILP), cohort meetings and e-learning activities support the development of an academic leader’s unique SoEL e-Portfolio. Cohort meetings also provide a forum for debate and peer-review of key issues pertaining to SoEL development. SoEL ePortfolios focus on research-informed and evidence-based approaches to curriculum renewal and/or pedagogical leadership practices. Successful completion of the five program-level learning objectives is demonstrated using pass/fail completion criteria in the context of the five SoEL e-Portfolio assignments (below).

  1. Scholarly Educational Leadership Dossier

This includes a statement of the educational context, research-informed philosophy of educational leadership practice (e.g., curriculum and pedagogical leadership), impact statement (including indicators of successful practice, awards, SoEL publications, grants etc), reflection and implications for further SoEL program inquiry and development. Materials are assembled in preparation for scholarly peer review.

LEARNING OBJECTIVES 1-3

  1. Thematic Review of SoEL in Higher Education

The reflective journal is an on-going assignment throughout the certificate program and responds to the integration of theme-driven SoEL literature and on-line resource materials (e.g., international, regional and institutional SoEL contexts; SoEL research design and methodology; pedagogical leadership and SoEL implications; curriculum leadership and SoEL implications) combined with practice-based leadership experiences. Materials are assembled in preparation for scholarly peer review.

LEARNING OBJECTIVES 1, 3

  1. Formative Review of Educational Leadership Practices: Internal and External Reports

On-site analysis and internal/external review of educational leadership practice (e.g., curriculum and pedagogical leadership), is an important feature of the certificate program. This component enables academic leaders to engage with a recognized leader(s) in the field, as well as engage key stakeholders to receive systematic and constructive feedback within their educational leadership context. The focus of formative review is developmental, preliminary and pilot in nature. Formative reviews of educational leadership (internal and external) can also include peer review of leadership practices. Materials are assembled from both situations in preparation for peer-reviewed scholarly reports. This includes a statement of the educational leadership context, relevant literature-based criteria/conceptual framework, data collection (e.g., relevant institutional/curriculum documentation, peer interviews, outcome samples) and analysis, reflection and implications for further practice-based inquiry and development.

LEARNING OBJECTIVES 1-5

  1. SoEL Research Proposal: Capstone Paper

Academic leaders develop an independent/collaborative SoEL research project/proposal to examine their educational leadership practice (e.g., institutional , Faculty, and/or program-level initiative). This includes a statement of the research area and problem, introductory review of the literature related to the problem, research question(s), methodology and methods for investigating the practice-based inquiry. Materials are assembled in preparation for scholarly dissemination.

LEARNING OBJECTIVES 1-5

  1. SoEL Research Proposal: Capstone Presentation

The SoEL presentation focuses on a simulated/actual conference presentation for peer academic leaders pertaining to a SoEL proposal/project in diverse practice-based inquiry settings. Materials are assembled in preparation for scholarly dissemination.

LEARNING OBJECTIVES 1-5

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

assess and eval section

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

  1. 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
  2. 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

  1. 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
  2. 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.

Example 4-Month On-line Schedule for International Cohorts:

Monthly e-Meetings and Weekly e-Learning Activities

The following flexible schedule is designed to meet diverse needs and circumstances of Academic leaders situated in multinational university contexts.

Specific schedule and details for submission and formative/summative instructor peer review of SoEL ePortfolios (Sections 1-5) can be viewed on the Program Learning Management System (LMS).

June Formative instructor consultation (Prior Learning Assessment) and video conference meeting: Program and LMS resource orientation; e-Portfolio Sections 1-5; documentation preparation and pre-reading material

  • UBC Connect e-Portfolio assignments (Theme 1)
September 5, (TBC) Individualized video conference meeting and formative review of e-Portfolio sections 1-5

  • UBC Connect e-Portfolio assignments (Theme 1)
September 2016 3-day On-site Institute meetings and cohort presentations (Themes 1-2)

  • Feedback e-Portfolio sections 1-5
  • UBC Connect e-Portfolio assignments
October 6, 2016 (TBC) Video conference: International Professors cohort (Theme 3a)

  • UBC Connect e-Portfolio assignments
October 27, 2016 (TBC) Video conference: International Professors cohort (Theme 3b)

  • UBC Connect e-Portfolio assignments
November 2016 (TBC) 3-day On-site Institute meetings and cohort presentations (Theme 4)

  • Feedback e-Portfolio sections 1-5
  • UBC Connect e-Portfolio assignments
January 6,
2017 (TBC)
Video conference international Professors cohort (Themes 1-4)

  • Summative e-Portfolio Review
  • UBC Connect e-Portfolio assignments
January 27, 2017 (TBC) Submit e-Portfolio for External Review Assessment
February Program Graduation: Certification is awarded through the UBC President’s Office in conjunction with UBC’s Faculty of Education International Engagement. Certificates are sent via courier to host institutions for internal recognition and/or ceremony as required.

To view a visual representation of the SoEL program schedule, please click here.

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