Program Research Activity

Program Context, Development, Implementation and Evaluation

Visit the Department of Curriculum and Pedagogy website for further details and invited international presentations http://edcp.educ.ubc.ca/faculty/harry-hubball

Refereed Publications
(a) Journals

Selim, H. M., & Hubball, H.T. (2017). Strategic Approaches for Entrenching a Culture of Innovation inTeaching and Learning in a Research-intensive University Context: Impact of the Scholarship ofEducational Leadership. International Perspectives: Research on University Teaching and Faculty Development. In Olga M. Alegre & de la Rosa (Ed.), Nova Science Publishers: NY.

Van der Merwe, A., Schoonwinkel, A., & Hubball, H.T. (2017). The Scholarship of Educational Leadershipin a South African Research-intensive University Context: Strategic Approaches to Undergraduate andGraduate Degree Programme Renewal. International Perspectives: Research on University Teaching and FacultyDevelopment. In Olga M. Alegre & de la Rosa (Ed.), Nova Science Publishers: NY.

Hubball, H. T., Clarke, A., & Pearson, M. (2016). Strategic Leadership Development in Research-Intensive Higher Education Contexts: The Scholarship of Educational Leadership. In P. Tripathi and S. Mukerji (Ed.), Handbook of Research on Administration, Policy, and Leadership in Higher Education. PA: IGI Global.

Burt, H., & Hubball, H.T. (2016). The scholarship of curriculum leadership: The art, science and politics of faculty engagement. International Journal for University Teaching and Faculty Development, 5(4).

Hubball, H. T., Clarke, A., Webb, A. (2016). Developing institutional leadership for the scholarship of graduate student supervision: Lessons learned in a Canadian research-intensive university. In P. Blessinger & D. Stockley (Ed.) Emerging Directions in Doctoral Education: Innovations in Higher Education Teaching and Learning (IHETL), Emerald Group Publishing.

Hubball, H. T., Clarke, A., Webb, A., & Johnson, B. (2015). Developing institutional leadership for the scholarship of teaching and learning: Lessons learned with senior educational leaders in multinational research-intensive university settings. International Journal for University Teaching and Faculty Development, 4(4).

Hubball, H.T., Clarke, A., Chng Huang Hoon, & Grimmett, P. (2015). The scholarship of educational leadership in research-intensive university contexts: Institutional implications for promotion and tenure supervision. Asian Journal of the Scholarship of Teaching and Learning, 5(2).

Pearson, M. L., Albon, S. P., & Hubball, H. (2015). Case study methodology: Flexibility, rigour, and ethical considerations for the scholarship of teaching and Learning. Canadian Journal for the Scholarship of Teaching and Learning, 6(3).

Ragupathi, K., & Hubball, H.T. (2015). Scholarly approaches to learning technology integration in a research-intensive university context: Impact of a new faculty initiative. Transformative Dialogues Journal, 8(1).

Dawson, S., & Hubball, H.T. (2014). Curriculum analytics: Engaging academic communities of practice in program reform. International Journal for Inquiry in Teaching and Learning, 1(1).

Hubball, H.T., Clarke, A., Pratt, D. (2013). Fostering Scholarly Approaches to Peer Review of Teaching in a Research-Intensive University. Chapter 12, In Cases on Quality Teaching Practices in Higher Education, (Diane Salter, Eds). IGI Global Publishers.

Hubball, H.T., Pearson, M., & Clarke, A. (2013). SoTL inquiry in broader curricula and institutional contexts: Theoretical underpinnings and emerging trends. Invited Peer-reviewed Essay for inaugural issue. International Journal for Inquiry in Teaching and Learning 1(1).

Webb, A., Wong, T., & Hubball, H.T. (2013). Professional Development for Adjunct Teaching Faculty in a Research-intensive University: Engagement in Scholarly Approaches to Teaching and Learning. International Journal for Teaching and Learning in Higher Education. 24(2).

Hubball, H.T., Lamberson, M., & Kindler, A. (2012). Strategic Restructuring of a Centre for Teaching and Learning in a Research-Intensive University: Institutional Engagement in Scholarly Approaches to Curriculum Renewal and Pedagogical Practices. International Journal for University Teaching and Faculty Development. 3(2).

Pearson, M., & Hubball, H.T. (2012). Scholarly approaches to curricular integration: Theory-practice implications for the Health Professions. American Journal for Pharmaceutical Sciences Education, 76 (10) Article 204.

Wong, T., & Hubball, H.T. (2011). Examination of curriculum reform in a four-year program of Pediatric Dentistry. Transformative Dialogues Journal. 5(1), Retrieved from http://kwantlen.ca/TD/TD.5.1.

Hubball, H.T., & Clarke, A. (2011). Scholarly approaches to peer-review of teaching: Emergent frameworks and outcomes in a research-intensive university. Transformative Dialogues Journal 4(2), Article #4.

Hubball, H.T., & Pearson, M. (2011). Curriculum evaluation practices and undergraduate degree program reform. Invited Chapter contribution for Veronica Bamber, Murray Saunders and Paul Trowler (Eds.) ‘Reconceptualising Evaluative Practices in Higher Education’. Open University Press Publishers/SRHE.

Wang, B., Peng, J., Pearson, M. & Hubball, H.T. (2011). Internationalization of a faculty SoTL program: Immersion experiences of Beijing professors in a Canadian research-intensive university. International Journal for the Scholarship of Teaching & Learning, 5(2), Article #4.

Hubball, H.T., & Edwards-Henry, A. (2011). International collaboration to align institutional teaching development, learning-centred curricula, and the scholarship of curriculum and pedagogy in higher education. Caribbean Teaching Scholar Journal. 1(1), Article #3.

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 the Scholarship 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 higher education. 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 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.

Milner-Bolotin, M., (2007), Reflections on the University of British Columbia Faculty Teaching Certificate Program, International Journal of the Scholarship of Teaching and Learning, 1(2).

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.

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). A learning-centred faculty certificate programme on university teaching. International Journal for Academic Development, 8(2), 11-24.