Program Features. Faculty of Education. SoTL Leadership Themes: Curriculum & Pedagogy in Higher Education VANCOUVER CANADA

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1 Faculty of Education Developing Institutional Leadership: Strategic Approaches to the Scholarship of Teaching & Learning (SoTL Leadership) International Faculty SoTL Leadership Program: UBC Certificate on Curriculum & Pedagogy in Higher Education Universities around the world are increasingly recognizing the importance and complexity of offering high quality and high engagement student learning experiences in diverse, and internationally-responsive, undergraduate and graduate programs. In response to these scholarly, professional and institutional challenges, the International Faculty SoTL Leadership Program was developed to engage Senior Educational Leaders from diverse settings with SoTL Leadership expertise and new forms of inquiry in order to disseminate effective, efficient, and strategically-aligned curriculum and pedagogical practices in localized and peer-reviewed higher education contexts (see Program Features Institution-level SoTL Leadership Program Multidisciplinary faculty cohorts: UBC, Canadian, & International participants Blended and fully-on-line distance learning program offerings, 400+ faculty graduates since 1999-Present Program Instructors: National & Institutional Teaching Fellows Internal and external peer assessment of SoTL Leadership graduation portfolios, UBC Certification SoTL Leadership Themes: Curriculum & Pedagogy in Higher Education Institutional contexts for teaching and learning in higher education, educational leadership, quality assurance SoTL Leadership inquiry, research methods, evidence-based practice, and dissemination Student engagement, diversity and inclusion, authentic assessment and evaluation Curriculum leadership, program reform, academic learning communities, flexible and strategic learning modalities, program review Pedagogical leadership, teaching perspectives, faculty/staff development, peer review methodologymodalities Flexibility This unique and flexible International Faculty SoTL Leadership Program (e.g., ranging from 6-week intensive to 4-8 month blended/fully online designs) is developed around a cohort model and is adapted to address the strategic educational needs and circumstances of diverse research-intensive university contexts. VANCOUVER CANADA

2 Program Graduates More than 400 faculty graduates from this program include Associate Deans, Program Directors, Evaluation of Teaching and Curriculum Leaders, Teaching Award Winners and Nominees, and Senior Educational Leaders from Australia, Bahrain, Canada, China, England, Iceland, Japan, New Zealand, Qatar, Scotland, Singapore, Spain, Thailand, UAE, USA, and The West Indies. Faculty graduates have made significant leadership and research contributions to the scholarship of curriculum and pedagogical practices in a wide range of peer-reviewed contexts. Indeed, it is the scale and combination of high levels of multidisciplinary collaboration, engaged communities of practice, and sustained impact and programlevel scholarship over a 15-year period that is a hallmark of the success of the International Faculty SoTL Leadership Program. Chair, Academic Program Director Professor Harry Hubball Contact harry.hubball@ubc.ca Partner institutions and senior educational leaders are invited to contact the Chair, Academic Program Director, Professor Harry Hubball for more information about customized versions of the fully on-line or blended program offerings (see website for an example of the 4-month schedule). International Engagement For more information about UBC s Faculty of Education international engagement, contact: Senior Associate Dean International & Administration Professor Tom Sork Contact tom.sork@ubc.ca Professor Tom Sork Senior Associate Dean, International Faculty of Education The University of British Columbia Vancouver, BC, Canada, V6T 1Z4 Key Outcomes and Benefits for Institutional Education Leaders Leadership training for the implementation of effective and efficient, strategically-aligned, research-informed, and evidence-based curricula and pedagogical practices in order to enhance high engagement student learning experiences and university status in regional, national or international rankings Capacity building for SoTL Leadership expertise in the context of institutional/faculty-specific programming priorities. For example: Educational innovations/best practice grounded in the scholarly literature and disciplinary community contexts Attention to research design, conceptual frameworks and methodological rigour for the development, implementation and systematic evaluation of educational innovation(s) Dissemination of scholarship on higher education practices, in peer review contexts Supervision (via SoTL Leadership graduation e-portfolios) by global SoTL leaders from UBC with a significant track-record pertaining to institutional leadership and higher education scholarship Access to UBC library and comprehensive SoTL Leadership journal articles within program data-base Opportunity to discuss institutional innovation and challenges for implementing effective and efficient, strategically-aligned, research-informed, evidence-based curricula and pedagogical practices UBC Certification for International Faculty SoTL Leadership Program graduates international.educ.ubc.ca/sotl

3 Impact of an International Faculty SoTL Leadership Program (1998-Present): Developing strategic institutional leadership in Multinational, Multiinstitutional and multidisciplinary Research-intensive University Settings This poster draws on two recent 2015 publications: 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). Educational leadership is increasingly part of a larger process of institutional, scholarship and educational reforms on university campuses on a global scale. While research universities around the world have long recognized the importance of educational leadership in their particular contexts, the enactment of strategic institutional educational leadership training and the scholarship of educational leadership on these campuses remain very much in its infancy (Bryman, 2008; de la Harpe & Mason, 2014; Quinlan, 2014). Essentially, the scholarship of educational leadership is a distinctive form of academic leadership in research-intensive university settings since it has an explicit transformational agenda for fostering integrated and networked communities of practice to enhance the strategic impact and quality of learning-centred programs, teaching, and curriculum practices in diverse disciplinary contexts. (Bryk, Gomez, & Grunow, 2010; Hubball, Clarke, Webb & Johnson, 2015; Hubball, Clarke, Huang Hoon & Grimmett, 2015). Thus, educational leadership practice takes the form of "scholarship through the introduction of systematic, rigorous investigation and dissemination in peer reviewed contexts in order to better understand and improve that practice while also enhancing its effectiveness and impact. RQ. 1. This poster presentation focuses on the impact of an International Faculty SoTL Leadership Program. This program focuses on developing strategic institutional leadership for the scholarship of teaching, learning and curriculum practice in multinational and multidisciplinary research-intensive university settings. Since 1998, this program has engaged over 400 strategically nominated institutional and Facultyspecific educational leaders from Australia, Middle East, UK, Europe, North America, SE Asia, Japan, China, West Indies (and South Africa ). The following supplemental research questions also guided this investigation: RQ 1b. What are effective professional learning experiences that enhance SoTL Leadership for institution-level educational leaders in multinational settings? RQ 1c. What are key institutional supports and challenges that hinder SoTL Leadership for institution-level educational leaders in multinational settings?

4 METHOD Action research methodology was employed over a 2-year period to investigate effective professional learning initiatives and institutional supports to enhance SoTL leadership for institution-level educational leaders (n=46) in multinational settings (e.g., Australia, UK, Bahrain, Canada, China, Iceland, Japan, New Zealand, Spain, Qatar, Singapore, Thailand, United Arab Emirates). Institutionlevel educational leaders were selected and sponsored by their respective host research university to engage in an International Faculty SoTL Leadership program: UBC Certificate on Curriculum and Pedagogy in Higher Education Action research methodology is a distinctive form of practice-based inquiry with an explicit transformational agenda to enhance educational practice (Friedman, 2008; Arthur, Waring, Coe & Hedges, 2012). Action research methodology invites education leaders to consider which practice-based inquiries are key for SoTL Leadership development, how to engage key stakeholders in the process, what data to gather, when and how to collect and analyze these data, how to initiate positive changes to practice, and, finally, to consider how the findings might be of interest to the broader scholarly, and educational leadership communities in diverse university settings (Norton, 2009). A wide range of data collection methods was employed to investigate effective professional learning initiatives and institutional supports to enhance SoTL leadership for educational leaders from multinational settings. Selective pre, during, and post-program data collection sources included: documentation analysis from institutional websites pertaining to strategic educational planning and promotion guidelines, as well as on-line syllabi/readings/podcasts and video resource materials located on the program Learning Management System (LMS); focus group interviews with senior administrator teams at host institutions and institution-level educational leaders who were enrolled and graduated from the International Faculty SoTL Leadership Program; examination of SoTL Leadership graduation eportfolios; and reflective field notes from the program leadership team. Researchers included members of the program advisory board, instructional and assessment team. Qualitative data sources were analyzed using the constant comparative method and member checking to establish major themes, patterns and to discern complex interactions, contradictions, and improvements to enhance SoTL leadership in multinational and multidisciplinary settings (Arthur, Waring, Coe & Hedges, 2012; Cousin, 2009). The use of iterative and multiple data sources established trustworthiness of the research findings through triangulation.

5 INTERNATIONAL FACULTY SoTL LEADERSHIP PROGRAM: UBC CERTIFICATE ON CURRICULUM & PEDAGOGY IN HIGHER EDUCATION Program-level Learning Outcomes The Faculty SoTL Leadership Program focuses around a set of clearly defined learning outcomes. On completion of the program, educational leaders are expected to be able to: 1. think critically about the SoTL literature and its implications for educational leadership in diverse contexts (including issues such as curricular and pedagogical leadership, communities of practice, educational technologies, student engagement and inclusion, authentic assessment and evaluation, research methods) 2. integrate SoTL research skills in complex educational practice settings (including the ability to access, retrieve, and evaluate relevant literature; define SoTL research problems and apply research methods; demonstrate responsible use of ethical principles; and dissemination) 3. demonstrate a critically reflective practice (including the ability to articulate a scholarly philosophy of teaching/curriculum practice and provide an evidence-based educational leadership dossier) 4. conduct formative peer review of teaching/curriculum reports that are grounded in the scholarly literature, methodological rigour, and authentic methods of assessment and evaluation 5. demonstrate effective leadership, collaboration, and communication skills when initiating, engaging in, and disseminating SoTL research Program Details: Over 400 faculty program graduates from multinational, multi-institutional, and multi-disciplinary settings have demonstrated significant SoTL leadership expertise and new forms of inquiry and scholarship in higher education. Chair/Academic Program Director: Professor Harry Hubball (UBC Faculty of Education) Assessment and Evaluation Authentic assessment and evaluation are an integral (formative and summative) component of SoTL Leadership Development. Successful completion of the five program-level learning outcomes is demonstrated using pass/fail completion criteria in the context of the SoTL Leadership eportfolio assignments and modes of evaluation feedback. SoTL Leadership eportfolio: Program Assignments 1. Scholarly Educational Leadership Dossier LEARNING OBJECTIVES Educational Practices/Scholarship Journal LEARNING OBJECTIVES 1, 3 3. Formative Peer Review Reports of Educational Practice LEARNING OBJECTIVES SoTL Leadership Proposal: Capstone Research Project LEARNING OBJECTIVES SoTL Leadership Proposal: Research Presentation LEARNING OBJECTIVES 1-5 Evaluation Feedback Four modes of evaluation feedback are employed in the context of the SoTL Leadership eportfolio assignments for the five program-level learning outcomes: Instructor Feedback Prior Learning Assessment (PLA) interview, formative and summative review of SoTL Leadership eportfolio assignments Self-Assessment Reflections SoTL Leadership eportfolio assignments Peer Feedback Formative peer review of SoTL Leadership eportfolio assignments External Peer Review Post-program learning interview and summative external peer review of SoTL Leadership Portfolio assignments

6 PROGRAM IMPACT OVERVIEW: SoTL Leadership Development in Multinational, multi-institutional and multidisciplinary, Contexts International Program Graduates: Associate Provost, Deans, Associate Deans, Program/Centre Directors, Curriculum Leaders, National and Institutional Teaching Fellows, Pedagogical Leaders * Including South Africa

7 UBC Program Graduates: AVP Research, Associate Deans, Associate Heads, Program/Centre Directors, Curriculum Leaders, National and Institutional Teaching Fellows, Professors of Teaching, Pedagogical Leaders

8 Program Leadership Team The Program leadership team consists of multinational, multi-institutional, and multidisciplinary faculty members including: National and Institutional Teaching Fellows, and trained external reviewers. A brief summary of program impacts over a 17-year period in multidisciplinary, multi-institutional, & multinational contexts include: UBC 3M National Teaching Fellow's (NTF) instructors/supervisors and institutional teaching award winners are represented on its advisory and assessment teams; 50% of UBC 3M NTF's are FCP graduates/instructors UBC Presidents have presided over unique annual SoTL Leadership graduation 400+ multidisciplinary faculty grads residing in all UBC Faculties (and Canadian/international universities) have acquired significant SoTL expertise and new forms of inquiry and higher education scholarship (e.g., institution leaders from Canadian and International universities have been successful in adapting the program to suit the educational needs, forms of scholarship and circumstances within their host institutions; both UBC Blizzard program award winners included FCP graduates; FCP graduates have spearheaded SoTL-based international journals 40+ related co-authored peer-reviewed SoTL publications (international. Canadian, Provincial) have examined a wide range of FCP program developments and impacts in diverse HE contexts Faculty graduates hold significant Institutional and Faculty-specific leadership positions (e.g., Associate Provost, AVP Research and International, Deans, Associate Deans, Associate Heads, Program/Centre Directors, Curriculum Leaders, National and Institutional Teaching Fellows, Professors of Teaching, Pedagogical Leaders) Faculty graduates have further enrolled and completed MA's and PhD's in SoTL Program adapted for the UBC Peer Review of Teaching Leaders Program ( ); UBC Curriculum Scholars Development Program (2011); UBC Graduate Supervision Leaders Program (2015) Invited speaker presentations about the FCP and institutional SoTL Leadership development at research-intensive universities in 35 different countries including: Australasia, Middle East, China, India, Sri Lanka, Europe, Iceland, SE Asia, Japan, UK, North America, Caribbean This Faculty SoTL Leadership Program was a pioneer in 1998, and through ongoing research and development is currently a leading program in the field, and brings much credit and recognition to UBC and Canada as a result. Many faculty development programs have a positive impact at one level; very few have a sustained and high impact across such diverse local, national and international settings as this one. In my view, this program has done more than any other in Canada and internationally to advance institutional and Facultylevel leadership expertise with the scholarship of teaching and learning in higher education (Professor Helen Burt, AVP Research and International, UBC) In the interests of space, research findings for RQ 1b. & RQ 1c. can be viewed in the poster presentation handout: 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).

9 Challenges Data suggest that competing institutional priorities and their respective proponents (e.g., disciplinary research foci and criteria for merit, tenure, and promotion) typically deemed SoTL Leadership as being insufficiently scholarly or important. Such attitudes, exacerbated by already-heavy educational leader workloads, often constrained efforts to systematically engage in SoTL Leadership inquiries. Further, changes in Senior Administration and substantial funding priorities toward strategic implementation of rapidly changing educational technologies hinder institution-level support for SoTL Leadership. Even under supportive institutional conditions, however, it was far from easy for many educational leaders to engage in SoTL Leadership. These findings reinforce that SoTL Leadership is shaped by many factors (social, political, economic, organizational, cultural, and individual) and is impacted by people at various institutional levels (e.g., administrators, curriculum and pedagogical leaders, instructors, and learners) in complex university settings (Davis & Sumara, 2006; Hubball, Clarke, Huang Hoon & Grimmett, under review). Not surprisingly, therefore, SoTL Leadership poses significant scholarship, as well as leadership and organizational, challenges for most institutions and educational leaders. Consequently, institutions and academic units need to engage in the strategic use and support of SoTL Leadership, beginning with strategic visioning and followed through with explicit programmatic and institutional support structures. Conclusion Over a 17-year period, the blended/on-line International Faculty SoTL Leadership Program: UBC Certificate on Curriculum & Pedagogy in Higher Education is guided by rigorous and systematic research that engages current and prospective cohort participants and institutional partners, program alumni, and multidisciplinary leadership team members in ongoing program improvements and strategic program development, implementation and higher education scholarship. More than four hundred educational leader graduates have made significant leadership and research contributions to the scholarship of curriculum and pedagogical practices (e.g., institutional and College-level program reform, curriculum renewal, peer review of teaching, flexible learning initiatives, strategic faculty development and educational scholarship in multinational, multiinstitutional and multidisciplinary higher education contexts. Indeed it is the scale and high levels of multidisciplinary collaboration, engaged communities of practice, creativity, professionalism, and sustained impact and program-level scholarship over a 17-year period that are hallmarks of the success of the The International Faculty SoTL Leadership Program. While there are encouraging signs of progress related to SoTL Leadership initiatives in diverse settings, data suggest that a myriad of challenges (e.g., lack of strategically aligned criteria for merit, tenure and promotion; lack of strategically aligned professional development initiatives) exist and hinder institutional support for SoTL Leadership on research-intensive university campuses around the world.

10 Selected Examples of Program-related scholarship (2004-Present) 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., Albon, S., & Hubball, H.T. (in Press). Case study methodology and the scholarship of teaching and learning: Flexibility, rigour, and ethical considerations in Pharmacy Education. Canadian Journal for the Scholarship of Teaching and Learning. 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. 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). 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. Inaugural Caribbean Teaching Scholar: Journal of the Educational Research Association, 1(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). 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.

11 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. (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). Iaria, G., & Hubball, H. (2008). Assessing student engagement in small and Large Classes. Transformative Dialogues Teaching & Learning Journal, 2(1), 1-8, Article 3. Hubball, H., & West, D. (2008). Silence and authentic reflection strategies: Holistic learning in an outdoor education program. Physical and Health Education Journal, 74(2), 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., & 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, 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, San Francisco: Jossey-Bass Publishers. 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., & 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), 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), Hubball, H.T., and Burt, H.D. (2005). Scholarship of Teaching and Learning: Theory Practice Integration in Faculty Certificate Programs.Innovative Higher Education, 30(5), 17 pgs. Hubball, H.T., Pratt, D.D., and Collins, J. (2005). Enhancing reflective practices: Implications for Faculty Development Programs.Canadian Journal of Higher Education, 35(3), Albon, S., and Hubball, H.T. (2004). Course Design in Pharmaceutical Sciences: A Learning-Centred Approach. Submitted to theamerican Journal of Pharmaceutical Education, 68(5), 15 pgs. Hubball, H.T., and Burt, H.D (2004). An Intergrated Approach to Developing and Implementing Learning- Centred Curricula.International Journal for Academic Development, 9(1), Hubball, H.T., and 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), Hubball, H.T., Clarke, A., and Beach, A.L. (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, pg. San Francisco: Jossey-Bass.

12 Faculty of Education INTERNATIONAL FACULTY Scholarship of Teaching & Learning (SoTL) LEADERSHIP PROGRAM: UBC Certificate on Curriculum & Pedagogy in Higher Education program features PROGRAM Research-informed, evidence-based, and strategically aligned curriculum and pedagogical practices in higher education PARTICIPANTS Associate Deans, Program Chairs, Evaluation of Teaching and Curriculum Leaders, Teaching Award Winners and Nominees, Tenured Instructors and Professors from multi-national, multi-institutional and multi-disciplinary settings DELIVERY Ranging from 4-month intensive to 1-year face-to-face/blended or fully online cohort designs, adapted to address the strategic educational needs and circumstances of diverse research intensive university contexts KEY OUTCOMES Leadership training for the implementation of high quality and high engagement student learning experiences in diverse and internationally-responsive undergraduate and graduate programs Capacity-building for SoTL leadership expertise in the context of institutional/faculty-specific programming priorities Supervision (via SoTL graduation e-portfolios) by global SoTL leaders with significant trackrecord pertaining to institutional leadership and higher education scholarship More than 350 international faculty graduates from Australasia, Europe, the United Kingdom, North America, the Middle East, China, Japan, Southeast Asia, and the West Indies. Further, faculty graduates have made significant SoTL leadership contributions in a wide range of peer reviewed and research-intensive university contexts. Expert leadership training for higher education, globally. Vancouver, Canada ONLINE international.educ.ubc.ca/sotl