2. Introduction
Professor of Teaching, Philosophy,
University of British Columbia Vancouver
Academic Director, Centre for Teaching,
Learning & Technology
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3. SESSION OVERVIEW
○ Broad view of edu leadership
○ An EL pie:
● EL categories
● local vs wider activities
● progress through the ranks
○ EL vs service
○ Articulating impact of EL
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5. “Educational leadership is
activity taken at Lakehead
University and elsewhere to
advance innovation in teaching
and learning with impact
beyond one’s classroom.
-- Collective agreement, Letter of Understanding #7
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6. From the letter of understanding:
○ SoTL, “Scholarship of teaching”
○ Teaching, mentoring colleagues
○ Curriculum renewal, course design
○ Pedagogical innovation
○ Contributions to conferences, workshops
All with impact beyond one’s own class
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Some EL Activities
7. Some examples I’ve seen
○ Leading departmental curriculum renewal
○ Developing a mentorship program
○ Instituting an undergrad TA program in a
department
○ Leading T&L workshops at the institution;
being known & called upon as having
expertise in some area of T&L
○ Being invited to give talks in other units or
institutions
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8. More examples
○ Setting up community engaged learning
opportunities within a program
○ Developing and testing inclusive
teaching practices & having others adopt
them
○ Creating instructional videos that are
used outside one’s course
○ Developing concept inventories for pre-
& post-tests that others also use
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10. Advice: tell a story
Identify a few focus areas
(approx. 1-3) around which
one’s teaching, EL, (and
service) are centred.
Then use that to tell a story
of oneself as an
educational leader.
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17. Service
○ Frequently assigned by
unit leader
○ Continuation of existing
activity, carrying on
existing processes
SERVICE OR EL?
Educational Leadership
○ May or may not be assigned
by a unit leader
○ Adding to or developing new
activities or processes
○ Transforming: something is
different b/c of the efforts of
that person
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Being chair of a committee, by itself, is not necessarily EL.
Also, EL can be done even without having official leadership
position in a service role.
18. IMPACT OF EL
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For detailed documentation and examples, see: https://ctlt.ubc.ca/programs/all-our-programs/teaching-and-educational-
leadership/next-steps-evidence-for-impact/
People
● Impact on teaching practice
● Impact on student learning, engagement,
wellbeing, etc.
Processes ● Impact on approaches, priorities, policies
● Impact on support capacity or T&L networks
Products
● Impact on courses, curriculum
● Impact on scholarly work (publications,
presentations)
21. RESOURCES
UBCV CTLT website on Educational Leadership:
https://is.gd/el_ctlt
● EL mapping tool
● EL impact framework and worksheet
Advice for CV’s and dossiers for EL faculty, put
together by faculty in UBC Educational Leadership
Network: https://is.gd/el_cv_dossier
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underscore!
underscores!
22. CREDITS
Thanks to all the UBCV folks who helped put these slides together:
● Sunaina Assanand, Psychology
● Stefania Burk, Asian Studies, Assoc Dean Academic, in Arts
● Christina Hendricks, Philosophy, CTLT Academic Director
● Sally Hermansen, Geography
● Isabeau Iqbal, CTLT
● Laurie McNeill, English, Dir. First Year Programs in Arts
● Allen Sens, Political Science
Special thanks to the people who made and released these resources:
● Presentation template: Mercutio by SlidesCarnival, licensed CC BY
4.0
● Icons purchased by Christina Hendricks with a subscription to The
Noun Project
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Editor's Notes
Christina
Christina
Christina
Don’t need something in every piece of pie!
At UBC, this level only requires leadership/impact at Faculty or university level (not beyond).
At UBC, this level expects leadership and impact beyond the university.