Abstract
Educational Leadership in TeachingExcellence (EnLITE) is a one-year program (Sept to Aug) at the University ofGuelph. It is designed to engage mid-careerfaculty in the theory, practice and scholarship of teaching and learning, andto establish and support a faculty community of practice which providesmentorship and leadership in teaching and learning in higher education. Divided into two subprograms, faculty participantsenrolled in EnLITE I critically examine and discuss scholarly topics onteaching and learning and in their own disciplines; collaborate with a teachingmentor; engage in classroom observation and peer feedback; and demonstratecommitment to continual improvement through completion of an individual programlearning plan, critically reflective teaching practice, and creation of anelectronic teaching dossier (ePortfolio). Participants meet twice monthly, in the larger cohort and in smaller groupscalled “Action Learning Sets.” Those wishing to engage in pedagogicalresearch may concurrently or subsequently enrol in EnLITE II, also a one-yearprogram. Participants in EnLITE II develop, implement and disseminate researchon teaching and learning in higher education, and are expected to demonstratehow results of their research inform their teaching practice. Participants meetmonthly in Action Learning Sets. Eachparticipant in EnLITE I and II embarks upon a process unique to theirindividual goals and objectives. The expectedtime commitment for each program is approximately 5 hours per week. Participants’progress is evaluated on a pass/fail basis against their own individual learningplan, and program outcomes. We see commitment to teaching and learning as beingrewarded both in the classroom from students, as well as faculty satisfaction andincreasingly, in tenure and promotion decisions.
Highlights
Given that (i) structured training of university faculty positively impacts student learning, (ii) faculty would like support networking with peers and with the scholarship of teaching and learning (SoTL), and (iii) faculty development programs are increasingly common in Canada, the University of Guelph should create a structured faculty development program centred on educational leadership
In the 2012-2013 academic year, we subdivided the program into Educational Leadership in Teaching Excellence (EnLITE) I and EnLITE II, both of which have since received SEDA accreditation
Consistent with the SEDA Named Award “Enhancing Research Practice,” those participants wishing to engage in pedagogical research may enrol in EnLITE II concurrently with, or subsequent to, EnLITE I
Summary
Learning to teach does not end, or in some cases, even begin, in graduate school. Consistent with the Learning to Live: Learning for Life theme of the 2013 meeting of the Society for Teaching and Learning in Higher Education, we propose several reasons universities may wish to develop a faculty development program in teaching. Four other universities across Canada (York University, University of Windsor, University of British Colombia and University of Alberta) currently offer faculty members structured training programs in teaching and learning in higher education. Two of these (York and Windsor) as well as our institution have obtained international accreditation of their programs by the U.K.-based Staff and Educational Development Association (SEDA, www.seda.ac.uk), a professional association “promoting innovation and good practice in higher education.”. Given that (i) structured training of university faculty positively impacts student learning, (ii) faculty would like support networking with peers and with the scholarship of teaching and learning (SoTL), and (iii) faculty development programs are increasingly common in Canada, the University of Guelph should create a structured faculty development program centred on educational leadership. In the 2012-2013 academic year, we subdivided the program into EnLITE I and EnLITE II, both of which have since received SEDA accreditation
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