Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education is now over. Visit the Symposium 2017 archivesto view video of Dr. Nancy Chick’s keynote presentation, photos, slide presentations, and more.
Educational leadership in the teaching and learning mandate of institutions is expressed in different arenas, which include personal practice, Departmental and Faculty priorities, and institutional strategy (Aitken & Tateba, 2014). Though educational leadership incorporates notions of enhancement, innovation and influence, it is often conflated with activities relating to educational management and / or service in the area of teaching and learning (Hofmeyer, Sheingold, Klopper, & Warland, 2015).
In Canada, many institutions have teaching-focused roles and appointments which incorporate or require elements of educational leadership activity for promotion and career advancement (Bowness, 2016); yet there is often lack of clarity in what the term actually encompasses (Berkowicz & Myers, 2016). This session draws on recent work at UBC to re-conceptualize how we think about, identify, document, and establish the impact of educational leadership activities. This session will engage participants in large and small group discussion, individual reflection, and a guided activity to map their educational leadership contributions.
By the end of this session, participants will be able to: • Articulate a definition of educational leadership • Begin to identify their own educational leadership activities and associated evidence via a mapping activity • Describe sources of evidence of educational leadership • Decide on next steps for documenting their educational leadership
