SoTL inquiry in broader curricular and institutional contexts: Theoretical underpinnings and emerging trends

Authors

  • Harry Hubball University of British Columbia
  • Marion L. Pearson University of British Columbia
  • Anthony Clarke University of British Columbia

DOI:

https://doi.org/10.20343/teachlearninqu.1.1.41

Keywords:

higher education, scholarship of teaching and learning, inquiry into curriculum practice, educational leadership, institutional supports

Abstract

Universities around the world increasingly recognize the importance of offering high quality, high-engagement student learning experiences in their undergraduate and graduate programs. While the SoTL movement and literature has gained considerable recognition and momentum over the past two decades, much less inquiry has focused on institutional and program-level educational reforms. This paper calls for a more expansive view and strategic use of SoTL inquiry in order to make substantive contributions to curriculum renewal, educational leadership practices, and, most importantly, the quality of undergraduate and graduate degree programs. Theoretical underpinnings, emerging trends, challenges, and strategic supports to enhance the effectiveness and efficiency of curricula within and across diverse disciplinary contexts are discussed.

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Author Biographies

Harry Hubball, University of British Columbia

Harry Hubball is a Canadian National Teaching Fellow and the Academic Program Director for the UBC Faculty SoTL Leadership Program.

Marion L. Pearson, University of British Columbia

Marion Pearson is a Senior Instructor and the Director of the Entry-to-Practice Program in the Faculty of Pharmaceutical Sciences, and a doctoral candidate in curriculum studies in the Faculty of Education at the University of British Columbia.

Anthony Clarke, University of British Columbia

Anthony Clarke is a Professor in the UBC Department of Curriculum and Pedagogy and a Canadian National Teaching Fellow.

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Published

2013-03-01

How to Cite

Hubball, Harry, Marion L. Pearson, and Anthony Clarke. 2013. “SoTL Inquiry in Broader Curricular and Institutional Contexts: Theoretical Underpinnings and Emerging Trends”. Teaching &Amp; Learning Inquiry 1 (1):41-57. https://doi.org/10.20343/teachlearninqu.1.1.41.