Educational Leadership in Teaching Excellence: The University of Guelph EnLITE Program

Autor/inn/en	Buchholz, Andrea; Wolstenholme, Janet
Titel	Educational Leadership in Teaching Excellence: The University of Guelph EnLITE Program
Quelle	In: Collected Essays on Learning and Teaching, 7 (2014) 1, (6 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2368-4526
Schlagwörter	Excellence in Education; Reflective Teaching; Observation; Feedback (Response); Instructional Leadership; Program Descriptions; Universities; College Faculty; Scholarship; Educational Research; Teaching Methods; Learning Processes; Mentors; Teacher Collaboration; Peer Groups; Portfolios (Background Materials); Internet; Teacher Attitudes; Tenure; Faculty Promotion; Program Effectiveness; Faculty Development; Foreign Countries; Communities of Practice; Canada + Suchen Sie Ihr Suchwort? Lernerfolg; Beobachtung; Instruction; Leadership; Bildung; Erziehung; Führung; University; Universität; Fakultät; Scholarships; Stipendium; Bildungsforschung; Pädagogische Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Lehrerkooperation; Gleichaltrigengruppe; Peer Group; Lehrerverhalten; Amtszeit; Beschäftigungsdauer; Ausland; Community; Kanada
Abstract	Educational Leadership in Teaching Excellence (EnLITE) is a one-year program (Sept to Aug) at the University of Guelph. It is designed to engage mid-career faculty in the theory, practice and scholarship of teaching and learning, and to establish and support a faculty community of practice which provides mentorship and leadership in teaching and learning in higher education. Divided into two subprograms, faculty participants enrolled in EnLITE I critically examine and discuss scholarly topics on teaching and learning and in their own disciplines; collaborate with a teaching mentor; engage in classroom observation and peer feedback; and demonstrate commitment to continual improvement through completion of an individual program learning plan, critically reflective teaching practice, and creation of an electronic teaching dossier (ePortfolio). Participants meet twice monthly, in the larger cohort and in smaller groups called "Action Learning Sets." Those wishing to engage in pedagogical research may concurrently or subsequently enrol in EnLITE II, also a one-year program. Participants in EnLITE II develop, implement and disseminate research on teaching and learning in higher education, and are expected to demonstrate how results of their research inform their teaching practice. Participants meet monthly in Action Learning Sets. Each participant in EnLITE I and II embarks upon a process unique to their individual goals and objectives. The expected time commitment for each program is approximately 5 hours per week. Participants' progress is evaluated on a pass/fail basis against their own individual learning plan, and program outcomes. We see commitment to teaching and learning as being rewarded both in the classroom from students, as well as faculty satisfaction and increasingly, in tenure and promotion decisions. (As Provided).
Anmerkungen	Society for Teaching and Learning in Higher Education. 1280 Main Street West, Mills Library Room 504, Hamilton, Ontario L8S 4L6, Canada. Tel: 905-525-9140; Web site: http://www.stlhe.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01