S.07-14

SIMON FRASER UNIVERSITY

. ?

Senate Committee on University Priorities

Memorandum

TO: Senate ?

FROM: ?

John Waterhuk/f

Chair, SCUPY/

Vice Presidryt, Academic

RE:

Institute for the Study of Teaching and

?

DATE: ?

January

15,

2007

Learning in the Disciplines (SCUP

07-01)

At its January 10, 2007 meeting SCUP reviewed and approved the proposal for the

creation of the Institute for the Study of Teaching and Learning in the Disciplines. This

will be a Schedule B Institute reporting to the Vice President Academic, under Policy

R40.01.

Motion

That Senate approve and recommend to the Board of Governors the creation of

the Institute for the Study of Teaching and Learning in the Disciplines as a

Schedule B Institute reporting to the Vice President Academic.

E1

end.

c: M. Pinto, C. Amundsen

.

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SCUP 07-01

SIMON FRASER UNIVERSITY

Office of the Vice President, Academic

Memorandum

TO: SOUP

?

FROM: ?

John

Vice Presidt,/Academjc

RE: Institute for the Study of Teaching and

?

DATE: ?

December(Z/2006

Learning in the Disciplines (Schedule B)

Please find attached a proposal for the creation of the Institute for the Study of Teaching

and Learning in the Disciplines. This Institute will be a Schedule B Institute under Policy

R40.O1.

The purpose of the proposed Institute is to support and enhance faculty-led inquiry into

all aspects of teaching and learning at SFU. This institute would encourage faculty

engagement in teaching as a scholarly pursuit.

c. M. Pinto

end.

S

0

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Date: October 14, 2006

?

S

To: ?

John Waterhouse, VP Academic and Mario Pinto, VP Research

From: Cheryl Amundsen

It is with great pleasure that I forward to you a proposal for the Institute for the Study of Teaching and

Learning in the Disciplines. This would be a Schedule B institute. I would appreciate it if this proposal

could be taken through the process leading to Senate approval.

Over the past year, the Institute proposal has been discussed by SCUTL and the UCITF. Both groups

were very positive and provided feedback that has been incorporated into this draft.

There are two aspects that remain outstanding:

• Policy - Although normally a Schedule B institute resides under the VP Research, given the purpose

and goals of the proposed Institute, I believe it is appropriate that the Institute report to the VP

Academic.

• Space - A permanent and central space will be required for the Institute - minimally a three-room

suite. This issue has not yet been resolved, although there have been preliminary discussions with Dr.

Bill Krane.

I look forward to your further direction as to how to proceed.

Thank you.

3.

?

S

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2

S

Proposal for Schedule B Institute:

?

The Institute for the Study of Teaching and Learning in the Disciplines'

Cheryl Amundsen and Mark Fettes

Purpose of the proposed Institute

The overall purpose of the proposed Institute is to inspire, support, and enhance faculty-led inquiry into

all aspects of teaching and learning at SFU. By "faculty-led inquiry" we mean that which is discipline-

focused, initiated, by individual faculty members or groups of faculty, and related to questions about

teaching and learning specifically of interest to faculty. The specific purposes are:

To work to sustain the benefits of the SFU Undergraduate Curriculum Initiative launched in

September 2006. The Institute will support professors who already teach a W, Q or B course

and who want to research a particular aspect of student learning in their course.

The second focus is to create a distinct and strong culture of teaching and learning excellence at

• ?

SFU that builds on, but is not limited to, the sound pedagogical principles that underlie the SFU

Undergraduate Curriculum Initiative. We see different types and levels of faculty-led inquiry

supported by the proposed Institute.2

This will be accomplished in three ways as described below.

Faculty Teaching Scholars:

These individual faculty members will serve as the core

membership of the Institute. Committed to further developing their knowledge of the teaching

and learning process in their respective disciplines, they will work with other faculty interested

in such development through Institute-sponsored projects.

Faculty-Led Inquiry Projects:

Funds will be made available through the Institute for faculty-led

inquiry that adheres to specific criteria (see Appendix A). The findings of these Faculty-Led

Inquiry Projects will be made public, through both informal university presentations and

publications (e.g., the annual teaching symposium supported by LIDC, webpages, campus

newspapers) and more formal external presentations and publications.

3

Broadly speaking, we

•

The longer version of this proposal was revised to address the questions and comments posed by Dr. Waterhouse and others. We

particularly thank David Kaufman for his substantive feedback, especially as concerns the section entitled

Relationship

of

the Institute to

the L!DC.

We have also received feedback along the way from Adrienne Burk, Sarah Dench, Barbara Frisken, Barry Honda, Dennis

2

Krebs

Table

and

I presents

Wendy

these

Strachan.

in a continuum

Charmaine

that

Dean

ranges

provided

from

suggestions

less to more

for

formal

structuring

inquiry.

this "executive version" of the proposal.

Three such projects have already been completed at SFU. One investigated the effectiveness of an on-line feedback tool in a large

O

alculus course, the second focused on a sophisticated questioning technique in an undergraduate Economics course and the third

aluated the use of clicker technology in a large mathematics course. The first study resulted in a thesis, the second a conference paper

and the third has yet to be reported. These projects have been funded by a SSHRC research grant held by Cheryl Amundsen that will end

in 2006.

---

that

want

is

teaching

both a collegial

itself to

and

come

a scholarly

to be thought

pursuit.

of,

at SFLJ, as a form of research into student learning

?

0

External Funding for the Institute.

Faculty-led inquiry, as a process of faculty development,

will be the focus of externally funded research developed and carried out by the Director of the

proposed Institute and individuals who have been identified as Faculty Teaching Scholars.

Professors from a variety of disciplines in Canada and the United States are already involved in

this type of research and are contributors to the developing literature related to the "Scholarship

of Teaching and Learning" (for example, see Hatch 2006; Kreber (Ed.) 2001 and the Carnegie

4

•

tablished, in addition to their centrally or

?

teaching support unit, an Institute or Centre for the

Scholarship of Teaching and Learning'. The most common model for this type of Institute is to

establish a teaching development fund to which faculty can apply if they want to develop and explore a

teaching idea. Some of the Institutes that have been around for a longer period of time have begun to

bring together faculty who are working on such projects to share what they have learned, and in at least

one case (University of Wisconsin-Milwaukee

5 )

there is an effort to tie teaching projects to broader

university goals and to a national network with the hope that they will receive more recognition by the

university community.

Such efforts must be applauded, as they go a long way in cultivating the notion of teaching as

scholarship. In many institutions, however, the result is simply a number of unconnected projects that

do not contribute to the wider distribution of pedagogical knowledge within the university and have

little effect in developing a strong culture of inquiry about teaching. For this reason, we are proposing a

different structure at SFU built around a core role for Faculty Teaching Scholars. The continual

development and support of this group and their work with other faculty members is what will set the

SFU Institute for the Study of Teaching and Learning in the Disciplines apart from units created by

other universities.

Governance of and membership in the Institute

Director of the Institute

Full-time faculty member appointed in an academic department.

• Part-time position with teaching release for serving as Director (2 course releases), with a term

appointment of two years.

• Demonstrated expertise and scholarship in aspects of the scholarship of teaching and learning,

including having undertaken a Faculty-Led Inquiry Project.

The position is intentionally part-time and short-term because the goals of the Institute are best served

by Directors who are from a variety of disciplines and who remain actively involved in teaching during

their tenure as Director. The Directorship is a natural next step for those involved as Faculty Teaching

Scholars of the Institute. The advantage of new Directors coming from this group is that they will have

developed expertise in the scholarship of teaching and learning over a number of years of working in

the SFU context. The primary focus of the Director, in the initial years of the Institute, will be to

support the developing expertise of the Faculty Teaching Scholars, and encourage, initiate, and

supervise research and collegial sharing activity around faculty-led inquiry in the University. Dr.

Cheryl Amundsen is well positioned to serve as the first Director of the Institute. She is a principal

author of this proposal and has been instrumental in beginning the establishment of the primary

components of the proposed Institute.

For example, UBC founded an Institute for the Scholarship of Teaching and Learning in 2004, which operates in addition to the

*

ally funded teaching and learning support unit (similar to LIDC). This Institute supports faculty investigations into teaching through

5

The Director will work closely with the Steering Committee to build the Institute and will report to the

VP Academic.

Associate Director of the Institute

Full-time faculty member appointed in an academic department.

Part-time position with teaching release for serving as Associate Director (1 course release),

with a term appointment of two years.

Demonstrated expertise and scholarship in aspects of the scholarship of teaching and learning,

garnered through participation in the Institute as a Faculty Teaching Scholar.

Given that the intention is to encourage those among the Faculty Teaching Scholars who are interested

to assume the role of Director, the Associate Director will be selected by the Steering Committee from

among this group. The Associate Director will work with the Director in the management of the

Institute.

Faculty Teaching Scholars

• All full time faculty (professors and lecturers) will be invited to participate in the Institute as

Faculty Teaching Scholars.

• These individuals will play an informal or more formal role in the Institute on a short or longer-

term basis. All Faculty Teaching Scholars would be expected to continue to develop their own

knowledge of teaching and learning in their particular discipline by continuing to meet with

other Faculty Teaching Scholars, through their own study and through participation in activities

sponsored inside and outside of SFU.

• A more formal role would include providing direct assistance and support to enhance and

sustain the WQB initiative, and supporting the development and implementation of Faculty-Led

Inquiry Projects funded by the Institute. These roles will be individually defined with the

Director. Faculty interested in these more formal appointments will be invited to apply for a

limited number of teaching releases.

• To begin with, faculty with more formal appointments would be drawn from those who have

already developed, taught and assessed a W, Q or B course or have been involved in actively

promoting this pedagogy, and individuals who have participated in the follow up groups to the

annual SFU

Rethinking Teaching

course design workshops (initiated and facilitated by Cheryl

Amundsen and now sponsored by the LIDC).

See Appendix Cfor the names of individuals who are interested in serving as the initial group of

Faculty Teaching Scholars.

Graduate student participation

Graduate students who are interested in conducting research related to teaching and learning in their

specific disciplines will be able to do so within the Institute. They could work under the direct

supervision of a faculty member (i.e. the Director, Associate Director, or one of the Faculty Teaching

Scholars currently aligned with the Institute) or they might work, as negotiated, with particular projects

in time-limited ways (as for example, a particular Faculty-Led Inquiry Project).

---

S

Steering Committee

• The Director of the Institute will Chair the Steering Committee and the Associate Director will

be a member.

• Ex officio

positions: Directors of the LIDC, WILO, the Learning Commons, the Chair of the

UCITF or whatever body assumes long-term responsibility for the curriculum initiative, and the

most recent past Director-of the Institute.

• In addition, five full-time faculty members, one from each faculty at SFU and representative of

the 3 campuses of SFU, directly involved or interested in the Institute's current activities, will

be appointed by their respective Faculties in consultation with the Director of the Institute.

• The term of the faculty appointments will be two years and will be rotated to provide a

combination of experienced and new members.

See Appendix Dfor the names of individuals who have agreed to serve on the Steering Committee.

The Steering Committee will provide support and guidance to the Director of the Institute and will be

responsible to the VP Academic. One of the first priorities of the Steering Committee will be to develop

a detailed development plan for the Institute in collaboration with those faculty members who accept

the role of Faculty Teaching Scholar. This plan will set more specific objectives for the Institute's first

few years, and will identify performance indicators that will enable assessment of the achievements.

W ndi ng

The overall funding requests for Years 1, 2 and 3 of the Institute, along with the activities that drive

them, are detailed in Tables 2 and 3.

The Faculty-Led Inquiry Project Fund is central to the work of the Institute and must be

continuously provided by the University. It will allow individual faculty and groups of faculty

to pursue investigations of importance to the development of teaching and learning at SFU and

assure that the findings of these investigations become known to the SFU community and

beyond.

Through the Directorship, Associate Directorship and the positions of Faculty Teaching

Scholars, various members of the academic community will take leadership positions in the

development of teaching and learning at SFU. It is imperative that the time involved in

assuming .these more formal roles in the Institute is seen as a formal part of workload at SFU.

Part-time clerical support is requested to assist with the management of the Faculty-Led

Inquiry Project Fund, preparation of the application to the campus program of the Carnegie

Academy for the Scholarship of Teaching and Learning in Higher Education, scheduling of

meetings and creation of minutes, providing information about the Institute within SFU and

externally, and preparation of reports:

Space requirements

*three-room suite will be required as a physical location for the Institute for the Study of Teaching and

?

Learning in the Disciplines. This will allow for a small conference room for meetings (this could be a

---

VA

shared space) of the Faculty Teaching Scholars and the Steering Committee, and offices for the

Director and for the part time clerical support.

Benefits to SFU

Elevating teaching development to a scholarly activity, through the combined efforts of committed

faculty members from academic units working through the proposed Institute and with staff in the

LIDC, will bring many benefits to SFU:

• Sustain the energy and commitment sparked by the Undergraduate Curriculum Initiative, within

the context of a long-term plan to increase and deepen faculty involvement in this initiative;

• Promote innovative, discipline specific teaching approaches at SFU;

Promote teaching as a form of research into student learning that is both a collegial and a

scholarly pursuit;

• Create, share and apply evidence-based pedagogical knowledge within the SFU community;

• Provide recognition that scholarly activity around teaching in one's discipline is a legitimate

activity to be recognized in promotion and tenure decisions;

• Provide a way to fit with the growing national and international agenda to subscribe to the

practices underlying the "Scholarship of Teaching and Learning";

• Achieve wide recognition in the scholarly community based on the unique structure of the

Institute, particularly the role of Faculty Teaching Scholars and the process of faculty-led

inquiry.

values

SFU has

teaching

celebrated

and views

its 40 anniversary.

it as a scholarly

It is

pursuit.

time for

Teaching

action to

and

build

learning

our reputation

are fundamental

as an institution

to our

that

?

S

mandate and it is high time that our faculty members are provided with the resources and expertise that

will allow them to study and thus improve their own teaching practice and, just as importantly, be

rewarded for this. The proposed Institute for the Study of Teaching and Learning in the Disciplines will

set this direction as SFU moves beyond the first 40 years.

References:

Kreber, C. (Ed.) (2001).

Scholarship Revisited: Perspectives on the Scholarship

of

Teaching.

New

Directions for Teaching and Learning Series, Number 86 (Summer), San Francisco: Jossey-Bass.

Hatch, T. (2006).

Into the Classroom: Developing the Scholarship

of

Teaching and Learning.

San

Francisco: Jossey-Bass.

---

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---

appendix A -

Draft Guidelines for Faculty-Led Teaching Inquiry Projects

Faculty-Led Teaching Inquiry Project Application

Principal Applicant:

Faculty:

?

Tel: ?

Fax:

Department:

?

E-mail:

Co-Applicants:

(where applicable)

1.

Applicant(s)

(In the case of a joint application, please indicate which applicant will assume

•sPonsibilitY for the grant).

I agree to 1) submit a written follow-up report to the Rethinking Teaching small group for discussion,

2)

present the results of my Teaching Inquiry Project to an appropriate faculty audience within SFU

(for example within my Faculty or as part of the SFU Innovative Teaching Symposium), and if

necessary,

3)

submit my project to the SFU Research Ethics office for approval, if necessary.

Signature:

?

?

Date:

(Principal applicant)

2.

Department Chair

The applicant has briefed me on this proposed Teaching Inquiry project and I support the project.

Signature:

?

Date

12

S ?

/44

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13

Teaching and Learning Inquiry Projects Proposal

?

0

A. Abstract

Include the following: Name(s) of applicants, Faculty, Department, title of project.

B. Description of the proposed inquiry project, please include following criteria

I.

Objectives:

short statement of objectives of the project.

2.

Project:

clear description of teaching and learning inquiry project.

3.

Rationale:

general description of the background and rationale for the project (e.g., current

course/program goals, current instructional methods, challenges you would like to address).

4. Impact:

statement of how the project will impact student learning.

5.

Methods:

general description of how the project will be conducted.

6. Evaluation:

explanation of how the project objectives will be evaluated. How will anticipated

improvements in learning and teaching be assessed?

7.

Intellectual property (if applicable):

description of how copyright issues will be addressed.

Intellectual property will be covered by SFU intellectual property policy.

8.

Timeline:

description of timeframe for the project, and (if appropriate) plans for continuing

support and development.

9. Broader impact:

description of how any products or techniques developed might be useful to

colleagues at SFU or other universities.

10.

Dissemination:

description of how you will present or discuss the results of your initiative in your

Department, Faculty, and beyond since one of the goals of this initiative is to expand the impact of

projects through the sharing of results.

C. Budget request

1.

Present the budget required to support the project and a justification.

Specify and justify which items you are asking to be covered. This can include: project

specific personnel costs (students and TA5), instructional materials (software, printed and

audiovisual materials) and other related costs. This cannot include: salaries for principal

applicants or full time staff, hardware, telephone equipment, travel and subsistence).

2.

Please estimate the continuing operating and capital costs of the course or program after the

termination of these funds. How will these costs, if any, be covered?

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---

Proposed Constitution

of the

Institute for the Study of Teaching and Learning in

the Disciplines?

(InSTLD)

1.

Purpose

1.1. The Institute seeks to enable and support faculty-led inquiryinto all aspects of

teaching and learning at SFU.

2.

Means

2.1. The Institute provides a forum for disciplinary and interdisciplinary conversations

and critiques relating to teaching and learning. This dialogical process forms the basis of

all of its other activities.

2.2. Institute activities may be initiated by and/or directed at individual faculty, program

areas, Faculties, other university units, or university administrators, and may be focused

on any aspect of teaching and learning of interest to the participants.

2.3. Institute activities centrally involve the honest and critical examination of ideas and

evidence, seeking to build on what is known about teaching and learning in the

disciplines and to disseminate their findings beyond the immediate context of discovery.

2.4. The Institute seeks to bring this scholarly process of inquiry to the support of

university-wide initiatives in teaching and learning, in particular the undergraduate

curriculum (WQB) initiative adopted by Senate in 2004.

2.5.

More broadly, the Institute works to bring awareness of teaching and learning to the

forefront of how scholarly activity is conceived of and practiced at SFU, and to assist

faculty and programs in applying their understanding of how learners progress in the

discipline to transforming the ways in which they work with students.

2.6. In consultation with the Vice-President, Academic, the Institute may represent the

University in inter-institutional initiatives in the scholarship of teaching and learning,

where it seeks both to effectively present SFU's achievements in this area, and to build

collaborative and mutually beneficial relationships with other researchers and institutions.

S

Proposed Constitution, JnSTLD

---

• ?

3. Governance

3.1. Overall responsibility for the coordination of the Institute is vested in its Director,

who is appointed by the Vice-President Academic. The normal term of such an

appointment is two years.

3.2. The Director is advised by a Board of Associates, comprised of up to ten full-time

faculty members directly involved or interested in the Institute's current activities.

Associates may be appointed by the Director or by the Vice-President, Academic, and

will normally cease to serve as Associates if and when their involvement in Institute

activities declines.

3.3.. Should a conflict arise between one or more members of the Board of Associates and

the Director of the Institute, such that it hinders the Institute's ability to accomplish its

purposes, the matter will be referred to the Vice-President, Academic, for resolution.

3.4. The Institute is constituted as a Schedule B Centre under the terms of SFU Policy R

40.01, with the sole modification that the Administrative Officer responsible for the

governance and budgetary affairs of the Institute is the Vice-President, Academic, and

not the Vice-President, Research.

• ?

3.5.

The Institute conducts its affairs in accordance with University policies and in such a

manner as to strengthen the University's capacity and reputation for excellence in

teaching and learning.

4. Membership

4.1 Directors of the Institute.

The Director of the Institute is a full-time faculty member

appointed in an academic department. This is a limited-term appointment spanning not

more than two years. The Director has expertise in aspects of the scholarship of teaching

and learning, and have themselves undertaken a teaching inquiry project, and contributed

to the professional community through conference papers and publications. The Director

works closely with the Board of Associates (see the following paragraph) to build the

Institute and reports to the VP Academic. The Associate Director will be mentored by

the Director for a period of one to two years, at the end of which time h/she will assume

the Directorship. The Director and Associate Director will maintain some teaching

responsibility in their academic departments during their tenure in the Institute.

Steering Committee.

The Steering Committee is comprised of up to ten full-time faculty

members directly involved or interested in the Institute's current activities. Members may

be appointed by the Director or by the Vice-President, Academic, but will always include

the Directors of the LIDC, WILO, the Learning Commons, the Chair of the SCUTL and

the most recent past Director of the Institute.

S

Proposed Constitution, InS TLD

---

Faculty Teaching Scholars. This group will -constitute the core of the Institute. Faculty

Teaching Scholars are full-time faculty (professors

,

and lecturers). These individuals may

play an informal or more formal role in the Institute on a short or longer-term basis. Each

Faculty Teaching Scholar will negotiate with the Director their role in the Institute each

semester.

Graduate students.

Graduate students who are interested in pursuing experiences related

to teaching and learning in their specific disciplines may be associated with the Institute

in a number of ways. They work under the direct supervision of a tenure-track faculty

member (i.e. one, of the two directors or one of the faculty associates currently aligned

with the Institute) or they might work, as negotiated, with particular projects in time-

limited ways.

.

Proposed Constitution, InSTLD

---

Education Bldg. Rm 7560

'

8888 UNIVERSITY DRIVE

BURNABY, BRITISH COLUMBIA

CANADA V5A 1S6

Telephone: 604-291-3910

Fax: 604-291-4900

S

LEARNING & INSTRUCTIONAL

DEVELOPMENT CENTRE

SIMON FRASER UNIVERSITY

January 17, 2007

Dr. Cheryl Amundsen

Faculty of Education

Simon Fraser University

Dear Dr. Amundsen,

I am writing to indicate my strong support for your proposal to establish an Institute for

the Study of Teaching and Learning at SFU. As you know, I contributed to the

proposal and we agreed on several areas in which the Institute and the LIDC could

collaborate. I was impressed with your openness to this collaboration and believe that we

achieved a common vision for the highly complementary roles of our two organizations.

5 ?

In particular, I believe that the faculty-driven nature of the Institute will complement the

LIDC administrative unit and that this unique combination will help to create a strong

culture at SFU that addresses the scholarship of teaching and learning. Together, we will

be able to raise the profile of teaching at our university beyond skill development to a

legitimate, rapidly emerging scholarly discipline.

I am impressed by the inclusive and consultative approach being proposed and I (and my

staff) look forward to working with the Institute to help it achieve its full potential.

Please don't hesitate to contact me if I can assist you in any way.

Sincerely,

Dr. David Kaufman, M.Eng., Ed.D.

Director

Learning and Instructional Development Centre

S