2010 Canadian Leadership Forum on Scholarship of Teaching and Learning
Mount Royal University, the Institute for Scholarship of Teaching and Learning, and the Society for Teaching and Learning in Higher Education (STLHE/SAPES) were pleased to sponsor the 2010 Canadian Leadership Forum on Scholarship of Teaching and Learning. This event focused on how institutions initiate and encourage faculty research into student learning to support ongoing activities and initiatives, contribute to internal surveys and studies, and address new challenges facing post-secondary education locally, regionally, nationally, and internationally. More than 100 participants from universities, colleges, government and the non-profit sector from nine Canadian provinces and more than fifty institutions from across Canada were represented.
Date, Time, and Place
The 2010 Canadian Leadership Forum on Scholarship of Teaching and Learning took place on Thursday, May 20, 2010 from 9:00 AM until 4:00 PM in the Roderick Mah Centre for Continuous Learning on the campus of Mount Royal University in Calgary AB.
Five years ago, the Society for Teaching and Learning in Higher Education hosted a watershed event that brought together more than one hundred Canadian post-secondary education leaders (presidents, provosts, vice-presidents, directors, and deans) for the first ever Leadership Forum on Scholarship of Teaching and Learning. Writing for University Affairs in June 2005, Leo Charbonneau stated that “if, years from now, the scholarship of teaching and learning has grown to a full-fledged national movement in Canada, researchers may point to a symposium this past April as its historic launch.”
Clearly scholarship of teaching and learning is more prominent today than it was five years ago, and many institutions have embraced this form of inquiry as an important contributor to knowledge creation and pedagogical improvement. But what is the current state of research into student learning, what are Canadian institutions doing to foster and promote systematic scholarly inquiry, and what role can such inquiry play in the new and ever-changing academic landscape? These and other questions will be the focus of the 2010 Forum.