The paper presents a personal reflection on the Faculty Certificate Program (FCP) in Higher Education at the University of British Columbia and its impact on one of the program participants – a university instructor of large introductory physics courses. FCP provided the instructor with much needed support in her quest to redefine and revisit a large first year physics course via developing a scholarly approach to teaching, breaking the interdepartmental and inter-faculty barriers and eventually becoming a part of a larger Scholarship of Teaching and Learning community.
"Reflections on the University of British Columbia Faculty Certificate Program,"
International Journal for the Scholarship of Teaching and Learning:
2, Article 25.
Available at: https://doi.org/10.20429/ijsotl.2007.010225