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Abstract

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.

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Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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