University of Calgary Teaching Scholars

How to apply

Application requirements, eligibility and budget guidelines.

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Volunteer to adjudicate

Adjudication process and committee details.

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Program reports

Projects, publications and progress reports.

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Program description

Funded by the Provost's Office, the University of Calgary Teaching Scholars Program, supported and managed by the Taylor Institute for Teaching and Learning (TI), is designed support faculty as they develop educational leadership capacity. Fields, Kenny and Mueller (2019) found that there are five pillars that underpin educational leadership capacity and success. Outlined in Figure 1, each of these pillars incorporates key qualities and behaviours associated with educational leadership. The Teaching Scholars Program is designed to support academic staff as they work to strengthen skills in each of these domains, by providing resources, support, and a community in which to develop their own educational leadership identity.

Important dates and deadlines

2021 Call for applications: Opens October 5, 2020
Internal peer review submission deadline: November 20, 2020
Application deadline: January 28, 2021

Adjudication  

Call for adjudicators: Opens October 5, 2020 
Adjudication process: February – March 2021 

Notice of Award: Results announced March 31, 2021

For questions about the program, please email teachingscholars@ucalgary.ca

Figure 1. A framework for educational leadership based on the key emergent themes from participants' interviews.

Figure 1. A framework for educational leadership based on the key emergent themes from participants' interviews. Figure reproduced from Jacqueline Fields, Natasha Kenny & Robin Mueller (2019): Conceptualizing educational leadership in an academic development program, International Journal for Academic Development, DOI: 10.1080/1360144X.2019.1570211

Areas of focus

Accessibility, equity, inclusivity and diversity

Experiential learning and undergraduate research

Indigenous Perspectives and Ways of Knowing

Mental health and well-being

Online and blended learning

Including responses to the COVID-19 pandemic

Innovation and entrepreneurial thinking

Open educational resources

Sustainability

Application support


Online drop-in consultation sessions

Applicants are encouraged to book an appointment during an online session to discuss their proposed projects with the Academic Lead for Teaching and Learning Research. 20-minute appointments spots are available for booking on:

  • October 16, 2020 from 9:00 to 11:00 AM
  • November 3, 2020 from 2:00 to 4:00 PM

Book appointment

Internal peer review

Applicants are encouraged to submit their draft applications early in order to be eligible for internal peer review (IPR).

Applications submitted for this process will be delegated to a colleague experienced with Teaching Scholars applications and adjudications to provide suggestions for revisions before the final submission deadline.

Please note that making revisions as suggested does not guarantee success of the application in the adjudication process; rather the IPR process is offered as an opportunity for semi-formal feedback only.

Internal Peer Review Submission Deadline:
November 20, 2020

Internal Peer Review Feedback Returned:
December 20, 2020

Submissions for Internal Peer Review are accepted through the Teaching Scholars program's Open Journal Systems site.

If you do not have an OJS account you will need to register for one.

Submit for peer review

Other resources and workshops

Please check out our TI guides for more resources, and the TI Course Calendar for more workshop offerings.


References

Fields, J, Kenny, NA, Mueller RA (2019). Conceptualizing educational leadership in an academic development program. International Journal for Academic Development, 24(3): 218-231.

Hannah, S.T., & Lester, P. B. (2009). A multilevel approach to building and leading learning organizations. The Leadership Quarterly, 20, 34-48.

Mårtensson, K., & Roxå, T. (2016). Leadership at a local level–Enhancing educational development. Educational Management Administration & Leadership, 44(2), 247-262.

Acknowledgements

The Taylor Institute would like to thank Dr. Dawn Johnston, Dr. Jackie Seidel and Dr. Wendy Benoit, Deans Council, the Teaching and Learning Leaders Network, the 2016-2019 University of Calgary Teaching Scholars and the Teaching and Learning Committee of the General Faculties Council, for their valuable contributions and input into the development of this program.