Learning styles and teaching scholarship: Development and evaluation of the UBC Faculty Certificate Program on Teaching and Learning in Higher Education
Harry Hubball, Ph.D,
University of British Columbia, Canada
Abstract: Objectives
The purpose of this workshop is (i) to critically assess how learning styles research can
enhance teaching scholarship in a university setting (ii) to identify a wide range of
learning strategies in the context of a faculty certificate program on teaching and
learning in higher education.
Context
There is increasing recognition of the complexity of academic work, as well as the need
for university teachers to develop a scholarly approach toward teaching. Many universities
across North America and Europe are developing structured programs of study to prepare
university teachers for the curricula and pedagogical challenges of the 21st Century
(Gibbs, 1998). This raises the question, how should these programs be designed to meet the
needs and circumstances of a wide range of faculty from multidisciplinary settings?
Learning styles research informing teaching scholarship
Kolb’s learning styles and Gardner’s multiple intelligence research have had a
significant impact on the design of educational programs and strategies to assess student
learning. Research shows that people learn in a variety of ways though, individuals
tend to have preferred ways of learning in which they show strength. Preferred ways of
learning should be considered as tendencies, rather than permanent human attributes.
Howard Gardner’s recent work with multiple intelligence provides great insight to
ways of learning and implications for university teachers. He suggests that people possess
a wide range of intellectual capacities (but in varying degrees of strength and skill)
which can be developed. Successful university teachers, for example, are able to respond
to the needs of a diverse group of students by implementing a wide range of learning
strategies, not just the ones they happen to prefer. An eclectic set of learning
strategies in the classroom will provide a balance!
of comfortable and challenging learning experiences for each student and, therefore,
enable individuals to develop a broad set of knowledge, abilities and skills.
Application
The UBC Faculty Certificate Program on Teaching and Learning is designed to meet the needs
and circumstances of multidisciplinary faculty at the University of British Columbia,
Canada. The aim of this program is to enhance teaching scholarship and student learning at
UBC. The Certificate program was developed around a cohort model and by integrating a
variety of learning frameworks (Gardner, 1993; Grow, 1994; Kolb, 1985; Lave and Wenger,
1991). Action research contributes to the development, implementation and evaluation of
the Certificate program. Research data over a two-year period suggests that, as part of a
broad integrated approach, applying a learning styles framework can be effective to
enhance teaching scholarship and student learning. Furthermore, many changes have been
made to the Certificate program to further improve the learning experience for university
teachers.
Following an interactive presentation, participants will be engaged in a large group
discussion that will focus on learning strategies in the context of a faculty certificate
program on teaching and learning. Useful literature sources will be available.