International Journal for the Scholarship of Teaching and Learning
Volume 1, Number 2, 2007
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Abstract
Reflections on the University of British Columbia Faculty Certificate Program
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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Marina Milner-Bolotin
University of British Columbia
Vancouver, British Columbia, Canada
milnerm@phas.ubc.ca
I graduated from Kharkiv State University, Ukraine with an M.Sc. in theoretical physics. Subsequently I worked at the Weizmann Institute of Science (Israel) and completed teacher training and taught science and mathematics in Israeli schools. In 2001, I completed a Ph.D. in Physics Education at the University of Texas at Austin, and later taught Physics at Rutgers University (USA) and at the University of British Columbia (Canada). At the University of British Columbia my focus is on improving undergraduate science teaching. I teach undergraduate physics courses and investigate how modern technologies can promote interactive engagement and inquiry-based science teaching. I have been a recipient of the NSTA Vernier Technology award and a number of teaching awards from the University of Texas at Austin and the University of British Columbia.