Harry Hubball

An integrated approach to developing and implementing learning‐centred curricula

The purpose of this article is to provide a critical review of the motivating factors, processes and outcomes pertaining to learning‐centred curriculum reform in higher education. A case study example is provided from the Faculty of Pharmaceutical Sciences at the University of British Columbia. Although academic units on university campuses tend to present many unique contextual challenges, and are at different stages in curriculum re‐design, useful lessons can be learned across settings without “re‐inventing the wheel,” or falling into similar implementation problems. A flexible framework, guiding principles and strategic approach to developing and implementing learning‐centred curricula are provided to assist academic developers. Curricular reform has implications for learning communities, planning, assessment and programming in higher education.

Ten‐year reflections on mentoring SoTL research in a research‐intensive university

This study focuses on an examination of mentoring SoTL research from the 10‐year implementation of an 8‐month mixed‐mode international faculty certificate program on SoTL leadership at the University of British Columbia, Canada. Data suggest that faculty members, especially those unfamiliar with social science methodologies, experienced significant research challenges when investigating SoTL in complex institutional/curricula/classroom settings. Effective mentoring for SoTL, as part of a community of practice, influenced positive research outcomes. For example, through a community of practice, SoTL mentors performed professional, facilitation and agency roles to engage individual faculty members in SoTL research. A community of SoTL researchers helped to address key epistemological, methodological and ethical challenges faced by individual faculty members when conducting SoTL research in diverse disciplinary contexts. Cette étude porte sur le mentorat de la recherche SoTL débutant dès la mise en œuvre, il y a 10 ans, d’un certificat international en mode mixte portant sur le leadership SoTL à la University of British Columbia, au Canada. Les données indiquent que les enseignants, particulièrement ceux n’étant pas familiers avec les méthodologies provenant du domaine des sciences sociales, ont fait face à des défis considérables en matière de recherche alors qu’ils effectuaient des recherches de type SoTL dans des environnements institutionnels/curriculaires/de classe complexes. Un mentorat efficace pour le SoTL, s’inscrivant dans une communauté de pratique, a mené à des résultats de recherche positifs. A titre d’exemple, par l’entremise d’une communauté de pratique, les mentors SoTL ont joué des rôles professionnels, de facilitation et de motivation de façon à impliquer, sur une base individuelle, des enseignants dans des projets de recherche SoTL. Une communauté de chercheurs SoTL a contribué à affronter les principaux défis épistémologiques, méthodologiques et éthiques auxquels faisaient face les enseignants lors de leurs recherches SoTL au sein de divers contextes disciplinaires.

Curricular Integration in Pharmacy Education

This article reviews the concepts of curricular integration and integrative learning. These concepts have reemerged in contemporary higher education reforms and are crucial in pharmacy programs where students are expected to acquire the knowledge, skills, and abilities needed for competent practice in a complex environment. Enhancing integration requires negotiating obstacles, including institutional traditions of disciplinary structures and disciplinary differences in understandings of knowledge and approaches to teaching and learning; investing the time and effort to design and implement integrated curricula; and using learning-centered pedagogical strategies. Evidence supporting the value of such efforts is not compelling, as much because of insufficient research as lackluster findings. Future avenues of scholarly inquiry are suggested to evaluate curricular integration, distinguishing between the curriculum espoused by planners, the curriculum enacted by instructors, and the curriculum experienced by students.

A Learning‐centred Faculty Certificate Programme on University Teaching

Learning‐centred education (LCE) has the potential to meet the diverse needs and circumstances of a multidisciplinary faculty cohort enrolled in a certificate programme on teaching and learning by engaging participants in a learning community, and by drawing upon a wide range of appropriate teaching strategies to facilitate learning and development of student abilities. Action research design was employed to examine the theory‐practice relationship of LCE within the UBC Faculty Certificate Programme on Teaching and Learning in Higher Education. Research data, both quantitative and qualitative, collected over a 12‐month period, suggest that a multidisciplinary faculty cohort exhibits diverse learning styles, and that individual faculty members are at different stages in developing a scholarly approach to teaching and learning. Furthermore, data suggest that LCE can be used to organise a faculty certificate programme around teaching and learning issues relevant to university faculty and that some structuring of the LCE environment can assist in the attainment of course learning outcomes while engaging faculty as active participants in their personal developmental process.

Using problem-based learning to enhance team and player development in youth soccer.

I n response to the demand for quality programming in youth soccer, team and player development initiatives have become fast-growing enterprises across Canada. With this development comes questions regarding the role of sport pedagogy within these programs. Recent advances in sport pedagogy have made a significant contribution to games education (Hopper & Bell, 2000; Mandigo & Holt, 2000; Mitchell, Oslin, & Griffin, 1995; Rink, 2002; Werner, Bunker & Thorpe, 1996). One of these advances is problem-based learning (PBL), which has the potential to meet the diverse needs of players on a youth soccer team by incorporating a wide range of learning strategies in a unique inquiryand context-based approach to team and player development. Problem-based learning is a coaching and teaching methodology that develops knowledge, abilities, and skills through participation; collaborative investigation; and the resolution of authentic, “ill-structured” problems through the use of problem definition, teamwork, communication, data collection, decision-making, planning and goal-setting, active performance, and reflective analysis (Altrichter, Posch & Somekh, 1993; Clarke & Hubball, 2001; Gallagher, 1997; Stepien & Pike, 1997). Ill-structured problems are those that occur naturally in dynamic, team-game situations where there are complex processes, concepts, or issues to understand, and strategies or skills to master (e.g., principles of attack and defense, set-pieces, positional formations and teamplays, non-ballball-carrier options, discerning relevant versus non-relevant cues in the performance environment). This methodology has been effective in enhancing critical thinking, communication, and problem-solving skills in a variety of field and classroom settings (Torp & Sage, 1998; Wilkerson & Gijselaers, 1996). However, very little has been documented regarding the use of PBL in youth sports and physical education environments, even though its principles and strategies are adaptable to a wide range of community youth-sport programs and physical education games. This article is based on research and on the PBL experiences of a youth soccer academy team at the University of British Columbia (Hubball, 2001b, 2002).

Walking football as sustainable exercise for older adults - A pilot investigation.

Abstract The health benefits of playing football and the importance of exercise and social contact for healthy ageing are well established, but few older adults in the UK take enough exercise. Football is popular, flexible in format and draws players into engrossing, effortful and social exercise, but the physical demands of play at full speed may make it unsustainable for some older adults. Restricted to walking pace, will play still be engaging? Will health benefits be retained? Will physical demands remain manageable? This pilot study aims to investigate: (1) the experience of older adults playing walking football every week, is it sustainable and rewarding, (2) the intensity and locomotor pattern of walking football, (3) the scale and nature of walking football health benefits and (4) possible cognitive benefits of playing walking football through measures of processing speed, selective and divided attention and updating and inhibition components of executive function.
 ‘Walking football’ and ‘waiting list’ groups were compared before and after 12 weeks of one-hour per week football. Walking football was found to be engaging, sustainable for older adults and moderately intensive; however, selective health and cognitive benefits were not found from this brief intervention. Highlights Walking football is a lower impact but authentic form of football that enables older players to extend their active participation. Walking football is enjoyable and moderately demanding and may be a sustainable form of exercise for older adults. Health and cognitive benefits to playing walking football were not found.

Developing a Coaching Portfolio: Enhancing Reflective Practice

Committed sport coaches and other physical activity leaders at all levels participate in professional development activities, such as clinics, workshops, mentor training, and certification programs, in order to improve their skills. Initially, they need to be reflective in order to identify their areas of weaknesses, and then improve on them. Unfortunately, taking action after reflective thought can be easily set aside , especially if there is no strategy planned as they move through one practice and game performance to another. Portfolios are an excellent way to develop a reflective practice, and are widely used to enhance professional growth and performance in a wide variety of professions. Developing a coaching portfolio leads to a better understanding of the strengths and weaknesses of a coachs abilities, as well as those of individual athletes and teams. If constructed well, a coaching portfolio can be a vital document when submitting detailed and substantial application material for prospective coaching positions.

Universities' Masters World Cup Soccer: Integrated Sports Science Research and Implementation of an International Masters Soccer Community

Abstract Ageing populations with greater wellness and athletic expectations require quality sports and active living experiences in order to increase and sustain participation levels. Responding to the diverse needs and circumstances of Masters/veterans players is a complex and multi-faceted process. While sports science contributions have been very effective at enhancing active living in a variety of youth and adult sports events, very little has been documented regarding their efficacy in events for Masters/veteran players. This paper draws upon action research to examine the growth and development of a unique Masters World Cup 6-a-side Soccer Tournament, involving representative teams from twelve nations. Integrated sports science concepts and strategies were employed to develop quality soccer experiences. Longitudinal data suggest that fostering a community of practice is critical to the success of Masters soccer programs. In addition to critical leadership contributions, an eclectic range of age-appropriate and responsive soccer experiences are essential to ensure that Masters events meet the diverse needs and circumstances of the players.

Developing Institutional Leadership for the Scholarship of Graduate Student Supervision: Lessons Learned in a Canadian Research-Intensive University

Abstract This chapter examines a recently launched initiative for developing institutional leadership for scholarly approaches to and the Scholarship of Graduate Student Supervision (SoGSS) at the University of British Columbia (UBC). This initiative is led by the Dean, Associate Dean, and former Associate Dean of the Faculty of Graduate and Postdoctoral Studies and is supported by a team of National Teaching Fellows and a graduate student. It involves a customized graduate student supervision (GSS) leaders’ cohort within the International Faculty SoTL Leadership Program at UBC. The initiative arose from institutional concerns about quality assurance and strategic supports for the enhancement of GSS in UBC’s multidisciplinary research-intensive context. The following were noted: (1) widespread discrepancies in the ways that GSS (sometimes referred to as mentoring) is being taken up and exercised across campus; (2) lack of strategic leadership for GSS within units and related professional development initiatives; and (3) inadequate faculty assessment and evaluation protocols (e.g., formative for professional development purposes or summative for tenure, promotion and reappointment purposes) for discipline-specific GSS practices.