Journeys in Educational Leadership

Enns_90x90Moderator: Esther Enns (Dean, Faculty of Arts – Saint Mary’s University)
Panelists: Pat Rogers (Associate Vice-President Teaching and Learning – Wilfrid Laurier University), Heather Smith (Director, Centre for Teaching, Learning and Technology – University of Northern British Columbia) and Robert Summerby-Murray (Dean, Faculty of Arts and Social Sciences – Dalhousie University)

This panel discussion will focus on the “journeys” undertaken by faculty over the course of their careers as they take up leadership roles within their institutions and beyond. Addressing one of the general themes of the 2014 conference, the “Transformation of learning experiences” that “opens new opportunities for transforming the lives of life-long learners and leaders,” we will be exploring the relationship between teaching excellence and educational leadership. In what ways do those who learn to become excellent teachers develop interest in learning to become educational leaders? In addition to sharing the experiences that have shaped their career trajectories that led them to expand on their teaching and become educational leaders, the panelists will speak to the following key issues and questions:


Pat Rogers:
How is educational leadership defined and does this definition change depending on where one is located in the institutional, disciplinary, or professional structure?
How does taking up leadership roles affect one’s ability or opportunities to be a teacher?



Heather Smith:
What opportunities exist for faculty to “grow” within the institutional structure? What types of roles enable educational leadership? What is the relationship between educational leadership roles and administrative roles?
How does a commitment to teaching excellence influence goals, decision-making, and participation in or fostering of the culture of teaching and learning at the institutional, disciplinary or national level?


Robert Summerby-Murray:
How does a focus on teaching excellence influence the experience and implementation of leadership within higher education? For example, for those faculty who are publicly recognized for teaching excellence, does this recognition create new opportunities for growth or a greater voice in the institution? Does such recognition “transform” one’s understanding of one’s own capacities or responsibilities as an educational leader?

This panel features 3M National Teaching Fellows who occupy administrative or leadership positions within their respective institutions, and have cultivated a combined commitment to teaching excellence and educational leadership They will offer their perspectives on the advantages and challenges of carrying a commitment to teaching excellence into new domains of visioning, action and policy-making. This panel will be of interest to those who are considering pursuing opportunities in educational leadership, and to those who currently occupy administrative or other leadership positions.

The session will begin with a brief presentation by each of the panelists. The remainder of the session will consist of a moderated discussion of these questions and issues among the panelists and the session participants.