STLHE 2015

As part of a three year study we have collected and analyzed data regarding the impact of the 3M National Teaching Fellowship through focus groups, a national survey, and the collection of archival material. Throughout our study, we maintain a focus on how this award has evolved over time, the impact on the individual, institution, the STLHE community at large, and the broader Canadian context. In our poster we will highlight findings from our national survey that targets 3M Fellows, educational developers, faculty, students, and administrators. We share a preliminary assessment of how the 3M national teaching fellowship program makes a difference to Canadian higher education. Do award-winning teachers in departments and across institutions continue to make significant contributions to learning and teaching after receiving the award? What impact have the almo st 300 3M National Teaching Fellows had, if any, on Canadian higher education? And how would one know? Although focused on the 3M National Teaching Fellowship, this poster explores how successful programs might go about measuring their impact.

Ahmad, A., Stockley, D, & Moore, R. (2013). 3M fellows making a mark in Canadian higher education. In D. Salter (Ed), Cases on quality teaching practices in higher education (pp. 182-190).

Hershey, PA: IGI Global. Brawer, J., Steinert, Y., St-Cyr, J., Watters, K., & Wood-Dauphinee, S. (2006). The significance and impact of a faculty teaching award: Disparate perceptions of department chairs and award recipients. Medical Teacher, 28 (7), 614–617.