Mapping the Past, Present, and Future of Teaching Leadership Chairs in 2016 - CELT Vol IX - Canada: A Report

Oct 15, 2026

Uploaded by jay

Report examines the emergence and initiatives of teaching leadership chairs modeled on the Canada Research Chair framework, focusing on their grassroots spread across Canada and the evolving teaching-and-learning impact. It reviews the University of Windsor’s implementation pathway, including goals, appointment structures, and experiences from the May 2015 symposium and 2015 round-table session. It also summarizes successes and challenges, explains the current lack of a dedicated funding strategy, and outlines future teaching practices and policy directions under consideration.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

Introduction

Reviewing Our Past

Unwrapping Our Present

International Symposium and National Conference

TLC Council Operations and Networking

Challenges and Future Avenues

Mapping the Past, Present, and Future of Teaching Leadership Chairs in 2016 CELT Vol IX [celt. uwindsor.ca](celt. uwindsor.ca) [www.stlhe.ca](www.stlhe.ca) Canada: A Report David M. Andrews, Judy A. K. Bornais, and Ken M. Cramer University of Windsor We explore the advent and initiatives of teaching leadership chairs – modeled after the Canada Research Chair framework – to instill individuals or small groups of teaching leaders at various centres across the country to stimulate educational change. In its past, present, andfuture, we explore the grassroots of teaching leadership chairs and their spread nationwide; outline the current situation of initiatives and challenges we have experienced at our institution; and conclude with some new avenues for teaching leadership via campus-wide joint projects. Introduction Teaching Leadership Chairs (TLCs) are a relatively new phenomenon in Canada, but have been gaining momentum across university campuses in the last decade. An investigation of Canadian universities in 2011-2012 revealed that fifteen had a Teaching Chair or Teaching Chair program (Eansor, 2012), seven of which were in Ontario alone (Wright et al., 2012) . Since 2015, five institutions have ushered in new Teaching Chair programs. Conversely, it should be noted that in this timeframe, there was also a suspension of one existing Teaching Chair program at Queen’s University (2012) . Similar to the Canada Research Chairs Program that encourages specialization and mobilization through essential research initiatives nationwide, TLCs focus on teaching and learning initiatives and activities that impact student learning on the local, national, and international stages. In 2011, as part of the Student Advocacy Conference Meeting Brief, the Ontario University Student Association argued for the establishment of five TLCs at each Ontario university funded by the Ontario Provincial Government (OUSA, 2011) . Both the Higher Education Quality Council of Ontario (HEQCO) and the Council of Ontario Universities (COU) have advocated for Teaching Chair positions as a strategy to improve student learning in colleges and universities in Ontario. Most newly appointed chairs outline how they will accomplish a series of goals, disseminate their results to the wider community, and impact the scope of teaching and learning both in the short and long terms. Arguably, TLC terms are quite variable across Canada, and are reflective of the funding available. Some chairs are funded for a single year, with others funded across a multi-year term (the latter system being far more common across Canadian institutions) . Currently there is no provincial or national strategy for funding TLCs that models the CIHR Canada Research Chairs Program. While understanding the historical context of TLCs is important, this report will outline the historical context and discuss the process, successes, and challenges of implementing the TLC program at the University of Windsor. In addition, we will share outcomes and experiences from our May 2015 symposium (put on jointly by our institution and Oakland University, MI), and the insights and revelations uncovered during our STLHE 2015 round-table session. Lastly, we present several changes in future teaching practices and policies that are currently under consideration by the TLCs at Windsor. Reviewing Our Past The concept of implementing a Teaching Leadership Chair program at the University of Windsor was initiated by Professor Donna Marie Eansor (Faculty of Law) in discussions with Dr. Alan Wright (Vice Provost Teaching and Learning) . The initiative was brought forth to the 2012 Provost’s Committee on Teaching and Learning, who sought strategic funding to implement the program. Inception of the program began in January 2014 with seven chairs – one for each faculty, except Law (represented by Eansor, Chair of the TLC Council) . Base funding was approved for four TLCs, which would continue as

FAQs

What are Teaching Leadership Chairs (TLCs) intended to achieve?

TLCs are designed to advance teaching and learning initiatives and activities that influence student learning across local, national, and international contexts.

How did the University of Windsor begin its TLC program?

The initiative began through discussions leading to a Provost’s Committee on Teaching and Learning, with the program starting in January 2014 and initial chairs distributed across faculties.

What steps were taken to embed TLC goals in a wider context?

The report describes three steps: an international symposium, a national conference on teaching and learning, and directed collaborative efforts.

Oct 15, 2026

Uploaded by jay