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ABSTRACT
Having collaborated closely on a project we dubbed the ‘peer review of teaching marathon,’ we reflect on the role of care in opening up conversations about teaching and learning. We posit that care, through collaboration, lays a foundation for trust in higher education. Trust, in turn, invites us to be open to new ideas, to be kind and have compassion, and to foster community between instructors and educational developers, instructors and their peer reviewers, and ultimately, between instructors and their students.
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No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Isabeau Iqbal
Isabeau Iqbal is a senior educational developer at the Centre for Teaching, Learning, and Technology, University of British Columbia. She is also a certified coach. She blends both identities in her educational development role, where active listening and caring are a foundational part of her practice.
John Vigna
John Vigna is an assistant professor of Teaching and Pedagogy Chair at the UBC School of Creative Writing where his focus is on pedagogical and curricular strategies for 5500 creative writing students across the MFA, BFA and undergrad Minor programs including online/ blended teaching innovations.