TEF: Subject-Matter Expertise

Subject-Matter Expertise

This dimension describes how instructors remain current within their respective fields, professions, and/or industries and how they share their expertise for the benefit of student learning, college improvement, and applied research initiatives. Instructors and programs are encouraged to adapt the areas of focus and to generate sample indicators based on the current and/or emerging needs within their areas of expertise.

Sketch of brain.

Key Areas of Focus:

  • Maintain professional competencies within field, profession, or industry to present relevant instruction
  • Participate in institutional service activities to meet general or specific needs identified by program or college
  • Conduct solution-oriented research in conjunction with community/industry partners
  • Develop and maintain appropriate stakeholder relationships within field, profession, or industry
  • Demonstrate professional and ethical responsibility within field, profession, or industry
  • Demonstrate commitment to a conscientious awareness of the role, image, skills, and knowledge of profession/industry/field 
  • Demonstrate commitment to quality service and public safety within and outside of learning environment 

Sample Indicators of Effective Practice

Sample indicators are organized into three levels: Involved, Engaged, and Leading. Levels are not dependent on the length of time instructors have been teaching; Lethbridge College instructors begin their teaching careers with varied professional and academic backgrounds. Instead, as instructors move from Involved to Engaged to Leading levels, the complexity of demonstrated skills and tasks increases.

Involved

Instructors at the Involved level stay up to date with the expectations and competencies of their fields, professions, or industries, while contributing to the college community.

Examples

  • Participates in activities that keep instructor up to date with the latest techniques, information, and technical innovations in their field, profession and/or industry 
  • Assumes an active role on one or more college committees or working groups per year 
  • Attends college meetings, events, and/or student initiatives
  • Begins to develop applied research skills such as identifying problems to study, and choosing a research methodology 
  • Each centre and/or program can develop specific indicators of effective practice pertaining to professional roles, contexts, and expertise 

Engaged

Instructors at the Engaged level integrate new innovations and/or techniques from their fields, professions, or industries to improve their teaching practice, engagin applied research, and improve the college community. 

Examples

  • Integrates the latest techniques, information, and technical innovations from field, profession and/or industry into their teaching practice 
  • Actively participates in one or more college committees, working groups, and/or professional or governmental organizations at the community, provincial, regional, national, or international level(s) 
  • Brings specific subject matter expertise to college meetings, events, projects, and/or student initiatives
  • Develops applied research skills such as applying for research ethics approval, acquiring internal and/or external funding, and analyzing and disseminating research results 
  • Applies subject matter expertise to participate in a program and/or projects of applied research aligned with institutional applied research plans and industry need 
  • Each centre and/or program can develop specific indicators of effective practice pertaining to professional roles, contexts, and expertise 

Leading

Instructors at the Leading level share ideas and lead colleagues in using professional currencies to improve teaching practice, engage in applied research, and improve college and external communities. 

Examples

  • Engages colleagues in discussions to explore how best to integrate the latest techniques, information, and technical innovations from their field, profession and/or industry into their teaching practice 
  • Serves in a formal or informal leading role on one or more committees, working groups, or organizations at the college, community, provincial, regional, national, or international level(s) 
  • Provides subject matter-related mentorship for college meetings, events, projects, and/or student-led initiatives
  • Actively fosters research collaboration and partnerships both within the institution and with community/industry partners 
  • Integrates applied research opportunities into instructional activities, including mentoring and supervising students 
  • Each centre and/or program can develop specific indicators of effective practice pertaining to professional roles, contexts, and expertise