Andrea spent almost a decade as a classroom teacher and department head in Social Studies and English before returning to higher education as a teacher educator. She is a recipient of the Faculty of Education’s Sessional and Lecturer Teaching Award, as well as the UBC Alma Mater Society Just Desserts Award. Her research interests lie in Threshold Concepts in the Scholarship of Teaching and Learning. Currently, she is a lecturer in Social Studies Education and a member of the instructional team for the International Faculty SoTL Leadership Program: UBC Certificate on Curriculum and Pedagogy in Higher Education. Andrea received her Ph.D. in Curriculum Studies from the University of British Columbia.
Threshold Concepts for the Scholarship of Teaching and Learning: International Academic Leaders’ Perspectives, Workshop, Centre for the Development of Teaching and Learning, National University of Singapore, Singapore. (April 2016)
Threshold Concepts in the Scholarship of Teaching and Learning, Colloquium Series, National University for Educational Policy and Administration, Delhi, India. (April, 2016)
Threshold Concepts for the Scholarship of Teaching and Learning: International Academic Leaders’ Perspectives, Abu Dhabi University, Abu Dhabi, United Arab Emirates. (April 2016)
Teaching Historical Thinking, Biennial Shafran Teachers’ Conference, Vancouver Holocaust Teacher Education Centre, Vancouver, BC. (February 2015)
Rushton, C. & Webb, A.S. (accepted). Delving into inquiry learning in teacher education at the University of British Columbia. Notes from the Field. McGill Journal of Education.
Webb, A.S. (2016). Threshold concepts in the Scholarship of Teaching and Learning (pp. 299-308). In Land, R., Meyer J.H.F., & Flanagan, M.T. (Eds). Threshold Concepts in Practice (Educational Futures: Rethinking Theory and Practice, Volume 68). Rotterdam, Taipei, & Boston: Sense Publishers.
Clarke, A.C., Hubball, H.T., & Webb, A.S. (2016), Developing Institutional Leadership for the Scholarship of Graduate Student Supervision: Lessons Learned in a Canadian Research-Intensive University (pp. 281-300). In Blessinger, P. & Stockley, D. (Eds.) Emerging Directions in Doctoral Education (Innovations in Higher Education Teaching and Learning, Volume 6). New York, NY: Emerald Group Publishing Limited. DOI 10.1108/S2055-364120160000006022
Webb, A. (2015). Research interviews in the Scholarship of Teaching and Learning. Transformative Dialogues, 8(1). Available online http://www.kpu.ca/td/
Hubball, H.T., Clarke, A.C., Webb, A., & Johnson, B. (2015). Developing institutional leadership for the scholarship of teaching and learning: Lessons learned with senior educational leaders in multi-national research-intensive university contexts. International Journal of University Teaching and Faculty Development, 4(4). Available online https://www.novapublishers.com/catalog/product_info.php?products_id=53411
Webb, A. Wong, T.C., and Hubball, H.T. (2013). Professional development for adjunct teaching faculty in a research intensive university: engagement in scholarly approaches to teaching and learning. International Journal of Teaching and Learning in Higher Education 25(2). Available online http://www.isetl.org/ijtlhe/index.cfm.