Brad Wuetherick


Associate Provost, Academic Programs, Teaching and Learning


My key areas of expertise: Scholarship of teaching and learning, mentorship, undergraduate research, high impact educational practices, equity and student success, Indigenization of higher education, and academic development. 

My role within the team: I serve as the Associate Provost, Academic Programs, Teaching and Learning, and in that role ultimately oversee the CTL as a unit. My portfolio also includes supporting the teaching and learning strategy for UBCO, quality assurance, program development and renewal, learning technology governance, evaluation of teaching, and internationalization. 

My background: For more than 20 years, I have served in leadership roles related to teaching and learning. Prior to my current role at UBC, I served as: the Executive Director, Learning and Teaching in the Provost’s office at Dalhousie University; as the Program Director of the Gwenna Moss Centre for Teaching Effectiveness at the University of Saskatchewan; and in a variety of administrative leadership roles at the University of Alberta (including as their inaugural Director for the Undergraduate Research Initiative – previously called the Research Makes Sense for Students initiative). Originally trained as an historian, throughout the past twenty years I have been focused on research and scholarship related to teaching and learning in higher education. 

When I’m not working… As a father of three (aged 16, 13, and 8), it seems like most of my time away from work is splitting time being chauffeur, cheerleader, and supporter for their passions and activities. My passions, when I have time for them, are mostly related to music (playing saxophone, singing), reading (nonfiction, historical fiction, fantasy/science fiction), sports (the Oilers, rugby, soccer … in that order)the lake (particularly swimming), and gaming (board and card games, and tabletop RPGs primarily). 

Research & Publications relevant to work at the CTL:    

  • Lar-Son K, Langille D, Wuetherick B, & Kootenayoo T. (eds.) (forthcoming). Indigenous Knowledges and Open Education. (to be submitted to press in April 2024). 
  • Wuetherick B, Baker N, Germaine-Rutherford A, Graham D, Hornsby D, & Turner N (forthcoming). “Online Learning, Open Education and Equity in the Age of COVID”, (submitted to press in October 2023). 
  • Turner N, Baker N, Hornsby D, Germaine-Rutherford A, Graham D, & Wuetherick B (In press). Online, Open and Equitable Education. Elon, NC: Elon University Centre for Engaged Learning Press.  
  • Azizi M, Foote S, Imad M, Wuetherick B, & Caulkins J (2023). Humanizing STEM Education: An Exploratory Study of Faculty Approaches to Course Redesign, Frontiers in Education (special issue – Centering Humanism in STEM Education), published for online early access.   
  • Moore J, Shanahan J, & Wuetherick B. (2022). “Scaling Up Access to High-Impact, Mentored Undergraduate Research Experiences”, in Mighty J, Christensen-Hughes J, and Stockley D (eds.) Taking Stock 2.0: Transforming Teaching and Learning in Higher Education, Montreal, QC: McGill-Queens University Press. 
  • Hum G, Wuetherick B, & Jang Y. (2021). “Beyond Analytics – Supporting the Use of Qualitative Comments Through Enhanced Policies, Processes, Frameworks and Competencies” in Zaitseva E, Tucker B, & Santhanam E (eds). Analysing Student Feedback in Higher Education: Using Text-Mining to Interpret the Student Voice. London, UK: Routledge. 
  • MacLeod A, Cameron P, Clow R, Li V, Luong V, Munroe-Lynds C, Parker R, & Wuetherick B. (2021). Educating future physicians in the time of COVID: A scoping review of online medical education (Knowledge Synthesis Report). Social Sciences and Humanities Research Council, Ottawa, ON.
  • Wuetherick B. (2020). “Transforming Undergraduate Research at Canadian Universities”, in Hensel, N and Blessinger P (eds). International Perspectives on Undergraduate Research: Policy and Practice. New York, NY: Palgrave MacMillan.
  • Murray S, Ryan A, & Wuetherick B. (2019). “Exploring Threshold Concepts on the Edge: Learning, Teaching and Assessment Practices”, in Timmermans J and Land R (eds). Threshold Concepts at the Edge. Rotterdam, The Netherlands: Sense Publishing. 
  • Wuetherick B, Willison J, and Shanahan J. (2018). “Mentored Undergraduate Research at Scale: Undergraduate Research in Curriculum and as Pedagogy” in Moore J, Miller P and Vandermaas-Peeler M. (eds.). Excellence in Mentoring Undergraduate Research.  Washington, DC: Council for Undergraduate Research, 181-202.
  • Palmer R, Hunt A, Neal M, and Wuetherick B. (2018). “Mentored Undergraduate Research: A Multi-Institutional Investigation into Students’ Perceptions of Identity Shifts in this Learning Sphere” in Moore J, Miller P and Vandermaas-Peeler M. (eds.). Excellence in Mentoring Undergraduate Research.  Washington, DC: Council for Undergraduate Research, 19-42.
  • Palmer, R., Hunt, A., Neal, M., and Wuetherick, B. (2018). “A Closer Look at Mentored Undergraduate Research: Students’ Perceptions of its Influence on Identity Development,” Scholarship and Practice of Undergraduate Research Journal (SPUR). 2 (2), 4-14.
  • Wuetherick B. (2018). “Teaching Activism: Developing ‘leaders of tomorrow’ through activist approaches to service learning,” Engaged Scholar Journal. 4 (1), 107-121. DOI: 
  • Lockhart W, Wuetherick B, and Joorisity N (2018). “Exploring the Foundations for Student Success: A SoTL Journey,” Collected Essays on Learning and Teaching (CELT). Vol. 11, 11-21. DOI: 10.22329/celt.v11i0.4981
  • Larson S, Partridge L, Walkington H, Wuetherick B & Moore J. (2018). “An international conversation about mentored undergraduate research and inquiry and academic development,” International Journal for Academic Development, 23 (1), 6-14. DOI: 10.1080/1360144X.2018.1415033