This article examines critical contributions of curriculum leadership portfolios as an effective medium in which to support undergraduate program reform. Action research methodology was employed to investigate the processes and outcomes of curriculum leadership portfolios over a 10-year period at the University of British Columbia. Data suggest that curriculum leadership portfolios helped faculty to develop a reflective curriculum practice and engage in the literature on the scholarship of curriculum practice and the scholarship of teaching and learning, to assess their curriculum context and identify the strengths and weaknesses of learning-centred curriculum practices, to develop stage-specific implementation strategies to enhance undergraduate program reform, and to disseminate curriculum research in a community of practice.
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