New Directions for Teaching and Learning Marilla D. Svinicki Catherine M. Wehlburg CO-EDITORS-IN-CHIEF Pathways to the Profession of Educational Development Jeanette McDonald Denise Stockley EDITORS Number 122 • Summer 2010 Jossey-Bass San Francisco PATHWAYS TO THE PROFESSION OF EDUCATIONAL DEVELOPMENT Jeanette McDonald, Denise Stockley (eds.) New Directions for Teaching and Learning, no. 122 Marilla D. Svinicki, Catherine M. Wehlburg, Co-Editors-in-Chief Copyright © 2010 Wiley Periodicals, Inc., A Wiley Company. All rights reserved. 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NEW DIRECTIONS FOR TEACHING AND LEARNING (ISSN 0271-0633, elec- tronic ISSN 1536-0768) is part of The Jossey-Bass Higher and Adult Education Series and is published quarterly by Wiley Subscription Services, Inc., A Wiley Company, at Jossey-Bass, 989 Market Street, San Francisco, CA 94103-1741. Periodicals postage paid at San Francisco, CA, and at additional mailing offi ces. POSTMASTER: Send address changes to New Directions for Teaching and Learning, Jossey-Bass, 989 Market Street, San Francisco, CA 94103-1741. New Directions for Teaching and Learning is indexed in CIJE: Current Index to Journals in Education (ERIC), Contents Pages in Education (T&F), Current Abstracts (EBSCO), Educational Research Abstracts Online (T&F), ERIC Database (Education Resources Information Center), Higher Education Abstracts (Claremont Graduate University), and SCOPUS (Elsevier). SUBSCRIPTIONS cost $98 for individuals and $267 for institutions, agencies, and libraries in the United States. Prices subject to change. EDITORIAL CORRESPONDENCE should be sent to the co-editor-in-chief, Marilla D. Svinicki, Department of Educational Psychology, University of Texas at Austin, One University Station, D5800, Austin, TX 78712. www.josseybass.com CONTENTS FOREWORD 1 Christopher Knapper EDITORS’ NOTES 7 Jeanette McDonald, Denise Stockley SECTION ONE: CONTEXT 1. Pathways Toward Improving Teaching and Learning in 13 Higher Education: International Context and Background Karron G. Lewis This chapter provides an overview of educational development from a cross-cultural perspective, offering a framework to situate subsequent chapters. 2. Educational Developers: The Multiple Structures and 25 Infl uences That Support Our Work Mary Deane Sorcinelli, Ann E. Austin Based on a survey of Canadian and American educational developers, this chapter highlights aspects of developer career paths and shapers of their development work, practices, and priorities. 3. Charting Pathways into the Field of Educational 37 Development Jeanette McDonald This chapter traces the interrelated trajectories of Canadian developers embedded within the fi eld, highlighting critical factors, chance events, and defi ning moments that facilitated their entry into and identifi ca- tion with the profession of educational development. SECTION TWO: PRACTICE 4. Conceptualizing Evolving Models of Educational 49 Development Kym Fraser, David Gosling, Mary Deane Sorcinelli This chapter presents a framework for understanding the multitude of models and approaches that characterize and direct development activ- ities at the individual, institutional, and sector levels. 5. Understanding the Disciplines Within the Context of 59 Educational Development K. Lynn Taylor Building capacity to work collaboratively with disciplinary colleagues requires educational development specialists to move from “knowing about” to “knowing in” the disciplines. This chapter constitutes a basis for refl ecting on how to operate effectively in the disciplines while at the same time honoring their own. 6. Moving from the Periphery to the Center of the Academy: 69 Faculty Developers as Leaders of Change Debra Dawson, Joy Mighty, Judy Britnell A model of change management is presented, with examples illustrat- ing the steps associated with the model and the leadership role educa- tional developers serve in effecting change in higher education settings. SECTION THREE: REFLECTIONS 7. Assessing the Impact of Educational Development Through 81 the Lens of the Scholarship of Teaching and Learning Carolyn Hoessler, Judy Britnell, Denise Stockley Taking a scholarly approach, assessment and impact of educational development work on a continuum is presented with descriptive examples and practical suggestions. 8. Value Commitments and Ambivalence in Educational 91 Development David Gosling Educational development is a value-laden endeavor. This chapter explores the intersection of individual, institutional, and community values, and the sometimes ch allenging position in which it places developers in their professional lives. 9. Unheard Voices Among Faculty Developers 103 Joy Mighty, Mathew L. Ouellett, Christine A. Stanley This fi nal chapter asks us to consider whose voices in faculty develop- ment circles and beyond are unheard and the consequences of this silence for the profession and higher education more broadly if action is not taken. INDEX 113 FROM THE SERIES EDITORS About This Publication Since 1980, New Directions for Teaching and Learning (NDTL) has brought a unique blend of theory, research, and practice to leaders in postsecond- ary education. NDTL sourcebooks strive not only for solid substance but also for timeliness, compactness, and accessibility. The series has four goals: to inform readers about current and future directions in teaching and learning in postsecondary education, to illumi- nate the context that shapes these new directions, to illustrate these new directions through examples from real settings, and to propose ways in which these new directions can be incorporated into still other settings. This publication refl ects the view that teaching deserves respect as a high form of scholarship. We believe that signifi cant scholarship is con- ducted both by researchers who report results of empirical investigations and by practitioners who share disciplinary refl ections about teaching. Contributors to NDTL approach questions of teaching and learning as seriously as they approach substantive questions in their own disciplines, and they deal with pedagogical issues as well as the intellectual and social context in which these issues arise. Authors deal on the one hand with theory and research and on the other with practice, and they translate from research and theory to practice and back again. About This Volume Educational development is an important area of research, study, and practice in higher education. Over the last several decades, this area has moved from a relatively individualistic approach to being a collaborative and scholarly fi eld that has broad impact on teaching and learning. This volume, specifi cally, provides insight on how individuals enter and oper- ate within the fi eld of educational development. Marilla D. Svinicki Catherine M. Wehlburg Co-Editors-in-Chief MARILLA D. SVINICKI is the director of the Center for Teaching Effectiveness at the University of Texas at Austin. CATHERINE M. WEHLBURG is the assistant provost for Institutional Effective- ness at Texas Christian University. FOREWORD Plus Ça Change . . . Educational Development Past and Future Christopher Knapper T he chapters in this volume focus on the origins and evolution of educa- tional development over the past fi fty years, examining the movement’s growth and impact, and suggesting likely future directions. As the editors point out in their introduction, educational development as we know it today began in the early 1960s—coincidentally, just as I was starting my own academic career. The Canadian Association of University Teachers (CAUT) was one of a number of national organizations concerned with the lack of professional preparation of faculty for their different roles, espe- cially teaching, and I became chair of a CAUT committee charged with making recommendations on such matters. (Out of this committee, among other things, came the concept of the teaching portfolio for documenting and refl ecting on teaching achievements.) In 1973, I spent a sabbatical leave making a more systematic study of various initiatives in several parts of the world to enhance the quality of university teaching and train faculty for their teaching responsibilities. I visited several dozen institutions in Britain and Europe, North America, Australia, New Zealand, and a few places in between. Readers may be sur- prised to know (as I was) that there was already a small teaching and learn- ing center at the University of the South Pacifi c in tiny Fiji. In the course of the trip, I met many remarkable individuals, among them the indomitable Barbara Falk from the University of Melbourne, identifi ed in Jeanette McDonald and Denise Stockley’s introductory notes as the fi rst profes- sional educational developer. NEW DIRECTIONS FOR TEACHING AND LEARNING, no. 122, Summer 2010 © Wiley Periodicals, Inc. 1 Published online in Wiley InterScience (www.interscience.wiley.com) (cid:129) DOI: 10.1002/tl.392 2 FOREWORD As this volume makes clear, the impetus for better preparation of fac- ulty and enhancement of teaching was almost certainly the rapid expansion of universities, beginning in the 1960s, and the exponential rise in the number of students attending college, many from nontraditional back- grounds. This in turn required more postsecondary teachers and recruit- ment of many (myself included) who would probably never have found a position in the traditional university. And what of the educational developers? (The term was not even used at that time.) What was their background and motivation? How did they go about their work? How did they judge the effectiveness of their pro- grams? A few were psychologists with a research interest in teaching and learning. A few others had a background in education, and the rest came from a range of disciplines. In rank, they were likely to be more senior than junior, and often appointed to an additional position to set up a teaching and learning center on a trial basis. A few of the units were established on a permanent footing with a senior tenured professor as director (for exam- ple, the University Teaching and Research Centre at Victoria University, Wellington, New Zealand). Others were supported by “soft money” (from foundations), sometimes very generously, but disappeared once the grants had been exhausted. (A famous example is the Clinic to Improve University Teaching at the University of Massachusetts.) What has changed in educational development? What seems still the same? I have worked in the fi eld now for thirty-fi ve years, and the most obvious change is the growth of educational development worldwide, in both developed and developing countries—though there are some puz- zling gaps, such as the general indifference to improving teaching in Southern and Eastern Europe. The units I visited in 1973–74 all had the common goal of improving teaching (and, implicitly, enriching student learning), but their approaches often differed substantially. Some, like the Clinic to Improve University Teaching, as the name suggests, had a reme- dial philosophy based on individual consultation and counseling. Others, especially in Britain, placed great emphasis on induction courses for fac- ulty (especially new appointees) that focused on basic principles and prac- tices of effective teaching. A number of centers in North America were heavily involved in student evaluation of teaching, and others made great use of mentoring and peer consultation. Chapters in the present volume show that, if anything, contemporary educational development is perhaps more homogeneous than it was forty years ago, probably because of greatly increased communication among developers internationally and sharing of good practice. Hence almost all centers offer a program of workshops and short courses, and many run more comprehensive certifi cate programs on teaching and learning in higher education for faculty and graduate students. Almost all centers have extensive Web sites to make available information about university teaching. Most offer a specialized resource library, coordinate teaching NEW DIRECTIONS FOR TEACHING AND LEARNING (cid:129) DOI: 10.1002/tl