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Articles 1 - 7 of 7
Full-Text Articles in Education
Finding A Fulcrum: Positioning Ourselves To Leverage Change, Laurie L. Grupp, Deandra Little
Finding A Fulcrum: Positioning Ourselves To Leverage Change, Laurie L. Grupp, Deandra Little
To Improve the Academy: A Journal of Educational Development
Educational developers are called to serve as thought leaders, change agents, and advocates while also working to fulfill the teaching and learning mission of their centers. Research on change leadership informs our understanding of the work, yet may not go far enough to describe the complex roles, responsibilities, and positions of educational developers. In this study, we analyze survey and interview data to explore the meta-competencies that guide the work of developers as they navigate a shifting landscape and serve as “levers” for change.
Wiser Together: Sustaining Teaching Excellence With A Self-Study/Critical Friend, Tracy W. Smith, Leslie U. Bradbury
Wiser Together: Sustaining Teaching Excellence With A Self-Study/Critical Friend, Tracy W. Smith, Leslie U. Bradbury
To Improve the Academy: A Journal of Educational Development
This article examines the development of a self-study/critical friend (SSCF) model of educational development. The SSCF model provides benefits for the self-study teacher in the form of personalized, sustained support. The critical friend in the pairing described here also serves as an educational development fellow, so this study provided an experiential development opportunity for her to try a potential model of response, documentation, feedback, and support for a single faculty member. This article describes the rationale, process, and outcomes of a SSCF investigation, a promising model for providing support that is significant, sustained, and individualized to higher education teaching faculty.
The Sotl Scaffold: Supporting Evidence-Based Teaching Practice In Educational Development, Laura Cruz, Kathryn Cunningham, Brian Smentkowski, Hillary Steiner
The Sotl Scaffold: Supporting Evidence-Based Teaching Practice In Educational Development, Laura Cruz, Kathryn Cunningham, Brian Smentkowski, Hillary Steiner
To Improve the Academy: A Journal of Educational Development
This article presents a scholarship of teaching and learning (SoTL) scaffold, a conceptual model designed for educational developers (and others) who support the values, practices, and production of the SoTL, both on their campuses and beyond. The SoTL scaffold explicates distinct support levels, ranging from spark to lead, each of which call for differentiated strategies and programs to be used by Centers for Teaching and Learning (CTLs) and similar units.
Broaching Threshold Concepts: The Trouble With “Skills” Language In Defining Student Learning Goals, Angela J. Zito
Broaching Threshold Concepts: The Trouble With “Skills” Language In Defining Student Learning Goals, Angela J. Zito
To Improve the Academy: A Journal of Educational Development
This essay argues that description of student learning goals as various “skills” presents a conceptual threshold lying between and connecting routinely dichotomized characterizations of student learning—most notably, “concrete” versus “abstract.” Qualitative analysis of instructor interviews shows that “skills” language tends to conceal abstract (that is, affective) learning goals behind more concrete (that is, cognitive) ones. Ultimately, this essay proposes that cognitive and affective student learning goals might be more clearly articulated using threshold concepts within and across disciplines, and that the recognition of “skills” as both affective and cognitive is itself a threshold concept in educational development.
The Fearless Teaching Framework: A Model To Synthesize Foundational Education Research For University Instructors, Alice E. Donlan, Sandra M. Loughlin, Virginia L. Byrne
The Fearless Teaching Framework: A Model To Synthesize Foundational Education Research For University Instructors, Alice E. Donlan, Sandra M. Loughlin, Virginia L. Byrne
To Improve the Academy: A Journal of Educational Development
There is often a disconnect between the unit of analysis in rigorous education research, and the types of recommendations that instructors find the most useful to improve their teaching. Research often focuses on narrow slices of the student experience, and university instructors often require broad recommendations. We present the Fearless Teaching Framework to address this gap between research and practice. In this framework, we define four pieces of effective teaching: classroom climate, course content, teaching practices, and assessment strategies. We argue that these are appropriate areas of focus for instructor growth, based on their relations to student engagement.
A Framework For The Strategic Leveraging Of Outside Resources To Enhance Ctl Effectiveness, Thomas M. Brinthaupt, Laura Cruz, Sheila Otto, Mike Pinter
A Framework For The Strategic Leveraging Of Outside Resources To Enhance Ctl Effectiveness, Thomas M. Brinthaupt, Laura Cruz, Sheila Otto, Mike Pinter
To Improve the Academy: A Journal of Educational Development
Many centers for teaching and learning (CTL) are challenged with developing new programs and services that are constrained by limited staff and resources. Tapping into on- and off-campus expertise is one way for CTL to expand their range of options for faculty development. In this paper, we present a framework that describes how CTL can assess the likely impact, value, and range of prospective leveraging opportunities when deciding whether to pursue on- and off- campus partnerships. We then discuss applying the framework as an analytical tool, developing leveraging strategies, and creating a strategic leveraging plan. Throughout this discussion, we provide …
Impostor Phenomenon In Educational Developers, Kristin J. Rudenga, Emily O. Gravett
Impostor Phenomenon In Educational Developers, Kristin J. Rudenga, Emily O. Gravett
To Improve the Academy: A Journal of Educational Development
While impostor syndrome or impostor phenomenon (“IP”) is prevalent in higher education, with known negative effects, no study has yet investigated the experiences of IP among educational developers. After first reviewing prior research on the phenomenon, we use survey data to describe its frequency and manifestations within educational development. We identify factors and experiences that contribute to IP among educational developers, focusing on those that are distinct to the field. We conclude with suggestions for future research and broad recommendations for educational development as a field to tackle this problem.