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Full-Text Articles in Education
Contexts For Agency: A Framework For Managing Educational Development Work, Kathleen Landy, Anna L. Bostwick Flaming, Suzanne Tapp, Eric C. Kaldor
Contexts For Agency: A Framework For Managing Educational Development Work, Kathleen Landy, Anna L. Bostwick Flaming, Suzanne Tapp, Eric C. Kaldor
To Improve the Academy: A Journal of Educational Development
Often working in multiple roles and operating at multiple scales, educational developers deal with layered tensions and a complex context that can be difficult for an individual or team to reconcile. In May 2020, the authors participated in a cross-institutional scholarly project, the Pandemic Educational Development Research Collaborative (PEDRC), designed to explore the impact of multiple crises (e.g., the COVID-19 pandemic and our collective civil and political unrest) and associated large-scale instructional changes on educational developers and their work. The Contexts for Agency framework reflects the project’s emergent theme that the circumstances in which we act have considerable influence on …
Fractal Reflection: Cultivating Community And Meaning In Times Of Crises, Deandra Little, Joshua Caulkins, Eric C. Kaldor, Lindsay Wheeler
Fractal Reflection: Cultivating Community And Meaning In Times Of Crises, Deandra Little, Joshua Caulkins, Eric C. Kaldor, Lindsay Wheeler
To Improve the Academy: A Journal of Educational Development
The Pandemic Educational Development Research Collaborative (PEDRC) formed in April 2020 to record research-participants’ experiences during the COVID-19 pandemic and systemic racism crises and includes 18 educational developers across various 4-year institutions, types of centers, and positions in the field. The novel research methodology used by PEDRC, called “fractal reflection,” includes an iterative process of reflection, analysis, and meaning-making at the individual, paired, and group levels. However, this methodology served as more than just a means to collect data; it also provided a set of effective reflective practices to support educational developers managing the emotional labor of their work in …
Teaching Renewal For Midcareer Faculty: Attending To The Whole Person, Catherine Ross
Teaching Renewal For Midcareer Faculty: Attending To The Whole Person, Catherine Ross
To Improve the Academy: A Journal of Educational Development
In light of the research on the distinct needs of mid-career faculty and the pressures faced by this group in the academy, we offer here an example of an educational development effort that looks at the renewal of teaching through the lens of renewing the whole person in his/her academic roles.Opportunities for mid-career faculty to focus on renewal in a holistic way are few, so this model, The Graylyn Teaching Renewal Retreat, was designed and developed as an annual opportunity for faculty from diverse institutions and disciplines.
Overcoming Pedagogical Solitude: The Transformative Power Of Discipline Specific Faculty Learning Communities, Mariela Tovar, Rosalie Jukier, Jennie Ferris, Kristen Cardoso
Overcoming Pedagogical Solitude: The Transformative Power Of Discipline Specific Faculty Learning Communities, Mariela Tovar, Rosalie Jukier, Jennie Ferris, Kristen Cardoso
To Improve the Academy: A Journal of Educational Development
This article describes a multiyear Faculty Learning Community (FLC) program as a strategy to overcome pedagogical solitude (Shulman, 1993) in a discipline specific context. Participant interviews shed light on their FLC experiences and perceived impact on their teaching and students’ learning. Grounded within the particularities of the disciplinary context and based on the results of interviews reflecting a highly positive experience, key factors that had a major role in the success of the FLCs are articulated, framed within V. Lee, M. Hyman, and G. Luginbuhl’s (2007) concept of readiness. The authors also suggest contextual questions to consider when transferring their …