About the Project

perchorangeSoftware and s/w Development

Dec 1, 2013 (3 years and 11 months ago)

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About the Project

Educational/Faculty development is a specialized occupation that has evolved in higher education over the last
35 years. Teaching and learning centres and programs, and educational developers themselves, however named
or titled, are now part of the college

and university landscape across the globe. And, while pressing issues may
vary at any one time in our individual contexts, we all belong to and are situated within the fabric of educational
development.


While ever more present in higher education, there

is great diversity among educational developers and the
kinds of development practices, programs, and centre structures they promote and work within. There is no
prescribed pathway (e.g., credentials) into the profession, no unifying position profile that

captures who we are
and what we do, and no clear cut path to guide advancement within the field. What draws people to the
profession, the routes that facilitate their entry and advancement within the field, and the context in which this
happens is not cle
ar or consistent.


With more educational developers entering the field at the college and university levels, and a growing pool of
developers with five or fewer years of experience in the field (Sorcinelli et al., 2006), now more than ever we
need to bett
er understand our perspectives of and pathways and progressions within educational development as
the field matures and professionalizes.

With this context in mind, a team of international educational developers with varied experiences in the field
came t
ogether June 23


29, 2007 in Ottawa, Ontario, Canada. Funded by the International Opportunities Fund
from the Social Sciences and Humanities Resource Council of Canada (SSHRC), the team achieved the
following five objectives:

1.

Shared position papers on th
e educational development scene in our home countries and our own
pathways into the profession;

2.

Offered a professional development workshop and panel to new educational developers at the sixth
International
Institute for New Faculty Developers

which was occurring in parallel;

3.

Prepared an international research proposal to submit to our local funding agencies to foster ongoing
cross
-
cultural collaborative scholarship (see “Next Steps” below);

4.

Developed the fr
amework of a book for new developers providing a cross
-
cultural perspective of
educational development pathways and perspectives; and

5.

Developed a web site that is readily accessible to the development community to disseminate our
position papers and forum
reflections
http://www.iathe.org/pathways/




Next Steps

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To further the pathways agenda (and to encourage others to join this great profession) ethical clearance
has been
received from Queen’s University
to c
onduct focus groups, face
-
to
-
face interviews, and online position papers
to explore:


1.

Why do people get involved in educational development activities?

2.

What enables (or inhibits) some individuals to enter into and progress within the field of educational
d
evelopment, and what enables (or inhibits) them to commit to a primary appointment in educational
development?


We are inviting three types of participants (1) those who are situated within the field of educational
development and consider themselves to be full
-
time educational/faculty developers, (2) individuals (i.e.,
graduate students, faculty, administration, et
c.) who are on the periphery of educational development, but are
aware of it as a field of scholarly study and practice, and (3) individuals who were in educational development
as a full
-
time career and have left the field (i.e., returned to their discipli
ne, retired, became consultants, etc.).








SSHRC
Partners


International Consortium for Educational
Development (ICED)

Professional and Organizational Development Network in Higher Education (POD)

Society for Teaching and Learning in Higher Education (STLHE)

Staff and Educational Development Association (SEDA)


SSHRC/EDC
Collaborators
*Project Leads

Adam

Caron (BAC Consulting, Canada)

Debra Dawson (University of Western Ontario, Canada)

David Gosling (University of Plymouth, England)

Ray Land (University of Strathclyde, Scotland)

Karron Lewis (University of Texas, USA)

*Jeanette McDonald (Wilfrid Laurier
University, Canada)

Joy Mighty (Queen's University, Canada)

Mathew L. Ouellett (University of Massachusetts Amherst, USA)

Mary Deane Sorcinelli (University of Massachusetts Amherst, USA)

*Denise Stockley (Queen's University, Canada)

Lynn Taylor (Dalhousie
University, Canada)


Past Collaborators

Kym Fraser (Charles Darwin University, Australia)

Marilla Svinicki (University of Texas, USA)


For more Information


Jeanette McDonald (
jmcdonald@wlu.ca
) or Denise Stockley
(stockley@queensu.ca)

Funding for the focus group data collection has been provided by the
Educational Developers Caucus 2008 Grant program.
SSHRC funding finished.


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Keynote Activity
-

Mapping Your Pathway


Instructions:


Begin by identifying critical incidents, moments or tipping points that led you down your pathway to
educational development. You might choose to document these incidents on a
timeline. Alternatively you may
choose to prepare a flow chart, graph or picture to represent or capture various epiphanies, aha moments or
critical incidents. For examples, refer to the diagram prepared by Lynn Taylor of Dalhousie University and the
timel
ine prepared by Jeanette McDonald of Wilfrid Laurier University.


Consider the following questions as you reflect upon your personal pathway.

1.

When did you first learn about/hear of educational/faculty development? What was the context?

2.

What influences (e.
g., people, serendipitous events, family matters, timing factors) facilitated your
pathway into educational/faculty development?

3.

What contextual or situational factors have advanced or impeded your career (entry into/progression
within)?

4.

What is it about e
ducational/faculty development that keeps you in the field? (or pushes you out?)

5.

At what point (aha/epiphany moment) did you begin to think of yourself as an educational developer?
Why? What/who validated this belief?


Use the space below and on the follow
ing page to map your pathway. If you opt to do the timeline, you may
want to draw a line and mark on it where you are right now in your career. You may also consider adding a start
and end point to the timeline (e.g., life before ED / life after ED). It’s
totally up to you. Next, reflect on your
career and the questions above and backtrack to the earliest moment you can think of to begin tracing those
critical incidents relevant to your pathway.
If time permits, think forward to the next five years in your
career
and note critical goals/points you aim to achieve.






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Mapping Your Pathway
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P
P
A
A
T
T
H
H
W
W
A
A
Y
Y


T
T
O
O


E
E
D
D
U
U
C
C
A
A
T
T
I
I
O
O
N
N
A
A
L
L


D
D
E
E
V
V
E
E
L
L
O
O
P
P
M
M
E
E
N
N
T
T




Prepared by Dr. Lynn Taylor, Dalhousie University








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J
J
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A
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M
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D
,
,


W
W
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L
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U
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(
(
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B
B
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F
)
)





1995

-

start Masters program (non
-
formal adult edn) and first TAship; interested in teaching but not kids


-

need job


supervisor connects me with ID Unit
-

start as Resource Centre Assistant; what is ID?
??


1996

-

go to first STLHE
-

want to explore working in higher education; is academia for me?


1997

-

director of TSS helps identify faculty to interview on collaborative learning for thesis



1998

-

finish research contract with OATI
-

first “hands
-
o
n” research experience; valuable skills gained


-

start first full
-
time coordinator job in ID (newly created in centre); new kid on block


1999

-

finish/defend thesis


ID and grad work connect me with literature; director a great mentor

-

begin part
-
time
doctoral program at OISE/UT in higher education; WHY: learning/credibility

(
serendipitous

application
-

friend gave to me)



2000

-

start going to regional IDO meetings; discover sharing community; realize ID/ED a real career option


-

begin co
-
teach University Teaching: Theory and Practice grad course; continues until 2003


-

go to first POD conference (again in 2002 and 2007) and present on sessional supports


2001

-

host special January IDO meeting on new faculty development/programming; shar
e resources/ideas;





networking opportunity with IDO community; I’m becoming one of them!


-

go to STLHE and present for first time on SOTL


three presentations; have been to STLHE ever since


-

Academic Integrity project at Guelph


first experience

in policy development / AVPA came to us!


-

begin working with Faculty Recruitment & Retention Office re: New Faculty Programming


-

co
-
develop UG university
-
wide publication “Teaching Matters” to parallel similar research publication


-

job rewritten an
d banded as management


effective 2002 (ED is definitely a career for me!)


2002

-

teach graduate teaching course at Laurier


first experience on own; like it


want to do more!


-

invited to apply for instructional development / distance education mana
gement job at Laurier by





colleague; solidified sense that people know who I am in the community


2003

-

begin new job at Laurier in February; new institutional context and culture to navigate


-

co
-
present with Trevor Holmes on exploring ED as a pro
fession at UWO IDO meeting; timely



-

early EDC formation; new centres openings; new faces


ED is growing!


2004

-

go to first ICED; present on ED as a profession (meet Dee Fink); meet international EDers


2005

-

new VPA @ Laurier, more $$$$, renaming
of centre, rewrite centre mission; job 85% ED now; greater support




from administration, positioning and visibility


-

take year off from doctoral program; not quite sure it’s for me;
STLHE/EDC
colleagues
push for me to continue


2006

-

re
-
engage doct
oral program with new enthusiasm


dissertation: Becoming an Educational Developer:





A Canadian University Perspective; approached to think about project on international level


2007


-

International Pathways initiative takes off; SSHRC funding; timi
ng


we’re on to something!


-

elected EDC
-

Vice Chair Communication


major accomplishment, way to give back to community

-

reviewer for three publications; get to see other side of scholarship/publication

-

collaborate with peers on syllabus project; t
eam successfully applies for EDC grant


2 projects now

-

EdD
-

data collection completed; coding and analysis begun (end in sight)

-

Pathways publication submitted and published in
Educational Development

(SEDA
) and HERDSA News

-

ED job continues to evolv
e with broader scope of practice


need to learn how to say no
!


2008

-

parenthood
begins


Oh my goodness!;
doctoral thesis work continues


-

Pathways and Syllabus project live on

-

why do several opportunities always happen at one time?!


-

IJAD article
on pathways research projected accepted and published


co
-
author Dr. Denise Stockley

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