Educational development traditionally has been a practice-based field. We propose that asa profession weadopt the methods of thescholarship of teaching and learning (SoTL), so often shared with our clients, in order to look through a scholarly lens at theoutcomes ofourownpractice. Using SoTL approaches in our work would deepen the research literature in ourfield and improve theeffectiveness ofdecisions we makeaboutwhere to spend limited time and resources. In this chapter, weexplore what it might mean for individual developers, andfor ourp~ofessiollal community, toapply SoTL methods toourpractice.. E ducational development (ED) is a profession dedicated to helping colleges and universities function effectively as teaching and learning communities. This field includes all the areas for which we often name it: faculty development; TA development; instructional, academic, and organizational 93

Educational development traditionally has been a practice-based field. We propose that asa profession weadopt the methods of thescholarship of teaching and learning (SoTL), so often shared with our clients, in order to look through a scholarly lens at theoutcomes ofourownpractice. Using SoTL approaches in our work would deepen the research literature in ourfield and improve theeffectiveness ofdecisions we makeaboutwhere to spend limited time and resources. In this chapter, weexplore what it might mean for individual developers, andfor ourp~ofessiollal community, toapply SoTL methods toourpractice.

A common goal ofeducational development isto create a neutral. "safi"place for clients in individualconsultations. Such an approach. while well intentioned. obscures the multiftceted web ofpower threading through and around our work. Using Michel Foucault's theories ofsovereign and disciplinary power, we trace the flnns that power can takein specific types ofconsultations (small group instructionaldiagnosis. course evaluations. and videotape). While power isalways "dangerous•..it is less likely to bedamaging ifweare conscious ofitspresence and impact-and ofourown participation in itscomplexity.Peter Felten is Assistant Director of the Vanderbilt University Center for Teaching, and he teaches courses in history and American and southern studies. His current research explores how emotion shapes learning in service-learning courses, and how teaching and learning in history are changed by the use ofvisual in addition to textual sources.Deandra Little is a full-time lecturer in the English Department at Vanderbilt University and teaches courses in English and women's studies. Her current research interests include the ethics and efficacy of reimagining the classroom as a site for community-building, both within courses using social software and as a bridging between course and the larger community through service learning.Allison Pingree is Director of the Vanderbilt University Center for Teaching, and teaches courses in English. American and southern studies. and women's studies. Her current research interests include emotion in the classroom, one-on-one teaching and mentoring, and leadership and organizational change.