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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 (XXXXX) 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 our decision-making. Specifically, the framework identifies identity, institution, and impact as critical contexts for the decisions educational developers make. The authors highlight multiple benefits to analyzing what we know--and what we don't know--about our respective contexts and offer suggestions for applying the framework using a template for structured reflection.

Kathleen Landy discusses the elements that make or break the efficacy of high–impact practices.