1: Developing Competency Models of Faculty Developers

Abstract

Recent research by Chism (2007); Sorcinel/i, Austin, Eddy, and Beach (2006);and Taylor (2005) speaks to the critical roles that faculty developers play in ensuring institutional success. Yet we have not as a profession identified the specific competencies necessary for success at different career stages. Our research generated these competencies for three faculty developer positions-s-entry-level, senior-level, and director-within a teaching and learning center. We used World Cafe, a collaborative discussion-based technique, to engage developers in building a matrix of competencies for each position and in determining how these competencies could be demonstrated.

Identifying threshold concepts in the careers of educational developers

“…Dawson, Britnell and Hitchcock (2010) propose that educational developers' 'weak occupational identity' (p. 4) may partially be attributed to the fact that 'we have not yet clearly articulated the competencies necessary for success ' (p. 4). Such issues of ambiguity of professional identity and competencies threaten the credibility of the field (Sorcinelli et al, 2006).…”

Drawing on the Principles of SoTL to Illuminate a Path Forward for the Scholarship of Educational Development

“…The focus of these activities ranges from teaching strategies, course design, program and curriculum development, and policy and organizational development, with varying delivery methods including workshops, comprehensive programs, postgraduate programs, mentoring programs, individual or departmental consultations, research, evaluation, and providing leadership on governance and policy committees (Dawson, Britnell, & Hitchcock, 2010;Gibbs, 2013;Taylor & Rege Colet, 2010). Nuanced distinctions in educational development activities are further described in multiple studies (Dawson et al, 2010;Gosling, 2009;Lee & McWilliam, 2008;Lewis, 1996;McDonald & Stockley, 2008;Moses, 1987;Rowland, 2007;Sorcinelli, Austin, Eddy, & Beach, 2006;Taylor, 2005).…”

“…It encompasses working with individuals, departments, institutional committees, and leaders across postsecondary education (Dawson et al, 2010;McDonald, 2010;Taylor & Rege Colet, 2010). Fraser, Gosling, and Sorcinelli (2010) further conceptualize the activities of educational developers across multiple organizational levels with individual instructors and educational leaders, across academic departments and institutions, and throughout the postsecondary sector as a whole.…”

“…Simmons (2016a) provides a description of these multiple levels as follows, "Micro typically refers to the level of the individual instructor, meso to the department level, macro to what happens at the institutional level, and mega to disciplinary or provincial and national levels" (p. 96). These levels are helpful in further situating the varied contexts that the activities of educational development occur (Dawson et al, 2010;Fraser et al, 2010;Gibbs, 2013;Hoessler, Godden, & Hoessler, 2015;Taylor & Rege Colet, 2010).…”

Developmental Stages of New Graduate Student Instructional Consultants: Implications for Professional Growth

“…Most are new to the field, with five or fewer years of experience (Sorcinelli, Austin, Eddy, & Beach, ; A. L. Beach, personal communication, June 24, 2014), yet there is limited scholarship about the development of new practitioners. Similarly, faculty development competency models identify “effective consulting” as a key requisite skill (Dawson, Britnell, & Hitchcock, ; Little & Palmer, ), but how do new instructional consultants achieve proficiency in this area? The lack of research on educational developers’ evolution as consultants is especially puzzling, considering the depth of scholarship about the need to understand the development stages of clients’ careers.…”