Intersections of Identity and Power in Educational Development

Plank, Kathryn M.

doi:10.1002/tl.20351

Cited by 4 publications

(3 citation statements)

References 29 publications

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“…Oversimplified representations of academic staff roles in higher education abound; sometimes, they are even vilified or portrayed as requiring no particular expertise, despite the often-extensive academic and professional preparation needed to effectively work in such roles (Bessette 2021). Educational developers, a subset of academic staff who tend to bring a particularly wide range of disciplinary backgrounds and experiences to their work (Green and Little 2016), have at times struggled with a sense of precariousness (Sutherland 2015), which contradicts their positive ability to effect change (Plank 2019). The Teaching and Learning Project brought a new sense of recognition and clarity to these roles, as Lawrence and Wright discuss with respect to their own work: "We found that Martin's lens made visible our work and highlighted a key lever for change, enjoyment.…”

Section: Changing Communitymentioning

confidence: 99%

What Teaching Looks Like: Higher Education through Photographs

Horii¹,

Springborg²

2022

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What Teaching Looks Like delves into higher education—the challenges faced by students, faculty, staff, and administrators alike from all variety of institution types and across campus sectors—in a way that has not been done before. By weaving together a unique collection of documentary photographs of modern teaching and learning at US colleges and universities with research-based discussion of the state of engaged learning, the book teaches readers to think through and with photographs in new ways, offering insights and perspectives with the potential to change teaching, administrative, and support practices for the better. The project not only reflects the state of how US institutions educate the next generation of thinkers and innovators, it informs what we could aspire to do as educators and reveals experiences and perspectives of today’s students in ways that are only accessible through photographs. The ultimate intent of this book is to make both faculty and administrative work visible, both to audiences internal to our colleges and universities as well as to external stakeholders and decision makers of today and tomorrow, and in doing so, understand and value this work more effectively. It is vital for those whose work is concentrated within one area to see, understand, and empathize with their colleagues from other campus sectors. It also remains necessary for those outside of higher education to visualize and understand the work that faculty, administrators, and students are engaged in day-to-day. Some decision makers continue to hold on to antiquated images and stereotypes of those who work in the education system. The images and discussion in the book challenge these outdated stereotypes.

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Section: Changing Communitymentioning

confidence: 99%

What Teaching Looks Like: Higher Education through Photographs

Horii¹,

Springborg²

2022

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“…Respondents also indicated their appreciation of the autonomy and flexibility that came with the role. In another article, Plank (2019) describes some of the responses she received when, in her role as president of the POD http://dx.doi.org/10.11645/16.2.3222…”

Section: Developers' Experiences and Identitiesmentioning

confidence: 99%

“…Despite these positive indications, it is important to note that developers have also expressed concerns related to their role. The identity, status, and power (or lack thereof) of faculty developers appeared to be a prominent focus area in the literature (Bath & Smith, 2004;Grant, 2007;Green & Little, 2013;Kensington-Miller et al, 2015;Mori et al, 2021;Plank, 2019;Sugrue et al, 2019). As academic support units, development offices, or centres for teaching and learning, are at the mercy of administrators, and can (and have) been cut with little warning (Nilson et al, 2011).…”

Section: Developers' Experiences and Identitiesmentioning

confidence: 99%

The faculty-focused model of information literacy

Hammons

2022

JIL

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In a faculty-focused, or “teach the teachers” (TTT) model of information literacy (IL), librarians would spend a significant portion of their time on faculty development. To support the adoption of this approach, there needs to be evidence that librarians can act effectively as faculty developers and that faculty development (also referred to as academic or educational development) can produce positive changes in teaching practices and student learning. This paper explores the faculty development literature in order to better understand the potential of the faculty-focused model of IL. Two research questions guided the review. What can the literature on the effectiveness of faculty development tell us about the potential of the faculty development approach to IL? Additionally, what insight can the literature on the background, experiences, and identity of faculty developers provide to our understanding of librarians acting as faculty developers? The analysis provides indications that a model of IL instruction focused on faculty could support increased integration of IL into the curriculum, as well as additional evidence that faculty development should be considered a viable role for librarians. However, the review also surfaced concerns about the identity and status of developers and the challenges of assessing faculty development that are relevant to librarians’ adoption of the faculty-focused model of IL. By exploring the faculty development literature as part of a consideration of the TTT approach to IL, this paper provides a valuable perspective to the ongoing debates about the future of IL.

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