Pathways to the profession of educational development: an international perspective

1: Developing Competency Models of Faculty Developers

“…The roles of faculty developers are rapidly evolving as teaching and learning centers grow in size, evolving from one-person operations to centers employing several developers (Sorcinelli, Austin, Eddy, & Beach, 2006). Increasingly centers are being seen as central rather than peripheral to a university's success (Gosling, McDonald, & Stockley, 2007;Harland & Staniforth, 2008;McDonald & Stockley, 2008). As Chism (2007) maintains, it is critical that we recruit new faculty developers and identify the skills and knowledge they require, given the worldwide expansion of university enrollment and the need for developers to facilitate change and innovation in higher education.…”

An Exploration of the Scholarly Foundations of Educational Development

“…Although providing sound foundations for effective teaching is indeed an important aspect of educational development work, our professional aims are much broader than providing practical suggestions for teaching improvement. The scope of our work now includes a wide range of programs, services, and resources designed to support and enhance educational effectiveness in higher education; it also encompasses research into our practice (McDonald & Stockley, 2008).…”

The Four Rs: Guiding CTLs with Responsiveness, Relationships, Resources, and Research

“…Most (64%) CTL leaders have been in the position for 10 or fewer years but a third have five or fewer years of experience (Beach et al, ). However, in comparison to scholarship about entrance to the field (Gosling, McDonald, & Stockley, ; Green & Little, ; McDonald & Stockley, ), there is less guidance to aid a CTL director in setting goals and priorities, and much of what exists is based on competency models for individuals.…”