The challenging academic development (CAD) collective

Peseta, Tai; Hicks, Margaret; Holmes, Trevor; Manathunga, Catherine; Sutherland, Kathryn; Wilcox, Susan

doi:10.1080/13601440500100007

Cited by 11 publications

(7 citation statements)

References 5 publications

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“…This staffing pattern meant that the field was strong on practical action, but often lacked explicit agreed theoretical foundations. Discourse on what Peseta and others have called the "scholarship of academic development" (Peseta et al, 2005) is still nascent.…”

Section: Introductionmentioning

confidence: 99%

“…Recently, some researchers have begun asking "unruly questions" (Peseta et al, 2005: 60) in order to generate internal critique of the emerging traditions of practice in academic development. The point of such critique is to "simultaneously…interrupt and expand what research and evidence in academic development might look like" (Peseta et al, 2005;60). This critical questioning offers substantial opportunity to examine and query accustomed approaches to practice which are common in this emerging field.…”

Section: Introductionmentioning

confidence: 99%

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Elastic Practice in academic developers

Carew

Lefoe

Bell

et al. 2008

International Journal for Academic Development

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The academic developer's role is the focus of a growing body of literature. This paper builds the literature by arguing the importance to our current practice of making our theoretical underpinnings explicit. We excise and describe fragments of practice from the work of individual academic developers in order to discuss and consider the relationship between particular theories of academic development and particular approaches that these theories support. The three fragments of academic development practice we detail are related to reflective practice, collegiality and the scholarship of teaching. We also provide a fourth, more fulsome description of an approach to illustrate a highly responsive model of academic development: "Elastic Practice". Elastic Practice describes the process of tailoring a specific approach or instance of academic development from the full professional 'toolkit' (techniques, experiences, ideas, values, theories) that academic developers collect during their evolution as practitioners. The idea of Elastic Practice is that multiple theoretical bases are melded or successively employed to support an adaptive, responsive approach to practice. We suggest Elastic Practice is particularly appropriate for the complex, at times contested, environment within which academic developers work. Elastic Practice in Academic DevelopersAnna L Carew * University of Tasmania, Australia Geraldine Lefoe University of Wollongong, Australia Maureen Bell University of Wollongong, Australia Lenore Armour University of Wollongong, AustraliaThe academic developer's role is the focus of a growing body of literature. This paper builds the literature by arguing the importance to our current practice of making our theoretical underpinnings explicit. We excise and describe fragments of practice from the work of individual academic developers in order to discuss and consider the relationship between particular theories of academic development and particular approaches that these theories support. The three fragments of academic development practice we detail are related to reflective practice, collegiality and the scholarship of teaching. We also provide a fourth, more fulsome description of an approach to illustrate a highly responsive model of academic development: "Elastic Practice". Elastic Practice describes the process of tailoring a specific approach or instance of academic development from the full professional 'toolkit' (techniques, experiences, ideas, values, theories) that academic developers collect during their evolution as practitioners. The idea of Elastic Practice is that multiple theoretical bases are melded or successively employed to support an adaptive, responsive approach to practice. We suggest Elastic Practice is particularly appropriate for the complex, at times contested, environment within which academic developers work.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Elastic Practice in academic developers

Carew

Lefoe

Bell

et al. 2008

International Journal for Academic Development

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show abstract

“…The original ICED symposium led directly to the creation of the CAD collective listserv (see Peseta et al, 2005). All the authors continue to be active participants in the CAD network, and the essays have in some sense been co-written: each was circulated to other members of the symposium group for them to provide feedback and concrete suggestions.…”

mentioning

confidence: 99%

Thinking Otherwise in Academic Development

Holmes

Grant

2007

International Journal for Academic Development

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“…A door was opened for us at the Readers' Theatre symposium at ICED 2004 in Ottawa. We were both encouraged to make different use of conference time after this event (well-described in Peseta et al, 2005). Arts approaches to academic development and to academic conferences are not highly developed in the literature yet.…”

Section: Part Three: Framing and Reflectionmentioning

confidence: 99%

“…By way of background, we need to go back to 2004, to the formation of a group of academic developers who named ourselves the "Challenging Academic Development Collective" (CAD) (see Peseta, Hicks, Holmes, Manathunga, Sutherland & Wilcox 2005 for a full account).…”

Section: Prologue: a Collaborative Weavingmentioning

confidence: 99%

Deconstructive Misalignment: Archives, Events, and Humanities Approaches in Academic Development

Holmes

Sutherland

2015

cjsotl-rcacea

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Using poetry, role play, readers’ theatre, and creative manipulations of space through yarn and paper weaving, a workshop in 2008 challenged one of educational development’s more pervasive and least questioned notions (“constructive alignment” associated most often with the work of John Biggs). This paper describes the reasoning behind using humanities approaches specifically in this case and more generally in the Challenging Academic Development Collective’s work, as well as problematising the notions of “experiment” and “results” by unarchiving and re-archiving such a nonce-event. The critical stakes in using an anti-empirical method are broached, and readers are encouraged to experience their own version of the emergent truths of such approaches by drawing their own conclusions. En 2008, par le biais de la poésie, du jeu de rôles, du théâtre lu et de manipulations créatrices de l’espace avec de la laine et des tissages en papier, un atelier a mis au défi une des notions les plus généralisées et les moins remises en question du développement éducatif, l’alignement constructif, le plus souvent associé aux travaux de John Biggs. Cet article décrit le raisonnement qui se cache sous l’utilisation des approches des humanités tout spécialement dans ce cas et de manière plus générale dans les travaux du Collectif sur le développement académique stimulant. L’article traite également de la problématique sur les notions d’« expérience » et de « résultats » en désarchivant et en réarchivant une telle circonstance. Les enjeux principaux de l’utilisation de cette méthode anti-empirique sont abordés et les lecteurs sont encouragés à faire l’expérience de leur propre version des vérités qui émergent de telles approches en tirant leurs propres conclusions.

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The challenging academic development (CAD) collective

Cited by 11 publications

References 5 publications

Elastic Practice in academic developers

Elastic Practice in academic developers

Thinking Otherwise in Academic Development

Deconstructive Misalignment: Archives, Events, and Humanities Approaches in Academic Development

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