As I prepare for the upcoming Faculty Engagement in Educational Development (FEED) Summit to be hosted by the the Council of Ontario Universities, the Council of Ontario Educational Developers and McMaster University, as well as on some recent publications such as Christensen Hughes and Mighty (2010) and Grabrove et al. (2012), it is incredible to reflect upon the continued evolution of educational development programs across Canada. I can’t help but reflect on the following “strategic” directions related to our continued evolution:
- a shift from just-in-time pedagogical support to evidenced-based classroom practice;
- the strengthening of institutional strategy and policy related to teaching/learning;
- growing engagement and emphasis on the scholarship of teaching and learning (SoTL). And, I will add the scholarship of educational development (SoED); and scholarship of curriculum practice (SoCP);
- a clear focus on intensive and sustained pedagogical development programming that builds capacity throughout the institution;
- a growing emphasis on program-level curriculum assessment and development.
I am curious what others think about the continued evolution of educational development. What other shifts do you see? Where do you think ED will be in 2025?
References:
Christensen Hughes, Julia, & Mighty, Joy. (2010). Taking Stock: Research on teaching and learning in higher education. McGill-Queen University Press, Kingston, ON.
Grabove, V., Kustra, E., Lopes, V., Potter, M.K., Wiggers, R., & Woodhouse, R. (2012). Teaching and Learning Centres: Their Evolving Role Within Ontario Colleges and Universities. Toronto: Higher Education Quality Council of Ontario.
Hubball, Harry, Pearson, Marion L, & Clarke, Anthony. (2013). SoTL Inquiry in Broader Curricular and Institutional Contexts: Theoretical Underpinnings and Emerging Trends. Teaching and Learning Inquiry: The ISSOTL Journal, 1(1), 41-57.
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