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• W2595577924 abstract "Faculty development, also known as academic, educational, and staff development (Clegg, 2009; Lee, 2010), is scholarly field of study and practice that has evolved over the last 50 plus years from an informal set of instructional improvement activities aimed at individuals, to broad set of services, programs, and initiatives oriented toward diverse client base at the individual, departmental, institutional, and sector levels (Fraser, Gosling, & Sorcinelli, 2010; Herman, 2013; Johnston, 1997). At the core of these activities is the shared goal of enhancing teaching and learning, and, ultimately, the educational experience of students (Wright, 2002), what Clegg (2009) and others call the development project. The programs and practices geared toward achieving these goals are as diverse as the approaches and orientations to practice (Land, 2001, 2004) engaged in by faculty developers (also known as educational or academic developers). Likewise, the centre structures, mandates, and staffing in which these activities take place vary (Lee, 2010), reflecting the institutional culture and values in which they are embedded (Harland & Staniforth, 2008; Sorcinelli, Austin, Eddy, & Beach, 2006; Wright, 2002).During its relatively short history, the field has both matured (Wright & Miller, 2000) and the professional role of the faculty developer has evolved, moving from the periphery of higher education to the mainstream (Kahn & Baume, 2003; Baume & Kahn, 2004). This evolution has been documented in the faculty development literature and at professional conferences and organizational meetings internationally. As Lee and McWilliam (2008) note, faculty development has undergone a systematic exercise of mapping, describing, categorizing, and classifying the field...in different national contexts (p. 68) (see Elvidge, Fraser, Land, Mason, & Matthew, 2003; Gillespie & Robertson, 2010; Gosling, 2009; Herman, 2013; Lewis, 1996; McDonald & Stockley, 2008, 2010; Moses, 1987; Rowland, 2003; Sorcinelli et al., 2006; Taylor, 2005). One area that has started to receive greater attention in the last decade is the study of faculty developers themselves, specifically, the manner by which they learn about, enter into, and progress within the field (see Boon, Matthew, & Sheward, 2010; Cohen, 2010; Dawson, Britnell, & Hitchcock, 2010; Eddy & Beach, 2005; Fraser, 1999; Gosling, McDonald, & Stockley, 2007; McDonald, 2011; Sorcinelli et al., 2006; Stefani, 1999; Wilcox, 1997).We know from anecdotal conversations with our colleagues and what little is reported in the literature that faculty developers comprise truly eclectic group of professionals (Weimer, 1990) who have migrated into the field (Manathunga, 2007) by chance or choice (Fraser, 1999). They have varied educational backgrounds (Hicks, 1997; Knapper, 1998), disciplinary allegiances (Chism, 2008; Fraser, 1999), personal and professional identities (Manathunga, 2007), academic ranks (Cohen, 2010), types of appointments, position titles (Eddy & Beach, 2005; Sorcinelli et al., 2006), orientations to practice (Land, 2001, 2004), and pathways into the profession (Boon et al., 2010; Fraser, 1999; Gosling et al., 2007; McDonald, 2011; Stefani, 1999). Their rich diversity reflects, in part, the unscripted evolution of the field and both the absence of formal career pathway (e.g., credentials), what Lynn McAlpine calls structures (2006) or prescribed developer profile that clearly defines and characterizes who developers are and what they do as found in other established occupations and professions.The Expanding Role of Faculty DevelopersThe heterogeneity within the faculty development community is both strength and challenge. This diversity is most apparent when we look at the kinds of knowledge, skills, and competencies needed by developers to navigate actual and perceived roles within their varied academic settings (Boon et al. …" @default.
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• W2595577924 date "2015-09-01" @default.
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• W2595577924 title "Nudges, Pulls, and Serendipity: Multiple Pathways to Faculty Development." @default.
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