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Plank, Kathryn M. – New Directions for Teaching and Learning, 2019
Educational developers must reflect upon our institutional roles and identities, however marginal they may seem, in order to do our work responsibly, sustainably, and effectively.
Descriptors: Power Structure, Identification, Educational Development, Institutional Role
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Murphy, Michael K. – New Directions for Teaching and Learning, 2019
This chapter uses the figure of the "organic intellectual" to provide a model for political speech and action by educational developers.
Descriptors: Political Issues, Speeches, Educational Development, Models
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Ingram, Ella L. – New Directions for Teaching and Learning, 2019
This chapter explores how knowledge, resources, and relationships, otherwise known as "social capital," influence the work of educational developers.
Descriptors: Educational Development, Instructional Effectiveness, Social Capital
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Magruder, Emily Daniell – New Directions for Teaching and Learning, 2019
This essay explores the influence of adjunct identity on the work of an educational developer. Educational developers, who can share an experience of marginalization, have important roles to play involving the new majority faculty as stakeholders and knowledge-bearers.
Descriptors: Adjunct Faculty, Educational Development, Stakeholders, Professional Identity
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Broscheid, Andreas – New Directions for Teaching and Learning, 2019
This chapter employs Identity Theory to explore the professional identities of educational developers, arguing that it is important to pay attention to the different saliences, or weights, that developers attach to the faculty and administrative sides of their identities.
Descriptors: Educational Development, Professional Identity, Faculty, Administration
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Riviere, Jessica L.; Stewart, Marissa C. – New Directions for Teaching and Learning, 2019
What particular concerns apply to educational developers whose professional identities are still solidifying?
Descriptors: Socialization, Graduate Students, Educational Development, Professional Identity
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Cook-Sather, Alison; Krishna Prasad, Srikripa; Marquis, Elizabeth; Ntem, Anita – New Directions for Teaching and Learning, 2019
This chapter describes the transformative potential of positioning students from underrepresented groups as educational developers.
Descriptors: Disproportionate Representation, Educational Development, Inclusion, Educational Benefits
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McGrew, Mandy; DiPietro, Michele – New Directions for Teaching and Learning, 2019
This chapter applies a layered identity model to educational development in order to unpack the complexities of our professional identities.
Descriptors: Professional Identity, Educational Development, Ecology, Systems Approach
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Niemi, Nancy S.; Schwarz, Sarah L. – New Directions for Teaching and Learning, 2019
This chapter considers the relationship between pedagogical support offered by centers for teaching and learning (CTLs) and newer services such as assessment and educational technologies through the lens of gender, arguing that changes to the structure, mission, and staffing of CTLs may have unintended consequences if these unexamined, gendered…
Descriptors: Educational Development, Academic Support Services, Educational Assessment, Educational Technology
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Artze-Vega, Isis – New Directions for Teaching and Learning, 2019
This chapter describes the author's experience of applying for a Center for Teaching and Learning (CTL) Directorship during which personal, institutional, and educational development identities intersected. Recommendations for inclusive CTL searches are provided.
Descriptors: Job Applicants, Administrators, Hispanic Americans, Social Bias
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Nakamura, Mayuko – New Directions for Teaching and Learning, 2019
This chapter describes the journey of the author, a foreign-born Asian educational developer, in working with other faculty of color at a Predominantly White Institution.
Descriptors: Minority Group Teachers, Diversity (Faculty), Whites, Institutional Characteristics
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Ouellett, Mathew L.; Stanley, Christine A. – New Directions for Teaching and Learning, 2019
This chapter describes how an enduring friendship based on shared curiosity, vulnerability, trust, generosity, integrity, and commitment over time shaped personal and professional development across intersectional identities.
Descriptors: Friendship, Educational Development, Inclusion, Trust (Psychology)
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Trybus, Matthew J.; Breneman, Daisy L.; Gravett, Emily O. – New Directions for Teaching and Learning, 2019
This chapter analyzes educational development through the lens of disability studies, exposing commonplace barriers and providing recommendations to ensure those who identify as having a disability are included in programming.
Descriptors: Attitudes toward Disabilities, Social Bias, Educational Development, Barriers
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Bernhagen, Lindsay – New Directions for Teaching and Learning, 2019
This chapter focuses on how working-class educational developers bring unique sensibilities to their work that can be both advantageous and challenging.
Descriptors: Educational Development, Working Class
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Little, Deandra; Green, David A.; Felten, Peter – New Directions for Teaching and Learning, 2019
This chapter introduces intersectionality as a framework for understanding how educational developers' personal identities inform both individual practice and the broader field.
Descriptors: Educational Philosophy, Educational Development, Self Concept, Guidelines
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