1,116
Views
4
CrossRef citations to date
0
Altmetric
Articles

Tracing a developer’s development: a self-study in teaching

Pages 307-318 | Received 26 Apr 2016, Accepted 25 Jan 2017, Published online: 28 Mar 2017

References

  • Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
  • Bath, D. M., & Smith, C. D. (2004). Academic developers: An academic tribe claiming their territory in higher education. International Journal for Academic Development, 9(1), 9–27.10.1080/1360144042000296035
  • Benton, S., & Cashin, W. E. (2012). Student ratings of teaching: A summary of research and literature. IDEA Paper. Retrieved from http://ideaedu.org/wp-content/uploads/2014/11/idea-paper_50.pdf
  • Berk, R. A. (2005). Survey of 12 strategies to measure teaching effectiveness. International Journal of Teaching and Learning in Higher Education, 17(1), 48–62.
  • Brinko, K. T., Atkins, S. S., & Miller, M. E. (2005). Looking at ourselves: The quality of life of faculty development professionals. To Improve the Academy, 23, 93–110.
  • Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, MA: The Belknap Press of Harvard University Press.10.4159/9780674419377
  • Carew, A. L., Lefoe, G., Bell, M., & Armour, L. (2008). Elastic practice in academic developers. International Journal for Academic Development, 13(1), 51–66.10.1080/13601440701860250
  • Clegg, S. (2009). Forms of knowing and academic development practice. Studies in Higher Education, 34(4), 403–416.10.1080/03075070902771937
  • Cohen, M. W. (2010). Listen, learn, lead: Getting started in faculty development. In K. J. Gillespie, D. L. Robertson, & Associates (Eds.), A guide to faculty development (pp. 67–81). San Francisco, CA: Jossey-Bass.
  • Condon, W., Iverson, E. R., Manduca, C. A., Rutz, C., & Willett, G. (2016). Faculty development and student learning: Assessing the connections. Bloomington, IN: Indiana University Press.
  • Cook, C. E., & Kaplan, M. (Eds.). (2011). Advancing the culture of teaching on campus: How a teaching center can make a difference. Sterling, VA: Stylus.
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage.
  • Felten, P. (2005). ‘Photos – The almost most objective evidence there is’: Reading words and images of the 1960s. Reader, 52, 77–94.
  • Felten, P. (2013). Principles of good practice in SoTL. Teaching & Learning Inquiry: The ISSOTL Journal, 1(1), 121–125.10.20343/teachlearninqu.1.1.121
  • Fink, L. D. (2003). Significant learning experiences. San Francisco, CA: Jossey-Bass.
  • Fraser, K. (2001). Australasian academic developers’ conceptions of the profession. International Journal for Academic Development, 6(1), 54–64.10.1080/13601440110033706
  • Gosling, D. (2010). Value commitments and ambivalence in educational development. New Directions for Teaching and Learning, 122, 91–102.10.1002/(ISSN)1536-0768
  • Gottschalk, K., & Hjortshoj, K. (2004). The elements of teaching writing: A resource for instructors in all disciplines. Boston, MA: Bedford/St. Martin’s.
  • Gray, K., & Radloff, A. (2006). Quality management of academic development work: Implementation issues and challenges. International Journal for Academic Development, 11(1), 79–90.10.1080/13601440600924397
  • Green, D. A., & Little, D. (2016). Family portrait: A profile of educational developers around the world. International Journal for Academic Development, 21(2), 135–150.10.1080/1360144X.2015.1046875
  • Hake, R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74.
  • Harland, T., & Staniforth, D. (2008). Family of strangers: The fragmented nature of academic development. Teaching in Higher Education, 13(6), 669–678.10.1080/13562510802452392
  • Kaplan, M., Meizlish, D. S., O’Neal, C., & Wright, M. C. (2008). A research-based rubric for developing statements of teaching philosophy. To Improve the Academy, 26, 242–262.
  • Kearns, K. D., Sullivan, C. S., O’Loughlin, V. D., & Braun, M. (2010). A scoring rubric for teaching statements: A tool for inquiry into graduate student writing about teaching and learning. Journal on Excellence in College Teaching, 21(1), 73–96.
  • Kelsky, K. (2011). What is evidence of teaching excellence? Retrieved from http://theprofessorisin.com/2011/09/23/1610/
  • Kensington-Miller, B., Brailsford, I., & Gossman, P. (2012). Developing new academic developers: Doing before being? International Journal for Academic Development, 17(2), 121–133.10.1080/1360144X.2011.616049
  • Kinash, S., & Wood, K. (2013). Academic developer identity: How we know who we are. International Journal for Academic Development, 18(2), 178–189.10.1080/1360144X.2011.631741
  • Land, R. (2004). Educational development: Discourse, identity and practice. Berkshire: Open University Press.
  • Leibowitz, B. (2014). Reflections on academic development: What is in a name? International Journal for Academic Development, 19(4), 357–360.
  • Little, D., & Green, D. A. (2012). Betwixt and between: Academic developers in the margins. International Journal for Academic Development, 17(3), 203–215.
  • Manathunga, C. (2006). Doing educational development ambivalently: Applying post‐colonial metaphors to educational development? International Journal for Academic Development, 11(1), 19–29.10.1080/13601440600578771
  • McDonald, J. (2010). Charting pathways into the field of educational development. New Directions for Teaching and Learning, 122, 37–45.10.1002/(ISSN)1536-0768
  • Mighty, J., Ouellett, M. L., & Stanley, C. A. (2010). Unheard voices among faculty developers. New Directions for Teaching and Learning, 122, 103–112.10.1002/(ISSN)1536-0768
  • Mullinix, B. (2008). Credibility and effectiveness in context: An exploration of the importance of faculty status for faculty developers. To Improve the Academy, 26, 173–195.
  • National Research Council. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
  • Palmer, M. S., Bach, D. J., & Streifer, A. C. (2014). Measuring the promise: A learning-focused syllabus rubric. To Improve the Academy, 33(1), 14–36.10.1002/tia2.2014.33.issue-1
  • Palmer, M. S., Streifer, A. C., & Williams-Duncan, S. (2016). Systematic assessment of a high-impact course design institute. To Improve the Academy, 35(2), 339–361.10.1002/tia2.2016.35.issue-2
  • Rust, C. (1998). The impact of educational development workshops on teachers’ practice. International Journal for Academic Development, 3(1), 72–80.10.1080/1360144980030110
  • Saroyan, A. (2014). Agency matters: Academic developers’ quests and achievements. International Journal for Academic Development, 19(1), 57–64.10.1080/1360144X.2013.862622
  • Seldin, P., Miller, J. E., & Seldin, C. A. (2010). The teaching portfolio: A practical guide to improved performance and promotion/tenure decisions. San Francisco, CA: Jossey-Bass.
  • Taylor, K. L., & Rege Colet, N. (2010). Making the shift from faculty development to educational development: A conceptual framework grounded in practice. In A. Saroyan & M. Frenay (Eds.), Building teaching capacities in higher education: A comprehensive model (pp. 139–167). Sterling, VA: Stylus.
  • Theall, M., & Franklin, J. L. (2010). Assessing teaching practices and effectiveness for formative purposes. In K. J. Gillespie, D. L. Robertson, & Associates (Eds.), A guide to faculty development (pp. 151–168). San Francisco, CA: Jossey-Bass.
  • Wiggins, G., & McTighe, J. (2005). Understanding by design. Columbus, OH: Pearson.
  • Wilcox, S. (1997). Becoming an educational developer. New Directions for Adult and Continuing Education, 74, 23–31.10.1002/(ISSN)1536-0717
  • Wilcox, S. (2009). Transformative educational development scholarship: Beginning with ourselves. International Journal for Academic Development, 14(2), 123–132.10.1080/13601440902970007
  • Wright, W. A., & Miller, J. E. (2000). The educational developer’s portfolio. International Journal for Academic Development, 5(1), 20–29.10.1080/136014400410079
  • Zakrajsek, T. D. (2010). Important skills and knowledge. In K. J. Gillespie, D. L. Robertson, & Associates (Eds.), A guide to faculty development (pp. 83–98). San Francisco, CA: Jossey-Bass.
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70.10.1207/s15430421tip4102_2

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.