Recent research by Chism (2007); Sorcinel/i, Austin, Eddy, and Beach (2006);and Taylor (2005) speaks to the critical roles that faculty developers play in ensuring institutional success. Yet we have not as a profession identified the specific competencies necessary for success at different career stages. Our research generated these competencies for three faculty developer positions-s-entry-level, senior-level, and director-within a teaching and learning center. We used World Cafe, a collaborative discussion-based technique, to engage developers in building a matrix of competencies for each position and in determining how these competencies could be demonstrated.

As faculty developers become more central as leaders within the university, strengthening their change management skills becomes more important for their success. Kotter's model of change management may be a useful tool for developers for this endeavor.

This chapter provides an overview of externally generated program‐level learning outcomes and an integrated and stage‐specific framework for redeveloping learning‐centered curricula in higher education contexts.

The scholarship of teaching and learning is highlighted within this chapter as one approach for educational developers to use in examining the impact of their practice at a programmatic and institutional level.

The elderly are most susceptible to mental illness, and they receive inadequate mental health services. The authors developed a community-based program to meet the needs of the psychiatrically impaired elderly by providing a multiplicity of indirect services to community caregivers. A psychiatrist and two clinical specialists in psychiatric nursing provide consultation, education, collaboration, and coordination to individuals and agencies dealing directly with elderly clients in the community. Evaluation of data show a high degree of consultee satisfaction, few recommendations for institutional care, satisfactory client outcomes, and a significant impact achieved by a formal educational program for community practitioners.