4: What Educational Developers Need to Know About Faculty-Artists in the Academy

Abstract

Both educational developers and faculty‐artists share the same goal: significant learning. Yet effective dialogue and collaboration between the two can be undermined without the educational developer's knowledge of signature pedagogies and discipline‐specific terminology in the various disciplines of art. We examine several assumptions about artists and how these assumptions can be overcome for the benefit of educational developers, faculty‐artists, and students. To this end, we provide suggestions for generating dialogue about teaching and learning with faculty‐artists and for making these dialogues fruitful.

Assessment from an Educational Development Perspective

“…Furthermore, even the language of how an assessment project is framed can make a difference in its success. For example, Haugnes, Holmgren, & Springborg () offer “translations” between the worlds of assessment and faculty‐artists, and approaching assessment as an integrative narrative may be a helpful approach for contextualizing a project in the humanities (Scobey, ).…”

“…Disciplinary and student diversity were two important lenses that needed to be applied to this project. First, the assessment findings needed to resonate with those in a creative discipline, and as Haugnes et al () note, there needs to be a careful translation between the worlds of assessment and faculty‐artists. The use of artist statements as a key artifact in this project is an outcome of an application of this lens.…”