Intriguing Connections but Not With the Past

Weimer, Maryellen

doi:10.1080/13601440701217204

Cited by 20 publications

(8 citation statements)

References 3 publications

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“…Perhaps because they are viewed by the university executive as an organ for implementing strategic initiatives relating to teaching and learning quality improvement (Brew, 2007), Centres seem to be prone to restructuring in continuing attempts to 'get it right' (Gray & Radloff, 2006). While by no means the only area of universities prone to cyclical re-configuration, whatever the reason(s), frequent and widespread Centre restructuring is reported internationally (Gosling, 2009a;Hart et al, 2005;Weimer, 2007). The same is true in Australia -in the national survey of Directors of Centres that formed Phase 2 of this project, respondents (Directors) were asked to indicate when their Centre had last been restructured.…”

Section: Resultsmentioning

confidence: 93%

Strategic leadership of Teaching and Learning Centres: from reality to ideal

Palmer

Holt

Challis³

2011

Higher Education Research & Development

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Section: Resultsmentioning

confidence: 93%

Strategic leadership of Teaching and Learning Centres: from reality to ideal

Palmer

Holt

Challis³

2011

Higher Education Research & Development

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“…From a service point of view, more jobs can be done across a university and functional diversity must be good in the sense that if we are open to contestation of ideas we can develop new critical understandings at the boundaries of our various roles. Yet, Weimer suggests that few who enter the field in the USA finish their careers in academic development because of burnout (Weimer 2007). Such an outcome is more likely for those who have a service orientation to development because this attracts constant demands from others in addition to being under-valued.…”

Section: Is Academic Development a Profession?mentioning

confidence: 95%

A family of strangers: the fragmented nature of academic development

Harland

Staniforth

2008

Teaching in Higher Education

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This paper draws on the experiences of 20 academic developers as they examine the proposition that the organisation and work of academic development in higher education is fragmented. Academic development was seen to have neither the status of a field nor a profession, and there was recognised tension between an institutionally focused service model that could be everything to everyone and one that could be distinguished as more conventionally 'academic' with theoretical knowledge as the basis for practice. Against the proposition, there was evidence of shared values and acceptance of diversity of purpose. We conclude that academic development has been fragmented since its inception and it remains resistant to cohesive change. Data suggest that to develop a unified community, academic development could seek field-status by encouraging all staff to provide their services by way of research-led teaching with each developer using their research knowledge and experiences of academic life to underpin practice. Only then will it have the necessary credibility and foundation from which it can work out its broader purposes and provide a quality service.

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“…Knapper, 2003;Weimer, 2007), which may be in accordance with its status as a relatively young profession attempting to demonstrate worth and value. As Gosling (2009, p. 8) reflects, 'although educational development in the UK can be traced back to the 1960s, it received only limited government support in the late 1980s and 1990s.…”

Section: Impact Evaluation In Academic Developmentmentioning

confidence: 96%

Evaluating the impact of the graduate certificate in academic practice (GCAP) programme

Chadha

2014

International Journal for Academic Development

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Graduate teaching assistants (GTAs) and postgraduates in the UK are taking on greater responsibility for teaching, and therefore it has become increasingly necessary to explore the teacher training that supports them in this endeavour. This paper outlines an impact evaluation carried out on a graduate certificate programme primarily aimed at GTAs and support staff at a research-intensive institution. The concept of impact evaluation is explored. This qualitative research establishes impact on the approaches participants took and their understanding of teaching following on from the programme. Interviews with nine participants, analyses of their critical reflective portfolios, and analyses of their teaching observation commentary are reported on. Findings reveal participants felt they had gained particular skills of teaching, were more reflective, and adopted a more student-centred approach to their teaching. It is recommended that training on specific teaching skills be incorporated into the provision available for GTAs and that disciplinary differences accommodated.

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Intriguing Connections but Not With the Past

Cited by 20 publications

References 3 publications

Strategic leadership of Teaching and Learning Centres: from reality to ideal

Strategic leadership of Teaching and Learning Centres: from reality to ideal

A family of strangers: the fragmented nature of academic development

Evaluating the impact of the graduate certificate in academic practice (GCAP) programme

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