Our academic development stories: exploring identities, complexities, and experiences

Sheffield, Suzanne Le-May; Serbati, Anna

doi:10.1080/1360144x.2022.2154138

Cited by 3 publications

(2 citation statements)

References 17 publications

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“…Together, we discussed the insights we had shared. We were inspired by vignettes of diverse academic developers (Special Issue of IJAD titled 'Our academic development stories', 2019), we noted the similarities in our own experiences specifically, the frequent highlighting of the value of building academic communities, relationships, trust, and a sense of belonging in academic development work where conversation is key to exploring the complexities that exist (Sheffield & Serbati, 2022). The EDC leader and the seconded academic reflected on the importance and value of informal conversations among small sub-groups of the AI & AWG for both support and making progress.…”

Section: Personal Professional Reflections On Our Academic Practice -...mentioning

confidence: 99%

Evaluating an institutional response to Generative Artificial Intelligence (GenAI): Applying Kotter’s change model and sharing lessons learned for educational development

Potter,

Welsh,

Milne

2023

JPAAP

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Since the launch of ChatGPT in November 2022, there has been a dawning understanding in the higher education sector of ways Generative artificial intelligence (GenAI) tools can challenge the traditional roles of academic teaching staff (e.g., Chan & Tsi, 2023) and support learning by students. For example, Mike Sharples in Sabzalieva and Valentini (2023) identifies ten roles that ChatGPT can play which would all support student learners. Media and sector concern has focused on whether GenAI use by students would disrupt the integrity of degrees and awards and there is a good deal of debate on how to adapt assessment, learning outcomes and curricula to reflect and reward unique human competences associated with a discipline or subject and embrace students’ use of GenAI. Educational development colleagues have been at the vanguard of leading higher education provider reactions and responses to the widespread availability and capabilities of GenAI. This case study reflects on a year of action to lead teaching staff and students as well as institutional policy and practice through a series of steps to enable rapid, proportionate and robust change. We apply Kotter’s (1996) eight stage change model to reflect on the activities, achievements and challenges to date. We do not purport to have finished but rather can see, one year in, that increasingly activity is more embedded into structures, routines, the practice of others, and our work as educational developers. We reflect forward too on the ways we will act next to ‘make change stick’ and on our own personal, professional journeys as educational change leaders, all of whom were new appointments in the educational development centre. We chart how we have been able to innovate and to lead complex educational change at pace.

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Section: Personal Professional Reflections On Our Academic Practice -...mentioning

confidence: 99%

Evaluating an institutional response to Generative Artificial Intelligence (GenAI): Applying Kotter’s change model and sharing lessons learned for educational development

Potter,

Welsh,

Milne

2023

JPAAP

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“…Academic developers are cultural practitioners who operate across disciplines and levels of a university, navigating the friction between the institution's demands and local disciplinary practice contexts (Lisewski, 2021). This work is necessarily broad and hard to define, incorporating a range of processes, identities, and experiences (Le May Sheffield & Serbati, 2022). Nonetheless, the editors of the International Journal for Academic Development (IJAD, 2022) attempted to capture this breadth in their working definition:…”

Section: Introductionmentioning

confidence: 99%

Peer-supported Teaching Practice: Embodying a Relational, Practice-Led Approach to Enhancing Educator Wellbeing and Practice

Hansen,

Chambers,

Hamilton

2023

SUCCESS

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Peer review of teaching (PRT) programs have the capacity to address the practice imperative of evaluating and enhancing teaching practice, and the ethical imperative of safeguarding and promoting educator wellbeing, which is intrinsically linked to student wellbeing. This article outlines the practice-led development of an institution-wide, embedded and contextualised PRT program, which we conceptualise as Peer-supported Teaching Practice (PTP). In contrast to traditional PRT, our working framework is built from the ground up and situates the educator as the driver of a relational peer-review process informed by psychological wellbeing literature. By incorporating peer reflection as a core function of the model, we seek to ensure all staff can access growth-fostering peer relationships regardless of their role, discipline or existing social capital. Rather than position academic developers as the facilitators of these conversations, we argue that peers are best equipped to support each other to explore, interrogate and mutually develop the embodied 'self-in-practice'.

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Community-led approaches to the academic development of pracademics in universities: evidence from Ghana

Owusu-Agyeman,

Amoakohene

2024

International Journal for Academic Development

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Our academic development stories: exploring identities, complexities, and experiences

Cited by 3 publications

References 17 publications

Evaluating an institutional response to Generative Artificial Intelligence (GenAI): Applying Kotter’s change model and sharing lessons learned for educational development

Evaluating an institutional response to Generative Artificial Intelligence (GenAI): Applying Kotter’s change model and sharing lessons learned for educational development

Peer-supported Teaching Practice: Embodying a Relational, Practice-Led Approach to Enhancing Educator Wellbeing and Practice

Community-led approaches to the academic development of pracademics in universities: evidence from Ghana

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