The Idea of Educational Development: An Historical Perspective

Cruz, Laura

doi:10.3998/tia.17063888.0037.106

Cited by 1 publication

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“…As we reach our current age, variously characterized as the age of assessment or the age of organizational development, we also see CTLs coming in from the margins, shedding some of their roots in service, and taking on roles as leaders and drivers of change (Austin & Sorcinelli, 2013;Kelley et al, 2017;Schroeder, 2011). And our strength as change leaders comes from our networks and deep-seated, long-standing relationships with our faculty, which can serve as the basis for an emerging form of fellowship, one in which faculty partners serve as levers or linchpins to foster vibrant communities of teaching and learning and extend the teaching and learning capacity of the institution and beyond (Cruz, 2018;Felten et al, 2007;Stark & Smith, 2016).…”

Section: Background and Literature Reviewmentioning

confidence: 99%

Fellow travelers: Taking stock of faculty fellows programs in the age of organizational development

Colby

Cruz

Cordaro

et al. 2022

To Improve the Academy: A Journal of Educational Development

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Faculty fellows have long-served as a staple of centers for teaching and learning (CTLs), but, to date, little to no evidence has been gathered regarding their broader impact. The current study provides a snapshot of U.S.-based faculty fellows programs today, based on a comprehensive review of CTL websites. We categorize faculty fellows programs across five modalities that reflect decades of evolution and adaptation in the field of educational development. Our findings are intended to provide the foundation for new pathways of research, practice, and inquiry regarding the implementation of CTL fellowship programs.

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