Tracing a developer’s development: a self-study in teaching

Gravett, Emily O.

doi:10.1080/1360144x.2017.1305962

Cited by 8 publications

(5 citation statements)

References 27 publications

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“…This paper further explores the 'nexus of academic development' (Leibowitz, 2014, p. 359)the learning from teaching, research, and vice versa, which informs and enhances our work with others. Although Gravett (2017) states 'what educational developers promote is also, over time, what we developers come to embody ourselves' (p. 9), we argue that, in fact, the starting point for our teaching is the embodiment of our own values about teaching and learning and our research focus. Similarly, we started from our position as researchers and looked outwards to explore how our research frame influences our academic development role and, in particular, our interactions with staff (cf.…”

Section: Contextmentioning

confidence: 72%

Researcher-led academic development

Kinchin

Heron

Hosein

et al. 2018

International Journal for Academic Development

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In this study, members of a higher education department explore their research activity and how it influences their practice as academic developers in a researchled institution. Whilst the research activities of the team members appear diverse, they are all underpinned by a shared set of professional values to provide an anchor for these activities. Research-as-pedagogy and the relationship between the discourses of research and teaching are explored using Bernstein's knowledge structures. The authors conclude that differences in research focus (horizontal discourse) provide dynamism across a department and that stability is provided through the underpinning core values inherent in the vertical discourse.

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Section: Contextmentioning

confidence: 72%

Researcher-led academic development

Kinchin

Heron

Hosein

et al. 2018

International Journal for Academic Development

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“…A few articles have pointed out professional benefits of the work of faculty developers. For example, Gravett (2017) describes how her work as an educational developer has supported her own development as a teacher, specifically how her teaching has become more reflective, purposeful, well-informed, and student-focused. O' Sullivan and Irby (2014;2015) conducted two studies focused on "part-time" faculty developers in the medical field, that is, individuals who only occasionally lead faculty development workshops or trainings.…”

Section: Developers' Experiences and Identitiesmentioning

confidence: 99%

“…On the other hand, there is evidence that many developers strongly believe in the value of their work and derive personal satisfaction and professional benefits from it. Not only do many developers feel that they are making an important contribution to their institutions (Kolomitro et al, 2020), by leading development programs, they may also become better teachers themselves and enjoy increased status as experts (Gravett, 2017;O'Sullivan and Irby, 2014;2015). Even Nilson et al (2011), who referred to development as a "hazardous occupation," ended by stating that "in spite of its hazards, the career is worth the risks" (p. 303).…”

Section: Implications For Librarians and Ilmentioning

confidence: 99%

The faculty-focused model of information literacy

Hammons

2022

JIL

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In a faculty-focused, or “teach the teachers” (TTT) model of information literacy (IL), librarians would spend a significant portion of their time on faculty development. To support the adoption of this approach, there needs to be evidence that librarians can act effectively as faculty developers and that faculty development (also referred to as academic or educational development) can produce positive changes in teaching practices and student learning. This paper explores the faculty development literature in order to better understand the potential of the faculty-focused model of IL. Two research questions guided the review. What can the literature on the effectiveness of faculty development tell us about the potential of the faculty development approach to IL? Additionally, what insight can the literature on the background, experiences, and identity of faculty developers provide to our understanding of librarians acting as faculty developers? The analysis provides indications that a model of IL instruction focused on faculty could support increased integration of IL into the curriculum, as well as additional evidence that faculty development should be considered a viable role for librarians. However, the review also surfaced concerns about the identity and status of developers and the challenges of assessing faculty development that are relevant to librarians’ adoption of the faculty-focused model of IL. By exploring the faculty development literature as part of a consideration of the TTT approach to IL, this paper provides a valuable perspective to the ongoing debates about the future of IL.

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“…), as well as studies that span national contexts (McDonald and Stockley ; Baume and Popovic ). Literature critically exploring our personal identities typically considers individual stories (e.g., Kinash and Wood ; Kensington‐Miller, Renc‐Roe, and Morón‐García ; Gravett ) or diversity at the national network level (such as Stanley and Ouellett ; Grooters ), although recently Sutherland (, 209) has argued that “we need to reflect on the roles we play and the identities we carry (and have imposed on us)” in educational development.…”

Section: Personal Identities Of Educational Developersmentioning

confidence: 99%