Unheard voices among faculty developers

Abstract

Despite the evolution and increasing maturity of the field of faculty development over the last five decades, it currently lacks diversity of social identities and perspectives.

A Latina Developer Confronts Implicit Bias in CTL Hiring

“…I wanted recruiters to realize that enacting inclusion requires more than identifying non‐White candidates. By not applying, I mirrored the actions of fellow educational developers from underrepresented groups who “remain silent…, almost in protest against the status quo and what are often perceived as token efforts to include them” (Mighty, Ouellett, and Stanley , 106). The ritual concluded similarly each time: I expressed my gratitude, politely declined, and shared the names of qualified colleagues.…”

“…Mighty, Ouellett, and Stanley (, 104) have affirmed that, “to be responsive to the increasing diversity in higher education, the field of faculty development needs to … [pay] attention to…the hiring and staffing of teaching and learning centers.” My critical incident analysis has led me to suggest the following strategies and resources to help us move toward more inclusive CTL searches.…”

“…While describing my interactions with the recruiter, I use the literature on inclusive academic hiring practices to interrogate the narrative, demonstrating that even ostensibly inclusive practices can be beset by exclusive filtering. In so doing, I respond to the call for the documentation of historically unheard voices among educational developers (Mighty, Ouellett, and Stanley ); contribute to the scant literature on administrative searches from candidates’ perspective, and the even more limited literature on unsuccessful candidates (Danowitz Sagaria ); and address pipeline issues for diversity in educational development (Stanley ). I close with recommendations for conducting more inclusive educational development searches.…”

20. Is Strategic Development of Leadership Capacity for the Higher Education Workplace Possible?

“…I am seeking involvement and investment by faculty in my Ph.D. program, as recommended by Thornton and Nardi (cited in Weidman, Twale, & Stein, 2001), that Black women Administrators and indigenous scholars write about as missing in their experiences (Byrd, 2009;Henry & Tator, 2009;Lewis & Bush, 2010). These recommended experiences include clear, realistic guidelines, collaborative dialogue, and formal mentoring roles (Cress, 2008;Freese & Strong, 2008;Mighty, Ouelett, & Stanley, 2010 Administrators in Higher Education (NASPA), and finalized July 24, 2010. While the profession as described by the document is prevalent in the United States, and the report is intended primarily for that audience, I am a member of both associations and subscribe to the learning outcomes for my own skill and role development.…”

Levers for Change in Educational Development in Canada: Looking Back, Looking Forward

“…This will be a challenging task for developers as only 3% of the university population are currently Indigenous (Association of Universities and Colleges of Canada, 2011). Plus as Mighty, Ouellett, and Stanley (2010) argue there have been many missing voices in the field of educational development and this is certainly true of Indigenous voices in educational development in Canada.…”