This chapter explores how knowledge, resources, and relationships, otherwise known as "social capital," influence the work of educational developers.

In this chapter, the authors describe the theory of change behind a regional cross-institutional community of practice (CoP) for educational developers seeking to strengthen their institution's SoTL culture and increase faculty SoTL production by providing institution-level support initiatives and programming.

As the affordability of higher education dominates the spotlight, open educational resources (OER), low cost, and free-to-student materials are widely offered as a solution. This paper outlines the experiences of course developers who contributed to a large-scale OER initiative, including training, knowledge, effort, and satisfaction of course…

Recent studies have provided important initial insights into the relational and micropolitical dimensions of coach educators' and coach developers' work. However, there remains a paucity of inquiry addressing how sporting organisations prepare these members of their workforce to achieve desired goals and objectives. This research uses realist…

Evidence can be used to support digital course design. The aim of this paper is to discuss how teachers can develop local evidence to support digital course design. Previous research has focused on how practice can be based on research, while we have a limited understanding of how local evidence is used and produced in practice. Local evidence…

[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] When we examined student responses to questions about the direction of the static friction force in various situations, we both had strong ideas about how to write a tutorial to promote deeper understanding. But our ideas were quite different. In this…

As the main facilitators of teaching and learning, faculty developers' views as individuals and as members of their academic communities are essential to higher education research. Yet, developers' perceptions of their own growth and learning as practitioners are underrepresented in the extant literature. This qualitative study explored…

Ensuring participation in state-mandated assessments by students who need accessible educational materials (AEM) and related technologies is an extension of the National Center on Accessible Educational Materials for Learning at CAST's (AEM Center) technical assistance activities. The needs of students who rely on AEM for daily learning transfer…

This article examines the professional vision of mathematics teacher developers during a professional development experience that featured observations of a content course for elementary teachers. The researchers examined whether these mathematics teacher developers viewed the demonstration class as an analysis class serving as a site for…

Learning analytics dashboard (LAD) development has been criticized for being too data-driven and for developers lacking an understanding of the nontechnical aspects of learning analytics (LA). The ability of developers to address their understanding of learners as well as systematic efforts to involve students in the development process are…

Often working in multiple roles and operating at multiple scales, educational developers deal with layered tensions and a complex context that can be difficult for an individual or team to reconcile. In May 2020, the authors participated in a cross-institutional scholarly project, the Pandemic Educational Development Research Collaborative…

This article provides a conceptual framework for considering both the theoretical and methodological factors that underpin the successful validation of a competency framework. Drawing on educational assessment literature, this article argues that a valid competency framework relates to an interpretive judgement of the credibility of the claims…

The improvement of teaching and learning in the Canadian post-secondary sector has grown in importance over the past fifty years as seen by the rise of the field of educational development. Educational Developers (EDs) can now be found at almost every publicly-funded college and university in the country and are increasingly integral to…

This chapter describes the development, implementation, and assessment of an intensive Scholarship of Teaching and Learning (SoTL) Scholars program grounded in self-determination theory. These findings provide one of the first integrations of theory into studying the impact of SoTL and can support educational developers with SoTL initiatives at…

The research on mentorship in the professoriate is extensive and substantial. New faculty benefit from having sustained and focused interactions with a more knowledgeable other who is able to shepherd them through the induction phase of their academic career. Professional support, collaboration, and sponsorship have always been critical, but this…