Professional and Organizational Development Network in Higher Education
Date of this Version
2018
Document Type
Article
Citation
To Improve the Academy: A Journal of Educational Development (2018) 37(1)
Abstract
The authors claim that disciplinary epistemologies—disciplinary habits of mind and ways of thinking—offer productive lenses for observing teaching practices. Furthermore, they argue that educational developers who draw from multiple epistemologies in combination provide rich evidence with regard to teaching and learning and can speak to academic colleagues from an array of disciplines. Clarity is provided for career paths in educational development for colleagues from academic disciplines who are contemplating part- or full-time work in a teaching center. The authors hope that this opening collection develops into a toolkit and area of inquiry about disciplinary approaches to the practice of educational development.
Included in
Curriculum and Instruction Commons, Higher Education Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, Other Education Commons
Comments
License: CC BY-NC-ND