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.

This chapter focuses on how working-class educational developers bring unique sensibilities to their work that can be both advantageous and challenging.

This chapter focuses on intentional educational development activities designed to prepare faculty for effective teaching and assessment of student learning. Some benefits of such activities include improved alignment of courses with programmatic outcomes, higher success rates in course reviews, and better demonstration of student learning on…

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

This chapter employs Identity Theory to explore the professional identities of educational developers, arguing that it is important to pay attention to the different saliences, or weights, that developers attach to the faculty and administrative sides of their identities.

Educational developers must reflect upon our institutional roles and identities, however marginal they may seem, in order to do our work responsibly, sustainably, and effectively.

What particular concerns apply to educational developers whose professional identities are still solidifying?

This chapter describes the transformative potential of positioning students from underrepresented groups as educational developers.

This chapter applies a layered identity model to educational development in order to unpack the complexities of our professional identities.

This chapter uses the figure of the "organic intellectual" to provide a model for political speech and action by educational developers.

This chapter introduces intersectionality as a framework for understanding how educational developers' personal identities inform both individual practice and the broader field.

This chapter describes how an enduring friendship based on shared curiosity, vulnerability, trust, generosity, integrity, and commitment over time shaped personal and professional development across intersectional identities.

This chapter considers the relationship between pedagogical support offered by centers for teaching and learning (CTLs) and newer services such as assessment and educational technologies through the lens of gender, arguing that changes to the structure, mission, and staffing of CTLs may have unintended consequences if these unexamined, gendered…

Problem-Based Learning (PBL) is an increasingly popular interdisciplinary pedagogy. In this chapter, we discuss its roots, benefits, and potential trade-offs and give practical advice applicable to a variety of academic disciplines.

New Zealand is unique in the global tertiary education environment because there is a legislative requirement that teaching and research are closely interdependent and that most teaching in universities and all degree-granting institutions should be done by people who are active in advancing knowledge. Moreover, the Tertiary Education Strategy…