This chapter explores the limitations of measuring teaching quality through observation of "observable behaviors" and argues for a more holistic approach to educational development that focuses on the richness of pedagogical qualities.

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 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…

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.

This essay explores the influence of adjunct identity on the work of an educational developer. Educational developers, who can share an experience of marginalization, have important roles to play involving the new majority faculty as stakeholders and knowledge-bearers.

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 analyzes educational development through the lens of disability studies, exposing commonplace barriers and providing recommendations to ensure those who identify as having a disability are included in programming.

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