Spheres of Influence: Ventures and Visions in Educational Development*3-6 July, 2002 AbstractImplementing a more discipline-based approach to educational development: How are we doing after four years? What does this mean for the future?Lynn McAlpine, McGill University, Canada We are members of an educational development center at McGill University in Canada. Until the mid 90's our approach was largely centralized and generic; we offered university-wide activities, such as workshops. However, like other educational developers, we asked ourselves "how can we be more effective?" Four years ago at the ICED conference, we described a shift in our thinking that we believed would have a significant impact on teaching and learning (Weston & McAlpine, 1998), a move to a more discipline-based approach since faculty allegiance is primarily to the discipline (Jenkins, 1996). At the same conference, we found a framework (Hicks, 1998) with which to analyze this integration of more discipline-based activities into our generic university-wide program. This framework will be presented. During the past four years, we have implemented this more discipline-based approach (eg, McAlpine, Weston, Donald, & Gandell, 1998). Now we ask "How are we doing?" We will use concrete examples to describe what has happened and analyze the extent to which this approach has had an impact. For instance, as foreseen in our 1998 paper, we negotiated a contract with the Faculty of Engineering. In exchange for funds, a Center member spends 1/4 time in the Faculty supporting faculty-initiated educational development activities. Over three years, leadership in the Faculty has emerged and developed. Faculty members, working with the Center member, are taking ownership of activities (examples will be described). We then ask "What does this experience mean for the future?" We examine what we initiated in 1998 that poses challenges for the future. How do we measure success in this approach to educational development? What are the major factors inhibiting more discipline-specific activities? We provide some answers, but look to the audience to help us critique the case and provide suggestions from their experience to understand it better. Key words: Objectives, outcomes and activities:
Lynn McAlpine and Cynthia Weston are Associate Professors with appointments in the Center for University Teaching and Learning and the Department of Educational and Counselling Psychology at McGill University in Canada. Their joint research explores professors' use of reflection as a mechanism for improving and constructing knowledge about teaching and the impact of this on students' experience of learning. They also independently research how faculty members can effectively integrate technology in higher education. Contact: Lynn McAlpine, email: lynn.mcalpine@mcgill.ca |