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Most Ed Devs would probably say academic; senior institutional leadership might have another opinion. Some are hired as faculty, others as staff...very dependent on the nature of the specific institution

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Being valued. While I am sure many of us work with phenomenal colleagues in different roles in our institutions, our work is "quiet" and behind the scenes, so much of what we do sometimes doesn't seem have the same value to many as say a large research project, etc.

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A young child from an old el paso advertisement shrugs, with the caption "Why Not Both?" written across the bottom.

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Well, it can be either so I guess it depends more on which one it ought to be. I think it should be an academic position, but if I'm being honest with myself, after having spent so many years in academia, holding a staff position that comes with set working hours has been the change in pace of work that I needed at this time to be both productive and maintain work-life balance through the pandemic.

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Lots of people, but students (both as learners and early career teachers) I'd say are the key beneficiaries. On the one hand, helping instructors strengthen their teaching leads to better student engagement with learning. On the other, helping students who are starting out as first-time teachers is a great opportunity to set them up for teaching success (Arshad and Grant's Report also points out the potential career benefits for students when connected to ED).

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Great question! So hard to say when it took a pandemic to put EDs on the map in a more visible way. Perhaps more sharing of success stories to better indicate what we're doing at our institution: how did we help someone improve their teaching? Enhance teaching and learning? Collaborative partnerships and their results?

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With the pandemic & starting positions online, there's the challenge of meeting and making meaningful connections with instructors. I started late in 2020 and then went on leave a few months later so have missed our busiest work periods. This has meant that I've missed opportunities to make connections with faculty during the key periods they reach out. As a result, I get sidled with more of the "background" or "quiet" work, which I enjoy, but my colleagues are working with faculty almost daily. Sometimes I feel like I'm missing out on the connecting piece even if that's not necessarily the case.

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I think there are multiple. It is beneficial for students (they get a course where the learning outcomes match their assessments) and departments (they are more likely to have satisfied students). They are also integral for helping instructors layout their courses better, particularly for those who are...not the best at teaching/are unwilling to stray from the status quo.

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I don't think a lot of folks know what educational developers do. I'm certainly unclear on the differences between educational developers and instructional designers, as someone who is considering entering the field.

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Utilize campus media sources to explain what EDs do, why they are important folks to have on campus, and provide examples!

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I think getting the right people to access the development training. I often wondered if it is the slightly negative connotation of the words "professional development", as if to fix something that is wrong. From Celia and Fiona, "you threw a party and no one came" is an experience I can relate to. 

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I think getting the right people to access the development training. I often wondered if it is the slightly negative connotation of the words "professional development", as if to fix something that is wrong. From Celia and Fiona, "you threw a party and no one came" is an experience I can relate to. 

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All stakeholders. Employers get more engaged employees, students get advanced learning activities, and teachers keep their content fresh and relevant. The institution keep valued employees interested.

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All stakeholders. Employers get more engaged employees, students get advanced learning activities, and teachers keep their content fresh and relevant. The institution keep valued employees interested.

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Networking! Professionals should highlight practices and wins and solicit reward and recognition for ed dev participants with more than a certificate. Ask HR to monitize training.

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Networking! Professionals should highlight practices and wins and solicit reward and recognition for ed dev participants with more than a certificate. Ask HR to monitize training.

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It should be an academic role. Jovun Groen of UofO noted that teaching helps ed developers "practice what you preach". Service roles may not be able to teach in a formal setting.

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It should be an academic role. Jovun Groen of UofO noted that teaching helps ed developers "practice what you preach". Service roles may not be able to teach in a formal setting.

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Imposter syndrome. Folks from many different walks of life end up in ED roles. Some have more experience than others. On the one hand, it's great that there is so much flexibility. It's also really helpful because it fosters a diversity of perspectives. At the same time, it can make you feel like a fraud...

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Imposter syndrome. Folks from many different walks of life end up in ED roles. Some have more experience than others. On the one hand, it's great that there is so much flexibility. It's also really helpful because it fosters a diversity of perspectives. At the same time, it can make you feel like a fraud...

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Balancing all the different things that educational developers do is tricky. Perhaps this is why I find it so difficult to define educational development. My work encompasses a broad range and there is not enough time (or mental capacity) to do it all (well)!

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While my immediate response is students and instructors, I think educational development work creates a ripple effect that impacts academic and administrative staff and the institution as a whole.

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I agree with what has been shared already. Testimonials, word-of-mouth, networking are all excellent strategies. I wish educational developers can have a seat at the table at important institutional meetings because so much of our work is impacted by institutional shifts and our work also impacts institutional directions.

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Both, all. I think my work addresses both roles. And while I wish I can spend more time on the academic side, I can see why some instructors (and the institution) likes to think of me as support (period).

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I would say the biggest challenge is being valuable for the faculty/professor's teams. Mostly believe that their expert on the teaching area is enough to educate other, and we all know it is not enough. 

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I would say the biggest challenge is being valuable for the faculty/professor's teams. Mostly believe that their expert on the teaching area is enough to educate other, and we all know it is not enough. 

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Empower our activities make us visible in institutional meeting; even on their website. 

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Empower our activities make us visible in institutional meeting; even on their website. 

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All the type of job/activity we do, aligns with academic tasks. It would also help us to get a better prestige with the instructors we work with.

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I would agree that it is an academic position. Similar to faculty who inevitably provide some types of service for their students, educational developers perform academic tasks through the action of support/service. What defines a service?

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All stakeholders - and there are a lot of them, including society in general. Effective teaching translates into engaged, educated citizens.

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We spend so much time supporting others, listening to their concerns, fears, failures, inter-departmental clashes etc. It can be difficult to listen and support faculty through their own feelings. Where do we go for decompression? Who do we talk to about OUR fears and concerns? How do we find place and space to care for our own thoughts and feelings (not to mention our physical health)?

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When I explain my role as an ED to folks who have no context, I usually say something along the lines of "if I boil my job down to the bare bones, it is to hopefully make this institution safer and more supportive for students needs.

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As an early career EdDev, I find the range in salary/compensation for these roles very challenging to navigate, especially coming out of a PhD program. It also shows us how much certain institutions value the work that we do over others...

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As an early career EdDev, I find the range in salary/compensation for these roles very challenging to navigate, especially coming out of a PhD program. It also shows us how much certain institutions value the work that we do over others...

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Lately, I've noticed how important the work we do is to teaching-stream faculty at my institution, who are often treated as second-class citizens compared to research faculty. My colleagues and I often have quite intense conversations with teaching-stream faculty who are facing enormous pressure to prove their "teaching excellence" to committees comprised of departmental chairs and research faculty. In other words, teaching-stream professors need to prove themselves to colleagues who do very different work at the university and prioritize very different elements in their teaching. Therefore, our conversations not only work as strategy sessions to help them ensure that they meet institutional expectations but also involve a lot of emotional labour to validate the disconnect they feel within their home departments.

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Lately, I've noticed how important the work we do is to teaching-stream faculty at my institution, who are often treated as second-class citizens compared to research faculty. My colleagues and I often have quite intense conversations with teaching-stream faculty who are facing enormous pressure to prove their "teaching excellence" to committees comprised of departmental chairs and research faculty. In other words, teaching-stream professors need to prove themselves to colleagues who do very different work at the university and prioritize very different elements in their teaching. Therefore, our conversations not only work as strategy sessions to help them ensure that they meet institutional expectations but also involve a lot of emotional labour to validate the disconnect they feel within their home departments.

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Haven't we already "done that"? Some faculty seem to think that since they have already learned a few new techniques or technologies that they don't need to continue investing in their skills as educators. 

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Haven't we already "done that"? Some faculty seem to think that since they have already learned a few new techniques or technologies that they don't need to continue investing in their skills as educators. 

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Feeling like we need to have the answers to everything!

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Feeling like we need to have the answers to everything!

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Students and instructors.
Instructors need to be encouraged to continually develop and improve their pedagogical skills, adapt to different kinds of learning and learners, and effectively communicate with their students.  When faculty are empowered to do their work well, they better serve student learners.  They can also be more creative, relaxed and approachable.

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I agree with all before me and would like to give an example in support. I chair a committee for our College comprised of faculty, CTL, OReg, Advising, Articulation, and Admissions peeps. We look through proposals to ensure they meet all the necessary criteria, for example, pre-reqs and credit numbers. My colleagues are just as vested in student success, good teaching, and the success of the College as I am as the Educational Development. They now also reflect on learning objectives and assessment practices. The work we do, benefits everyone.

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Educational development should be at heart of any post-secondary institution's strategic planning. Student's more than ever have become careful consumers when discerning a post-secondary institution of study, and that starts in the classroom! If students feel the 'product' [classes taken] are not satisfying their needs, or they didn't get much out of the experience, they move on to another institution who will better address their needs.

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Challenging neoliberal and capitalist structures on which universities are founded, along with the white supremacist violence.

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Challenging neoliberal and capitalist structures on which universities are founded, along with the white supremacist violence.

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The community benefits in general. But, I see the work of challenging settler-colonial structures as ideally breaking down barriers for equity-denied groups within institutions.

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The community benefits in general. But, I see the work of challenging settler-colonial structures as ideally breaking down barriers for equity-denied groups within institutions.

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I see it as an academic role that translates into relationships, communities, and praxis.

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I see it as an academic role that translates into relationships, communities, and praxis.

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As a university library technician, I see a lot of shared terrain between our work and that of ed dev, which is why I'm attending. Academic library folk tend to describe ourselves as offering an "academic service." To reiterate the meme, why not both? :)

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I think one possible way is to attach EDs with disciplines at the faculty and program level.

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Championing decolonization of curriculum with very little support and power

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Championing decolonization of curriculum with very little support and power

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Helping faculty and staff, Indigenize their courses or programs.

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My impression (as a non-ED who works with EDs) is that finding "home" can be a real struggle, as it is with so many newer or non-traditional PSE roles. I've watched our TLC change shape, scope, relocate, etc.