Yeah I think if we had significant evidence that continued teaching experience (vs past teaching experience) was an important factor for credibility, we might be able to argue for more defined teaching roles. Might be interesting to ask current or past CTL directors if published research on this would matter
So helpful to see these different roles and restrictions laid out! I’m always interested in how educational developers gain credibility especially as higher education pedagogy becomes more codified as a field. It would be so interesting to gather some instructor opinions on this. Does credibility come from having a PhD (whatever the discipline) and having gone through the graduate training process that faculty did? Does it come from teaching courses that give us knowledge of current student needs and challenges? The latter seems the most immediately helpful in my day-to-day work and I’m ABD, but as you point out, teaching is often actively discouraged or deprioritized.
Yeah I think if we had significant evidence that continued teaching experience (vs past teaching experience) was an important factor for credibility, we might be able to argue for more defined teaching roles. Might be interesting to ask current or past CTL directors if published research on this would matter
So helpful to see these different roles and restrictions laid out! I’m always interested in how educational developers gain credibility especially as higher education pedagogy becomes more codified as a field. It would be so interesting to gather some instructor opinions on this. Does credibility come from having a PhD (whatever the discipline) and having gone through the graduate training process that faculty did? Does it come from teaching courses that give us knowledge of current student needs and challenges? The latter seems the most immediately helpful in my day-to-day work and I’m ABD, but as you point out, teaching is often actively discouraged or deprioritized.