With increasingly interconnected global higher education, the shortcomings of dominant Anglo-American models of educational development are exposed when transposed upon emergent higher education communities and global First Nations' contexts. Moreover, as educational development becomes increasingly professionalized, harmful gaps and toxic cultures arise from blind spots created by disciplinary "best-practices". This experiential session examines our profession's limitations and the potentially detrimental constraints of faculty development modes we practice on our own campuses. This session encourages strategies for more critical reflexive practices that will benefit the profession and underserved populations of faculty and students.
Efforts to evaluate educational development practice and communicate impact have long focused on attendance, satisfaction, and retention numbers. Though informative, these data cannot fully convey or demystify the complexity of the human experience. Collecting and analyzing narratives - from both developers and participants - can help us to articulate impact, identify quality, and inform planning and decision-making (McClintock, 2004; Van Manen, 1994). In this session, participants will have an opportunity to explore the use of narratives as a research tool and identify approaches to assess practice, identify interventions, and communicate impact through narratives.