Engaging Graduate Students in Educational Development Activities in Canadian Teaching and Learning Centres: A Report

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dc.contributor.authorArshad, Muhammad Adil
dc.contributor.authorGrant, Kimberley A.
dc.date.accessioned2021-12-17T22:25:08Z
dc.date.available2021-12-17T22:25:08Z
dc.date.issued2021-12
dc.description.abstractWhile engaging with students as partners has been a valuable focus in higher education teaching and learning practice and scholarship for the past decade (Mercer-Mapstone et al., 2017), expanding the students-as partners model (Healey, Flint, & Harrington, 2014) to educational development (ED) activities is a relatively new area of focus (Felten et al., 2019; Marquis, Power, & Yin, 2019). The authors, a graduate student currently researching the experiences of international Teaching Assistants and an educational developer who designed and led a teaching development certificate program for graduate students, embarked on a research project to learn more about how Canadian teaching and learning centres (TLCs) are partnering with graduate students to design or co-design, lead or co-lead educational development activities. While the engagement of students in ED activities has been recognized as one of the pathways to introduce people to a career in educational development (Linder et al., 2011; McDonald & Stockley, 2008; Meizlish & Wright, 2007), there is little research documenting current practices in Canada. We began this research by conducting an environmental scan of TLC websites (Arshad & Grant, 2020). This report builds on those initial findings and focuses on the results of a Canadawide survey, funded in part by a grant from the Educational Developers Caucus of Canada. Through the survey, we found that the engagement of students as partners in educational development is more widespread and has a longer history than was apparent through our website scan. Our aim is that sharing our findings will a) help TLCs across Canada learn more about how other centres are partnering with graduate students, b) inspire new ways to partner with graduate students in ED, and c) spark further research about different approaches and lived experiences, particularly those of graduate students, in these programs.eng
dc.identifier.citationArshad, M.A., & Grant, K.A. (2021). Engaging Graduate Students in Educational Development Activities in Canadian Teaching and Learning Centres: A Report.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/39429
dc.identifier.urihttp://hdl.handle.net/1880/114183
dc.language.isoengen_US
dc.publisher.facultyTaylor Institute of Teaching and Learningen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.rights.urihttps://creativecommons.org/licenses/by-nc-sa/4.0/
dc.titleEngaging Graduate Students in Educational Development Activities in Canadian Teaching and Learning Centres: A Reporten_US
dc.typereporten_US
ucalgary.item.requestcopytrueen_US
ucalgary.scholar.levelGraduateen_US
ucalgary.scholar.levelFacultyen_US
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