Existing in hyperliminality: supporting educational developers with complex cross-disciplinary portfolios
DOI:
https://doi.org/10.47408/jldhe.vi33.1225Keywords:
educational development, cross-disciplinary, trauma-informed pedagogy, administration, reporting structuresAbstract
This opinion piece discusses educational developer portfolios that have cross-disciplinary or cross-service area reporting structure and responsibilities within an institution. It will outline some of the common barriers for these kinds of portfolios and highlight how often these barriers can be built into the administrative structures that already exist at an institution. It also suggests ways that reporting and administrative structures could help support a more holistic view of pedagogical development with more intentionality in the design of the role, that in turn will support a trauma-informed approach to this work, because without intentional support, cross-disciplinary roles can create trauma responses in educational developers. The piece ends with three recommendations that can be put in place to help support success and mitigate some of the tensions found for those who are in these types of cross-disciplinary roles.
References
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