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Drawing on decades of institutional experience, it traces shifts from individual-focused work to more organizational and sector-level priorities, using Western University as a case study.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/levers-for-change-in-educational-development-in-canada-looking-back-looking-forward/598930/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/levers-for-change-in-educational-development-in-canada-looking-back-looking-forward/598930.png","ImageObject",300,407,{"name":92,"@type":93},"jay","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of this paper?","Question",{"text":112,"@type":113},"It examines levers that influenced educational development in Canada over about 40 years and also forecasts how current levers may affect the work of educational developers in the next 20 years.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What three primary models frame educational development?",{"text":117,"@type":113},"The paper describes an individual-focused model (often classroom-level), an institution/organization-focused model (facilitating organizational change), and a post-secondary sector-focused model (emphasizing accountability and student outcomes).",{"name":119,"@type":110,"acceptedAnswer":120},"How did educational development priorities shift over time?",{"text":121,"@type":113},"Work that was initially focused on individuals gradually shifted toward organizational and sector-focused approaches, as educational development moved from the periphery toward the center of institutions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598930,1792209947,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Levers for Change in Educational Development in Canada: Looking Back, Looking Forward  \nDebra L. Dawson Western University  \nDOI: 10. 22329/celt.v10i0 .4737  \nThis paper examines levers or drivers that have influenced the direction of educational development in Canada over the last 40 years and also tries to predict what will be the impact of some current levers on changing the work of developers in the next 20 years. Reflecting on those years, it is apparent our work in the 1980s was very focused on the individual and gradually shifted to become more organizational and sector focussed, particularly as the work of developers movedfrom the periphery to the center of our institutions. The challenge of the next 20 years will be responding to the breadth of areas we are being drawn into in the academy yet, the diversity of our work is one of the strengths of our profession.  \nIn 2016 I retired from 36 years of working in the  \nfield of educational development at Western University. This gave me the opportunity to both reflect on the institutional and national change levers that had influenced the direction the profession has taken in Canada over the decades, and to consider what trends might impact us in the next 20 years. Using Western University as a case study in this essay I will examine models of educational development that have influenced the work we do as educational developers, provide a short history of educational development in Canada, and explore those drivers both past and future that have served to shape our profession.  \nModels of educational development  \nFraser, Gosling and Sorcinelli (2010) state that there are three primary models of educational development  \nthat have framed educational development over the last 35 years. The first model focuses on the individual where the problems being addressed are often at the classroom level. This includes work on course design, review of student feedback, or classroom visits, and is often designed to help instructors develop teaching competence. The second model of educational development concentrates on the institution or organization. This model is more about educational developers facilitating organizational change. Educational development activities are therefore more related to institutional priorities. The final model of educational development emphasizes outcomes at the post-secondary sector level. This model looks at national or provincial concerns with a focus on accountability and the need to provide stronger student outcomes and ensure a high quality of education. As I reviewed each decade of educational development I reflected on which model was dominant at my institution at that time.  \nThe 60s and 70s  \nThe 1960s and 70s were a time of firsts in educational development. In 1962 the first educational development unit was established in the United States at the University of Michigan (Lewis, 2010) followed in 1968 by the first centre in Canada for teaching and learning at McGill University (McDonald, 2010) . The establishment of this first educational development unit in Canada was rapidly followed with many others being founded including those atthe University of Waterloo in 1977 (Knapper, 2010) and the one at Western University in 1979 (J. Purves, personal communication June 12, 2016) . Lewis (2010) speculates that the investment in these new centres occurred because of the rapid expansion of enrolment in higher education in the 70s. Knapper (2010) suggests that government willingness to invest in such centres was largely driven by concerns that the quality of education they provided this new cohort of students remained adequate. These new centres often provided audio-visual or technical support to faculty, including supporting computer-aided instruction (Knapper, 1985) . Therefore, technology as a driver for change in educational development was evident even in these early days.  \nThe 80s  \nMy first position in 1980 at the university was being a preceptor,","cbCaihyaq9CUNS5z","https://ap.wps.com/l/cbCaihyaq9CUNS5z","pdf",192791,11,"English","# Models of educational development\n## The 60s and 70s\n## The 80s","[{\"question\":\"What is the purpose of this paper?\",\"answer\":\"It examines levers that influenced educational development in Canada over about 40 years and also forecasts how current levers may affect the work of educational developers in the next 20 years.\"},{\"question\":\"What three primary models frame educational development?\",\"answer\":\"The paper describes an individual-focused model (often classroom-level), an institution/organization-focused model (facilitating organizational change), and a post-secondary sector-focused model (emphasizing accountability and student outcomes).\"},{\"question\":\"How did educational development priorities shift over time?\",\"answer\":\"Work that was initially focused on individuals gradually shifted toward organizational and sector-focused approaches, as educational development moved from the periphery toward the center of institutions.\"}]","Levers for Change in Educational Development in Canada - Looking Back, Looking Forward | PDF",1792087866,28]