Demonstrating the impact of educational development: The case of a course design collaborative

• A case of educational development embedded in academic practice.
• Triangulation across multiple data sources enriched assessment.
• Collaborative course design improved alignment of beliefs and practice, and self-efficacy.
• Sustained learning with a trusted network of colleagues enhanced teaching effectiveness.

While universities hold expectations that new colleagues demonstrate high levels of expertise, many recently graduated PhDs are under-prepared for their teaching roles. This case study assessed the impact of an institutionally sponsored, collaborative course design initiative on the professional learning of early-career academics in a research-intensive university in Canada. The initiative was framed as educational development: the integration of faculty, instructional, curriculum, and organizational development in a holistic approach to professional learning. The case documents the impact of a 5-day workshop on course design and teaching complemented with three cycles of classroom observation and feedback, and a monthly discussion group on teaching. Across 10 participants, three strong patterns of results emerged with respect to teaching beliefs, practices and confidence about teaching.