1st Edition
Trust in and through Academic Development
1. Trust-building as inherent to academic development practice
Gabriela Pleschová, Kathryn A. Sutherland, Peter Felten, Rachel Forsyth and Mary C. Wright
2. Academic development, trust, and the state of the profession
Mary Wilson and Celia Popovic
3. The role of the academic developer as broker in building trust
Laura Lohman
4. ‘You almost feel like you’ve got a friend, somebody who’s backing you up’: Exploring the building blocks of trust within a relational pedagogy approach to academic development
Lisa McDonagh and Emma C. Sanders
5. Scaffolding trust to advance inclusive teaching through UDL: A model for academic development
Kathleen Clarke, Holly Gibbs, Allison McDonald, Jeanette Parsons and Marybeth White
6. Trust and ethos in academic development: Credibility, identity, and value
A. M. Lee and K. Ragupathi
7. Facilitating conversations about race: Staff views on the importance of accountability and trust in a student-led project
Claire Hamshire and Rachel Forsyth
8. Trust and trustworthiness in pedagogical competence development programs: Tensions between systemic contexts and interpersonal relationships
Espen Hektoen
9. Engineering students trust teachers who ask, listen, and respond
Mirjam S. Glessmer, Peter Persson and Rachel Forsyth
10. Reflections on building trust with groups engaged in curriculum review
Jaclyn Carter, Patti Dyjur and Kimberley A. Grant
11. Value of taught academic development programmes: Building trust?
Eli Rudinow Saetnan
12. How academic developers build trust in their work with other academics: The importance of cultivating a robust knowledge base
Yoko Mori
13. Practicing trust between academic developers and faculty for equitable assessments: A reflection on practice
Robin Sutherland-Harris, Ameera Ali and Eliana Elkhoury
Biography
Gabriela Pleschová leads the Centre for Scholarship and Teaching in the Faculty of Arts at Comenius University Bratislava, Slovakia, where she serves as an associate professor in the Department of Pedagogical Sciences.
Kathryn A. Sutherland is an academic developer in the Centre for Academic Development at Te Herenga Waka—Victoria University of Wellington, in Aotearoa New Zealand.
Peter Felten is Executive Director of the Center for Engaged Learning, Assistant Provost for Teaching and Learning, and Professor of History at Elon University, USA.
Rachel Forsyth is a senior educational developer at Lund University, Sweden.
Mary C. Wright is Professor of Education Scholarship at the Office of Educational Innovation, DVC (Education), University of Sydney, Australia.
