ABSTRACT
Faculty developers shifted to focus on teaching strategies that would enhance learning. Even within the narrow focus on instructional development, director position descriptions are accompanied by an inconsistent list of expertise areas and fail to communicate the current role many faculty developers are playing in institutional change initiatives. Awareness of the actual and potential marginalization of teaching and learning centers began to be discussed by faculty developers as institutional budgets tightened, centers closed, and new demands on faculty and developers became apparent. In order to effectively facilitate change, they offer a discussion of change processes and conditions for systemic institutional change. Taylor’s research of Australian academic developers noted an increasing recognition of being seen as integral to the campus and positioned on important committees and Fraser reports an increasing role in key policy and planning groups.
