Erika Kustra, University of Windsor and Carolyn Hoessler, Ryerson University
For many projects, initiatives and facilitations, a single educational developer is not enough. Adding team members can increase capacity and expertise, but some level of integration is needed to provide a consistent approach and message for centers and teams. Higher levels of integration offer cohesive, collaborative, and creative approaches that make the most of all team members’ ideas, perspectives and skills, but requires greater upfront investment of time and effort as team members consider new ways of practice, navigate differences, and create new joint paths forward within already full work loads. The resulting trade-off between greater integration and initial investment manifests as four observed approaches to collaboration. The model arose from lived practice (Bamber & Stefani, 2016) across multiple teams, centres and experiences. It can be used to openly discuss expectations prior to collaboration, to identify the level of initial investment, or to diagnose a misunderstanding during an ongoing project. Please see the handout here.
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