The Educational Developer as Scholar

Shaping the Teaching and Learning Landscape

As the Centre for Teaching and Learning at MacEwan University launches Perspectives, an essay series authored by CTL colleagues that brings a scholarly lens to ideas shaping the future of teaching and learning in higher education it is fitting that we acknowledge and celebrate the scholarly contributions of educational developers. Often their role has been framed as support or service, yet educational developers increasingly shape the teaching and learning landscape in higher education through research, practice, and leadership. This reflection affirms the role of the educational developer, not simply as a facilitator, but as a scholar in their own right.

Educational Developers as Scholars

Educational developers engage in systematic inquiry into pedagogy, curriculum, and educational leadership. They publish, present, and contribute to the scholarship of teaching and learning (SoTL). Their work demonstrates that improving teaching practice is itself a form of scholarly contribution, shaping institutional cultures and elevating the quality of undergraduate education.

Rethinking Educational Leadership

Traditionally, leadership in higher education has been associated with administrative roles. Yet educational developers provide a different model — one rooted in scholarship, critical reflection, and community-building. By leading initiatives that integrate evidence-based pedagogies, foster inclusive teaching, and explore the implications of digital transformation, educational developers are redefining what educational leadership looks like in Canada.

Why This Matters Now

At a time when Canadian universities face pressures of resource scarcity, accountability, equity, and rapid technological change, recognizing the scholarly contributions of educational developers is essential. Their work not only supports faculty but also advances the broader mission of higher education: to create meaningful, equitable, and future-ready learning experiences for students.

Recognizing educational development as scholarship affirms that educational leadership is not confined to administrative offices. It is cultivated in classrooms, in learning communities, and within centres for teaching and learning across the country. Educational developers are scholars — and by acknowledging them as such, we broaden and strengthen our collective understanding of educational leadership in Canada.