Abstract
As the field of American educational development in higher education continues to grow and diversify, increasing numbers of graduate and undergraduate students may find themselves involved in the field – by producing scholarship of teaching and learning, partnering with instructors and educational developers in innovative ways, or even practicing educational development themselves. These students may thus discover an interest in the profession of educational development long before completing or even entering a doctoral program; yet, in the United States, most educational developers have doctorates, and most job advertisements require them. In this chapter, we query the implications of such requirements. We review various ways young professionals can and have come into contact with educational development before attaining advanced degrees, and we ask: What is next? Ultimately, we suggest new paths need to be forged for those who realize they want to enter this field before earning a doctoral degree.
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Acknowledgments
We wish to thank Chris Clark at University of Notre Dame for his suggestion that Sophia pursue a master’s degree, as well as additional conversation that was formative for the development of this chapter. Thanks also to Lindsay Bernhagen for her description of the UCAT program at Ohio State University.
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Abbot, S., Gravett, E.O. (2018). Querying the The P(hD)ath to Educational Development in Higher Education. In: Bossu, C., Brown, N. (eds) Professional and Support Staff in Higher Education. University Development and Administration. Springer, Singapore. https://doi.org/10.1007/978-981-10-1607-3_10-2
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