Evaluating emerging scholars of teaching and learning
Session Time and Location
Academic development(AD) programs in Norway have inadequate traditions for measuring the effects of their activities. This paper will report from a small AD-program, based on a long-term collaboration between three higher education institutions in a predominantly rural area in the centre of Norway. Based on longitudinal data and assessment data from recent years, the paper explores how teachers graduating from the program express changes in how they teach, supervise and assess student work. One finding is that graduates develop a vocabulary for teaching and learning which makes them able to elevate and refine discussions and dare to change their ways of teaching.