Tracing a developer's development: a self-study in teaching

In this article, I trace how my teaching has changed as I have become increasingly involved in educational development. I divide my career into three phases (pre-educational development, part-time educational development, and full-time educational development) and analyze qualitative and quantitative data from multiple sources of evidence in each phase: teaching statements, syllabi, and student evaluations of teaching. This self-study reveals specific, primarily positive ways my teaching has changed. The results suggest that educational development may not only improve the teaching of its intended recipients, but also those responsible for supporting them. Implications for the field of educational development are explored.