About the prize
The International Journal for Academic Development Article of the Year award was created in 2013 to honour the best article published in IJAD each year, as judged by a panel of academic development experts from the IJAD editorial board.
IJAD is the official journal of the International Consortium for Educational Development (ICED). The award is sponsored by ICED and comes with one complimentary registration for the biennial Conference. In addition, Taylor & Francis kindly make the Article of the Year as well as the other shortlisted articles available for one year as free downloads.
The Article of the Year is selected based on the following quality criteria:
- The style and form of the article make it accessible to a readership of academic developers and others who are not necessarily familiar with or expert in the topic.
- Takes into account the multiple and varied contexts in which academic development is practised.
- Articulates a robust and defensible research process OR constitutes a creative and imaginative theoretical contribution.
- Produces original and/or innovative insights that exciteor challenge the reader.
- Contributes to reorienting or shifting the boundaries of the field.
Lindsay B. Wheeler & Dorothe Bach (2021) are the winners of the IJAD 2021 Article of the Year Award for ‘Understanding the impact of educational development interventions on classroom instruction and student success’, International Journal for Academic Development, 26(1), 24-40, DOI: 10.1080/1360144X.2020.1777555
This paper bravely ventures into the difficult territory of seeking quantifiable data on academic development interventions—in other words, the kinds of studies that many university leaders demand to see in order to accept that developers' work is genuinely valuable. The paper has a great deal to offer academic development practice and offers a way forward for practitioners to develop rigorous evaluations of the initiatives we champion, which can be used to justify those initiatives and garner institutional support—especially important given the performance regimes that are increasingly becoming prevalent across the world. Using a range of statistical measures, the authors provide insights that will prove helpful to the academic development community, both in terms of findings and methods, and present a robust, comprehensive, and convincing study of the effects of academic development interventions on instructor practices and student learning. It is particularly pleasing to read that the work we as academic developers do can have positive outcomes for Underrepresented Minority students. It's been hard to measure this, and this article shows how we can; we should all be doing more of this kind of research. The paper offers developers a template for how future studies might be conducted, as well as some of the inherent difficulties involved in quantifying academic development interventions.