Our Living Plan


The Living Plan provides a valuable resource to capture the practices and continuing evolution of our EDC community. 

Our EDC Living Plan Priorities 2016-2021

EDC community consultation survey took place October 18 – 31, 2016. The files emerging from the consultation are:

EDC Living Plan Feedback 
EDC Living Plan Priorities
Fate of the Flower Graphic


  • Living plan Priorities 2016 – two page outline of the priorities and overall categories of the living plan from June 2016
  • EDC Living plan Priorities Slides – slides from the EDC GM in June 2016 outlining each part of the priorities and the background.
  • EDC Living plan_full_2016 – the full description of the Living plan 2016 including 5 Areas of ED learning and growth, 2 ways members grow through engagement and 1 foundation in a strong EDC community from June 2016
  • 2015 Living Plan – previous living plan. 


The previous Living Plan themes are presented below.

Building Professional Capacity: Developing Job Skills

  • Orientation/recruitment/professional skill building for ‘getting started skills’ such as facilitation, program design, teaching and research design (both F2F and online)
  • Facilitating curriculum development and reform (including signature pedagogies/ content-specific pedagogy); strategies for developmental activities for faculty from a variety of disciplines
  • Work with international faculty/TAs, cross-cultural communication, internationalizing the curriculum
  • Build consulting relationships, including ways of approaching different people and building alliances

Building Professional Capacity: A Sustainable Career Path

  • Career building (e.g., ED philosophy, ED Dossier)
  • Structured opportunities for critical reflection
  • Development of person, centres (and person’s relationship with centre) and the profession; helping those of us who are the sole practitioner at our institution
  • Maintaining wellness, balance, buoyancy, and optimism: Self assessment, valuing, celebrating, communicating success
  • Guiding principles, ethical practice

Engaging our Community

  • Cross-country collaboration/EDs without borders:  bring your most successful workshop to another campus, reciprocate your invitation; share best practices
  • Peer mentorship program (all levels; F2F/online) including transitioning to ED; broker meeting people from other institutions
  • Provide more information on conference attendees/EDC members to find common ground more easily; include regional groups and areas of expertise on website
  • Informal discussions and networking between conferences (F2F/online), wikis on ED themes/topics
  • Forum for most important campus issues in which people facing similar challenges could brainstorm/ discuss/share potential strategies to advance the issue
  • Recruit new members through conference invitations, hold welcome events
  • Connect to those in related careers and graduate programs (including TAs)
  • EDs in private practice (consultants) compare/contrast points of view
  • Target academic ancillary and teaching faculty who are not centre-based
  • Connect with other organizations with related passion to build a network
  • Respected role for ‘elders’ – drawing on skills, experience, knowledge, abilities

Building Resources

  • Resources, such as listing and/or survey of all ED centres including philosophy, resources, activities, have a ‘Centres Profiles’ database; start a Resource Repository
  • Develop online presence aside from email, robust website.
  • Current literature  (annotated bibliography on line)
  • Knowledge resources, discussions, and consultation workshops, including online; create something that introduces you to the terminology and broader concepts of ED

Organizational Development/Facilitating Change

  • Facilitating systemic and organizational change: barriers and levers
  • Being an agent of change, supporting others/moderating thoughtful understanding of imposed change  
  • Working strategically, facilitating change, and appreciative inquiry
  • Developing listening, brokering, and negotiation skills in an ED context
  • Taking a systems perspective
  • Building currency/value among senior administrators
  • Seeing the big picture: Navigating the political environment
  • Applying change leadership literature in an ED context

Developing Leadership Skills

  • Leadership development for future directors and executive members/leaders (how senior EDs got where they are) (draw on ‘elders’/retirees)
  • Learning communities/’Teaching circles’/roundtables/special sessions for ED leaders (e.g., Directors, Associate Directors, Managers)
  • Monitoring the big picture: awareness of current and upcoming trends, feeding vision for future (systematic scanning and reporting of issues online)
  • ED program assessment: identify need for change, impact of change
  • Designing workshops for VPs, Deans, Department Chairs
  • Dealing with changes in senior administrators
  • Recruiting and rewarding faculty colleagues in ED initiatives
  • Enhancing quality in teaching, learning and educational development

Developing Administrative/Management Skills

  • Budget building and management
  • Time management
  • Grant and donor funding
  • Marketing, advocating, and branding
  • Succession planning
  • Staff vs. faculty roles as EDs

Scholarship of Teaching and Learning

  • Interpreting and conducting SoTL research, including appropriate methods
  • Conducting research and publishing in ED, matching ideas and publishing opportunities
  • Reviewing SoTL proposals and papers
  • Translating/adapting discipline specific designs for application in SoTL
  • ED role in facilitating faculty colleagues in the SoTL
  • ED role in influencing how the SoTL is recognized and rewarded in academic careers
  • The role of SoTL in institutional analysis
  • Continuing SoTL leadership

Teaching and Learning quality

  • Advocating for, and facilitating the enhancement of Teaching and Learning quality
  • Supporting valid, meaningful, and appropriate assessment of teaching and learning processes, practices and programs for the purpose of enhancement
  • Providing a collaborative space for effective, evidence-based, and complex discussions about quality teaching and learning
  • Sharing evidence based strategies, practices, and tools, to develop high quality teaching and learning programs
  • Examining policies, identifying gaps, and informing institutions about policy and processes to improve the quality of teaching and learning

Last revised: June 2016

Continuing Evolution and Development of the Living Plan

The EDC Living Plan was introduced in February, 2009 at the General Meeting of the EDC conference, led by Alice Cassidy (then Vice-chair, Professional Development).  The 2009 themes were revised in 2012, led by Nicola Simmons (then Chair of the EDC). In May, 2013 a new theme, “Role of ED in Institutional Teaching and Learning Quality Assurance and Enhancement” was proposed by the EDC Executive, reviewed by the membership at the EDC General Meeting on June 20, 2013 and amended into its present form Jan 15, 2014.

Past Documentation related to the EDC Living Plan

EDC Living Plan Overview (January, 2010)

Living Plan (February, 2010)

EDC Five-Year Plan Explanation (2005-2009)

EDC Five-Year Plan (2005-2009)