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What role does academic development have to play in responding to radical cultural shifts in the global landscape? Whose voices and identities are contributing to institutional change? This reflective essay encompasses the perspectives of the four international panellists in the opening plenary of the International Consortium for Educational Development (ICED) 2018 conference in Atlanta, Georgia, USA -- Torgny Roxå on ideologies; Chng Huang Hoon on agency and empowerment; Joy Mighty on voices and identities; and Mary Deane Sorcinelli on evidence and outcomes. These perspectives set the stage for the conference, and, brought together in this paper now, they address key conference themes, offer coordinates for reflection, and pose further questions about our profession.

As a regular feature in "Teaching & Learning Inquiry," we will ask leading thinkers in the field of SoTL to articulate one important lesson they have learned over the course of their careers. In this first installment, Joy Mighty talks about leadership in its numerous forms, from individual to institutional, and its potential for the development of SoTL. Before becoming the Associate Vice-­President, Teaching and Learning, at Carleton University in Ottawa, Joy was the Director of the Centre for Teaching and Learning and Professor in the School of Business at Queen's University in Canada. Joy has also served as the President of the Society for Teaching and Learning in Higher Education, and is the co-editor of "Taking Stock: Research on Teaching and Learning in Higher Education."

Faculty development units have been in existence in North American universities and colleges for more than forty years. The early faculty development units were typically led by a committee or a part-time director who focused on presenting teaching tips in short workshops. Over the years, the role of these centers gradually evolved as they became more established, with increased staff and resources moving slowly away from a teaching-tips approach to evidenced-based programs of faculty development. There has also been a shift in the role of faculty developers, moving from working to support the teaching needs of individual faculty to meeting more multidimensional needs of faculty. Centers now respond to such other faculty development issues as supporting the overall professional development needs of midcareer faculty and providing career counseling to faculty members. In addition to responding to development goals of individual faculty, the centers also started attending to organizational goals, such as training chairs and assisting administrators with addressing institutional problems and needs. It is now more likely that faculty developers work with a diverse cross-section of individuals within the university, which may range from provosts, deans and directors, and faculty members to technology experts, instructional designers, campus planners, and graduate teaching assistants. This transition has shifted the role of the faculty developer from the periphery to the center of the institution. In their new role, faculty developers must act as change agents and therefore must be aware of and apply models of organizational change to their work if they are to be successful in their new role as change leaders. This article discusses how John Kotter's model of change management can be a useful tool for developers for this endeavor. (Contains 1 figure.)

If one looks at the current literature and practice of faculty development through various lenses, one thing remains clear: there are voices that are missing from the discourse. In this article, the authors discuss "unheard voices" which they define as those who are still on the margins of the profession--faculty developers who are diverse in terms of age, race, ethnicity, nationality, cultural identity, religious and spiritual identity, sexual orientation, social and economic status, gender identity, physical and mental ability, political ideologies and perspectives, and other dimensions of social identity. The authors include among the unheard the voices of faculty developers who reside and practice the profession in developing countries. They also include voices that are unheard because they are not being voiced, as well as those that are voiced but are not heard because others (particularly those in positions of power and influence) may not be prepared to hear them. The authors contend that despite the evolution and increasing maturity of the field of faculty development over the last five decades, it currently lacks diversity of social identities and perspectives.

This article provides an overview of one Canadian provincially initiated curriculum reform effort in which several generic learning outcomes were established. It also presents a flexible, practical, and integrated framework for the development, implementation, and evaluation of program-level learning outcomes in undergraduate curricula contexts. When learning outcomes are externally mandated (or strongly encouraged), it is important that institutions have effective road maps for their implementation. Guiding principles and comprehensive strategies are provided here from critical lessons learned from the experience. (Contains 1 figure.)