A Complexity-Informed Examination of Educational Development Services of a University's Teaching and Learning Centre

Most Centres for Teaching and Learning offer educational development programming and services (EDPS) with specific intended outcomes; however, the actual complex outcomes are difficult to assess. This paper provides an illustrative example of a novel, complexity-informed evaluation approach to assess the complex outcomes. Our findings draw upon the responses of 267 instructors using the ED Impact Questionnaire purposefully designed and validated for our context. Our findings reveal significant differences across instructors in terms of EDPS awareness and access as well as perceived importance and reported impacts. Through our illustrative study example, we demonstrate the viability of a complexity-informed evaluation approach.