Keith talked about the scholarship of learning and teaching requiring us to identify want we contribute to HE teaching and learning communities and the evidence that underpins our work. This also means engaging systematically with complex problems and opportunities.

To evidence the impact of educational development we need to be clear about what we are trying to achieve. We also need to take a longitudinal approach to evaluation if we really want to see impact. In their article Gunn, Creanor, Lent and Smyth address some of the difficult issues around evaluation of development work and in particular impact. They have focused on what influence has there been on departments and teaching and learning. In relation to planning evaluation you need to set targets that are quantifiable but also where there are some soft measures and stories. The audience for the evaluation should be clear and then the data gathering, analysis of the findings and the report can be catered to this audience. There is a need to offer case studies to illustrate critical influence and follow up actions should take place to enhance strategy, research and practice. There is a need to shape and share good practice which is our role. We also need to locate ourselves in digital networks. Educational development work is active and draws on critical pedagogy, critical friends and our ability to facilitate effective practice.