Fostering Communities of Practice Among Community College Science Faculty

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Community College Review Pub Date : 2022-07-21 DOI:10.1177/00915521221111474
Pamela L. Eddy, Yi Hao, Ellen R. Iverson, R. Macdonald
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Abstract

Objective/Research Question: This paper reports on data collected in a multi-year National Science Foundation grant project involving a professional development (PD) model built to support community college faculty as change agents (CAs). The research question was: How do disciplinary communities of practice (CoP) emerge among community college faculty working in teams? Methods: This research employed a mixed-method design. Data collection included interviews, focus-group sessions, reflective journals, observations, end-of-workshop evaluations, survey data with the 23 geoscience faculty CA, and data from a national survey. Data analysis used the principles of CoP. Results: When compared to other community college geoscience faculty nationally, the participants in our study reported greater levels of behaviors characteristic of CoP. The CoP emerged due to network building and resource sharing within the PD. The findings highlight the significance of structured PD on the development of robust disciplinary CoP. The initial orientation of CAs, existing institutional structures, and cultures of community colleges influenced the CoP. Putting lessons learned into practice, sharing outcomes, and leading regional PD for others contributed to strengthening of the CoP. Conclusions/Contributions: Intentional PD catalyzed the emergence of strong CoP among the community college geoscience faculty participants. The opportunities to connect with disciplinary colleagues teaching in community colleges who shared an interest in supporting student success and improving teaching practices and the opportunity to share lessons learned contributed to the CoP. Structured interactions, critical reflection, and leading colleagues in PD supported developing, maintaining, and growing the CoP.
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培育社区学院理科教师的实践共同体
目标/研究问题:本文报告了国家科学基金会多年资助项目中收集的数据,该项目涉及一个专业发展(PD)模型,该模型旨在支持社区大学教师作为变革推动者(CA)。研究问题是:在团队合作的社区大学教师中,学科实践社区(CoP)是如何产生的?方法:本研究采用混合方法设计。数据收集包括访谈、焦点小组会议、反思性期刊、观察、研讨会结束评估、加州23所地球科学学院的调查数据以及全国调查数据。数据分析采用了CoP的原理。结果:与全国其他社区大学地球科学学院相比,我们研究的参与者报告了更高水平的CoP行为特征。CoP是由于PD内部的网络建设和资源共享而产生的。研究结果强调了结构化PD对发展强大的学科CoP的重要性。社区学院的初始定位、现有的制度结构和社区学院的文化影响了CoP。将经验教训付诸实践,分享成果,并为其他人领导区域PD,有助于加强CoP。结论/贡献:意向性PD促进了社区大学地球科学教师参与者中强烈CoP的出现。有机会与在社区大学任教的学科同事建立联系,这些同事对支持学生成功和改进教学实践有共同的兴趣,并有机会分享经验教训,这对CoP做出了贡献。结构化互动、批判性反思和PD的主要同事支持CoP的开发、维护和发展。
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来源期刊
Community College Review
Community College Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.40
自引率
7.70%
发文量
22
期刊介绍: The Community College Review (CCR) has led the nation for over 35 years in the publication of scholarly, peer-reviewed research and commentary on community colleges. CCR welcomes manuscripts dealing with all aspects of community college administration, education, and policy, both within the American higher education system as well as within the higher education systems of other countries that have similar tertiary institutions. All submitted manuscripts undergo a blind review. When manuscripts are not accepted for publication, we offer suggestions for how they might be revised. The ultimate intent is to further discourse about community colleges, their students, and the educators and administrators who work within these institutions.
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