Supporting Online Faculty Through a Sense of Community and Collegiality
Flipped Classroom Modules for Large Enrollment General Chemistry Courses
This study examines the experiences of both tenure-track and non-tenure-track online faculty and their desire for professional development that extended beyond technical assistance to a supportive, collegial community of practice designed to support faculty teaching online.
Terosky, A., & Heasley, C. (2015). Supporting online faculty through a sense of community and collegiality. Online Learning, 19(3), 147-161.
Faculty Development Opportunities: Peer Coaching, Learning Communities, and Mentoring
This article examines the use of a flipped classroom approach in a large, introductory chemistry course, which resulted in improved student outcomes compared to non-flipped, lecture-based approaches.
Eichler, J.F., & Peeples, J. (2015) Flipped classroom modules for large enrollment general chemistry courses: a low barrier approach to increase active learning and improve student grades. Chemistry Education Research and Practice, 17, 197-208. doi:10.1039/C5RP00159E
The Importance of Context: An Exploration of Factors Influencing the Adoption of Student-Centered Teaching Among Chemistry, Biology and Physics Faculty
This research examines the need to provide meaningful, dynamic faculty professional development that is rooted in adult learning theory. The authors analyze the benefits of peer coaching, learning communities and mentoring as an alternative to passive professional development models.
Hansman, C.A. & McAtee, K.A. (2014). Faculty development opportunities: Peer coaching, learning communities, and mentoring. Journal of Education & Human Development, 3(1), 71-84.
Toward ‘Hybridised’ Faculty Development for the Twenty-First Century
This study examines departmental environment impacts that influence faculty adoption of evidence-based instructional practices in specific STEM fields (chemistry, biology, physics) at a single, large research university.
Lund, T.J. & Stains, M. (2015). The important of context: an exploration of factors influencing the adoption of student-centered teaching among chemistry, biology, and physics faculty. International Journal of STEM Education, 2(13). DOI 10.1186/s40594-015-0026-8
Report: Three Early Indicators from the Teaching Success Movement
This article highlights the benefits of communities of practice for faculty and the importance of leveraging both online and face-to-face interaction to maximize the impact of professional development.
Brooks, C. (2010). Toward ‘hybridised’ faculty development for the twenty-first century: blending online communities of practice and face-to-face meetings in instructional and professional support programmes. Innovations in Education and Teaching International, 47(3), 261-270. DOI: 10.1080/14703297.2010.498177
Using Appreciative Inquiry
In this inaugural report, we introduce three data-driven insights that higher education can leverage to offer support and community to faculty members, especially those who commit to an ongoing practice of quality improvement in teaching. It is an important step forward with many exciting opportunities ahead.
Online Teaching Practices and Appreciative Inquiry
This article explores how one lecturer in higher education used an appreciative inquiry approach to enhance her teaching practice, including the positive impact strengths-based inquiry had on her planning for future enhancement of her teaching.
Giles, D. & Kung, S. (2010). Using appreciative inquiry to explore professional practice of a lecturer in higher education: Moving towards a life-centric practice. Australian Journal of Adult Learning, 50(2), 208-322.
Transforming Teacher Practice: Becoming the Critically Reflective Teacher
This case study explores the use of appreciative inquiry in the online classroom and its relationship to adult learner motivation, engagement, and performance. The study indicated that using an appreciative inquiry approach has a positive impact on the learning environment regardless of discipline.
Johnson, B.A. (2014). Transformation of online teaching practices through implementation of appreciative inquiry. Online Learning, 18(3), 1-21.
Active Learning Boosts Performance in STEM Courses
This article discusses the value, benefits and suggested practices in becoming a critically reflective teacher.
Larrivee, B. (2000). Transforming teacher practice: Becoming the critically reflective teacher. Reflective Practice: International and Multidisciplinary Perspectives, 1(3), 293-307. doi: 10.1080/14623940020025561
Community of Practice Framework
In this article from the Proceedings of the National Academy of Sciences, see how active learning significantly impacts student outcomes.
Scott Freeman, Sarah L. Eddy, Miles McDonough, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt, Mary Pat Wenderoth. Proceedings of the National Academy of Sciences Jun 2014, 111 (23) 8410-8415; DOI: 10.1073/pnas.1319030111
Communities of Practice and Social Learning Systems
This review examines the role that Wenger’s Community of Practice framework has played in online and blended learning research.
Smith, S.U., Hayes, S., & Shea, P. (2017). A critical review of the use of Wenger's Community of Practice (CoP) theoretical framework in online and blended learning research, 2000-2014. Online Learning Journal, 21(1), 209-237. doi: 10.24059/olj.v21i1.963
The Reflective Practitioner in Higher Education
An overview of the evolution of the Community of Practice framework developed by Wenger and Lave and its relationship to systems theory.
Wenger, E. (2010) Communities of practice and social learning systems: the career of a concept. In Blackmore, C. (Editor) Social Learning Systems and communities of practice. Springer Verlag and the Open University.
Adult Students in Mixed-Age Postsecondary Classrooms
This qualitative study examines a professional development and annual evaluation process that uses a reflection-based model for College of Education faculty. Interesting findings include the reported openness of the sample to find value in a peer feedback process rooted in reflective practice as a way to improve teaching.
Wlodarsky, R.L. & Walters, H.D. (2006). The reflective practitioner in higher education: The nature and characteristics of reflective practice among teacher education faculty. National Forum of Teacher Education Journal, 16(3), 1-16.
This journal articles examines the specific needs of adult learners and the implications for instructional approaches with a non-traditional student population.
Panacci, A.G. (2017). Adult students in mixed-age postsecondary classrooms: Implications forinstructional approaches. College Quarterly, 20(2).