Keywords
community of practice, scholarship, scholarly writing, faculty development
Disciplines
Higher Education | Online and Distance Education | Other Teacher Education and Professional Development
Abstract
The COVID-19 pandemic of 2020-21 caused faculty to struggle with remote teaching and scholarship productivity. This article examines the experiences of faculty members who participated in a professional development project focused on writing for publication during the pandemic. Through an academic literacy lens, results indicate that participation in a community of practice was a transformative experience that helped faculty members build capacity for scholarly writing, develop writer’s identities, provide and receive increased emotional support, and develop closer relationships with colleagues. Vital to this transformation were faculty commitment and a structured and supportive community.
Original Citation
Gui, G., Vandermolen, R., Niu-Cooper, R., & Bair, M. (2024). Transforming faculty identities within a community of practice: An academic literacies model for faculty development. Journal on Excellence in College Teaching, 35 (4), 1-10. https://celt.miamioh.edu/index.php/JECT/article/view/1138
ScholarWorks Citation
Gui, Gabriela; Vandermolen, Richard; Niu-Cooper, Rui; and Bair, Mary, "Transforming Faculty Identities Within a Community of Practice: An Academic Literacies Model" (2024). Peer Reviewed Articles. 23.
https://scholarworks.gvsu.edu/coe_articles/23
Included in
Higher Education Commons, Online and Distance Education Commons, Other Teacher Education and Professional Development Commons
Comments
This article was first published in Vol. 35, Issue 4 of the Journal on Excellence in College Teaching, which permits authors to republish and share their work freely after initial publication.