5: Faculty Learning Communities: Change Agents for Transforming Institutions into Learning Organizations

Cox, Milton D.

doi:10.1002/j.2334-4822.2001.tb00525.x

Cited by 101 publications

(69 citation statements)

References 23 publications

(26 reference statements)

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“…Characteristics of good mentors include strong communication and listening skills (Galbraith, 2001). Academic staff working collaboratively to enhance their teaching while building peer networks represents the core of professional learning communities (Cox, 2001). The same author also stresses the need for university instructors to communicate effectively as well as provide time for collaboration and cross-disciplinary interests in order to ensure quality community development.…”

Section: International Journal Of Learning and Developmentmentioning

confidence: 99%

Senior Academic Staff Mentoring: Dealing with a Challenging Concept

Boboc

Smaldino

Persichitte

2012

IJLD

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This article theorizes mentoring in higher education, particularly considering the gap that senior academic staff notice in terms of support after being granted tenure. Following discussions of the various definitions of the concept as well as the identification of its features and several operational models as found in the literature, the authors propose a model for mentoring of experienced college professors. The model in question capitalizes on parameters that characterize effective mentoring, while comparing the pre-and post-tenure experiences of senior academic staff. The focus of a prospective professional development program relying on mentoring should take into account contextual parameters that motivate seasoned college instructors as contributors to their institution's knowledge base and positive culture.

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Section: International Journal Of Learning and Developmentmentioning

confidence: 99%

Senior Academic Staff Mentoring: Dealing with a Challenging Concept

Boboc

Smaldino

Persichitte

2012

IJLD

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“…The implications of this for CoPs in academe have not been explored in depth. Instead, research has tended to focus on how academic institutions can extract value from CoPs, in order to enhance performance and/or encourage professional development (Cox, 2001;Kitchen, Parker, & Gallagher, 2008).…”

Section: Introductionmentioning

confidence: 99%

I just do not have time for new ideas: resistance, resonance and micro-mobilisation in a teaching community of practice

Houghton

Ruutz

Green

et al. 2014

Higher Education Research & Development

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There is growing interest in the role Communities of Practice (CoPs) play in continuing professional development of academics. However, very little research has explored how CoP theory is applied in practice in academic settings. Using the concepts of resonance and micro-mobilisation from social movement theory, we explore academic engagement (and disengagement) in the online aspects of a CoP in a large, multi-campus, multi-disciplinary university business school. Our findings demonstrate that while some found this environment useful and minor patterns of micro-mobilisation emerged, there were challenges in developing resonance using online technologies. Difficulties in finding technologies fit for purpose, concerns about confidentiality online and time jealousy were key issues that need further exploration.

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“…These refer to the local, national and/or international context, where the underlying pedagogical assumptions, values, and critical motivational factors that occur when designing a responsive faculty certificate program are afforded attention and sensitivity (Cox, 2001(Cox, , 2003Diamond, 1998;Green & Kreuter, 1999;Guskey & Sparks, 1996;Richlin & Cox, 2004;Rust, 1998). This can be achieved by conducting a comprehensive needs assessment (e.g., polling faculty participants' pool, assessing comparable faculty certificate programs, and the larger institutional context in which a program is situated) in order to craft a program that maximizes available resources and responds to the diverse needs and circumstances of the learning context (Hubball & Poole, 2004;Wenger, 1998).…”

Section: Program Developmentmentioning

confidence: 99%

The Scholarship of Teaching and Learning: Theory–Practice Integration in a Faculty Certificate Program

Hubball

Burt

2006

Innov High Educ

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There is growing recognition of the complexity of academic work and the need for university and college faculty members to develop scholarly approaches to teaching and learning. While structured programs of study have been initiated for faculty to address these issues in various higher education contexts, very little research has investigated the theory-practice relationship of the scholarship of teaching and learning within a faculty certificate program context. This article presents a program development and evaluation framework to enhance the theory-practice integration of the scholarship of teaching and learning in such a program. Data suggest that a broad range of institutional and programmatic strategies can enhance the scholarship of teaching and learning in a faculty certificate program. A scholarly approach to teaching and learning is viewed as both an individual and social contextual process.KEYWORDS: faculty certificate program; scholarship of teaching and learning; program development and evaluation framework.There is growing recognition of the complexity of academic work, as well as the need for university and college teachers to develop scholarly approaches to teaching and learning. To help faculty members develop these scholarly approaches, many universities in Australia, the United Kingdom, and Europe have developed structured programs of study that focus on research-based curricula and pedagogical practices in higher education. For example, new faculty in the United Kingdom, Norway, and Australia are now required to complete a teaching certificate in higher education. Such certificate programs have also . Harry Hubball's research focuses on curriculum and pedagogy in university settings., He coordinates the UBC Faculty Certificate Program on Teaching and Learning in Higher Education. Helen Burt is the Associate Dean of the Faculty of Pharmaceutical Sciences. Her research interests include the development of novel polymer-based drug delivery systems. 327 C 2006 Springer Science+Business Media, Inc.

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5: Faculty Learning Communities: Change Agents for Transforming Institutions into Learning Organizations

Cited by 101 publications

References 23 publications

Senior Academic Staff Mentoring: Dealing with a Challenging Concept

Senior Academic Staff Mentoring: Dealing with a Challenging Concept

I just do not have time for new ideas: resistance, resonance and micro-mobilisation in a teaching community of practice

The Scholarship of Teaching and Learning: Theory–Practice Integration in a Faculty Certificate Program

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