Reconceptualizing Faculty Mentoring within a Community of Practice Model

Smith, Emily; Calderwood, Patricia E.; Dohm, Faith Anne; Lopez, Paula Gill

doi:10.1080/13611267.2013.813731

Cited by 23 publications

(22 citation statements)

References 23 publications

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“…The findings build on a self‐study (Smith et al, ) of our mentoring experiences in a CoP within our school of education, situated in a private Jesuit university. Since then, the authors (two white, female department chairs [Emily and Paula]; one white, female full professor [Pat]; and two untenured professors—one African American female [Stephanie], one white male [Ryan])—have been involved in three additional CoP intended to serve mentoring functions: an intradepartmental accreditation group, a tenure dossier preparation group, and a faculty leadership group.…”

Section: Methodsmentioning

confidence: 56%

“…We chose these three cases for two main reasons. Three of the 10 members had coauthored a framework for mentoring in a CoP (Smith et al, ) and were eager to add thick description to that framework and better understand the dilemmas they had noted therein. Additionally, the varying success of the three CoP made us wonder about the elements of each CoP that shaped their success (or lack thereof) as a site for mentoring.…”

Section: Methodsmentioning

confidence: 99%

“…Expert‐novice roles are fluid as members draw on their varied experiences and knowledge to discuss and work through issues of their practice. In traditional models of faculty mentoring, the mentoring supports junior faculty to engage in future practice; in a CoP model for mentoring, however, mentoring occurs during the joint engagement in the practice (Smith, Calderwood, Dohm, & Gill Lopez, ).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Institutionalizing Faculty Mentoring within a Community of Practice Model

Smith

Calderwood

Storms

et al. 2016

To Improve the Academy

Self Cite

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In higher education, faculty work is typically enacted—and rewarded—on an individual basis. Efforts to promote collaboration run counter to the individual and competitive reward systems that characterize higher education. Mentoring initiatives that promote faculty collaboration and support also defy the structural and cultural norms of higher education. Collaborative mentoring initiatives, however, support all faculty to be lifelong learners. We analyze a reciprocal model of mentoring—a community of practice for mentoring—that integrates collaborative mentoring into faculty's daily work. Additionally, we examine the dilemmas, benefits, and costs of institutionalizing a community of practice model for mentoring in higher education. Our analyses indicate that communities of practice can be fruitful sites of mentoring for all faculty when members mutually engage in shared practices required by the institution. Additionally, such communities nurture relationships and emotional support that sustain engagement in practice and reduce isolation. Given these benefits, we argue that communities of practice should be publically recognized at the institutional level as viable mechanisms for faculty mentoring and learning. Institutions of higher education must explicitly support a campus culture of collaboration and lifelong learning. Findings offer guidance for faculty and center for teaching and learning (CTL) interested in starting or participating in communities of practice.

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Section: Methodsmentioning

confidence: 56%

Section: Methodsmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

See 1 more Smart Citation

Institutionalizing Faculty Mentoring within a Community of Practice Model

Smith

Calderwood

Storms

et al. 2016

To Improve the Academy

Self Cite

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show abstract

“…Smith, Calderwood, Dohm, and Gill Lopez's () model of integrated mentoring within a CoP framework draws attention to how mentoring as practice, identity, and process gives shape and character to a CoP for higher education faculty and alerts us to several challenges that such a framework makes visible. Smith et al noted that much of a CoP's negotiation of mentoring practice and identity can be implicit or informal, and thus invisible or inaccessible to those who are not deeply enculturated.…”

Section: Integrated Mentoring Within a Community Of Practice For Facumentioning

confidence: 99%

“…Using the CTL databases, we developed a curriculum map of our recurring activities. We then examined selected examples of the CTL activities in light of the challenges and suggestions noted by Smith et al (). For example, labeling an activity or set of activities as mentoring may not ensure that any mentoring is actually being constructed.…”

Section: Mode Of Inquirymentioning

confidence: 99%

Mentoring Within a Community of Practice for Faculty Development: Adding Value to a CTL Role

Calderwood

Klaf

2015

To Improve the Academy

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E. R. Smith, P. E. Calderwood, F. Dohm, and P. Gill Lopez's (2013) model of integrated mentoring within a community of practice framework draws attention to how mentoring as practice, identity, and process gives shape and character to a community of practice for higher education faculty and alerts us to several challenges such a framework makes visible. In this exploratory study, we apply the model, and the consideration of the challenges it highlights, to consider how mentoring might figure in and configure a community of practice for faculty development localized in a university Centers for Teaching and Learning (CTL) for teaching and learning.

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