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Perceived Outcomes Associated with Engagement in and Design of Faculty Communities of Practice Focused on STEM Reform

Author

Listed:
  • Sean Gehrke

    (University of Washington)

  • Adrianna Kezar

    (University of Southern California)

Abstract

This study examines how involvement in four undergraduate faculty communities of practice is associated with faculty perceiving they improved in individual practices related to STEM reform. It is informed by the communities of practice and faculty change literature and utilizes data gathered through a survey of community members (n = 2503). The findings reveal engagement experiences and aspects of community design associated with three outcomes—learning and improving practice, developing skills for leadership and change, and networking. These findings contribute to recommendations for designing future STEM reform initiatives.

Suggested Citation

  • Sean Gehrke & Adrianna Kezar, 2019. "Perceived Outcomes Associated with Engagement in and Design of Faculty Communities of Practice Focused on STEM Reform," Research in Higher Education, Springer;Association for Institutional Research, vol. 60(6), pages 844-869, September.
    • Handle: RePEc:spr:reihed:v:60:y:2019:i:6:d:10.1007_s11162-018-9534-y
    DOI: 10.1007/s11162-018-9534-y
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    References listed on IDEAS

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    1. Sophia Rabe-Hesketh & Anders Skrondal, 2012. "Multilevel and Longitudinal Modeling Using Stata, 3rd Edition," Stata Press books, StataCorp LP, edition 3, number mimus2, March.
    2. Leslie D. Gonzales, 2014. "Framing Faculty Agency inside Striving Universities: An Application of Bourdieu's Theory of Practice," The Journal of Higher Education, Taylor & Francis Journals, vol. 85(2), pages 193-218, March.
    3. Adrianna Kezar & Sean Gehrke & Samantha Bernstein-Sierra, 2018. "Communities of Transformation: Creating Changes to Deeply Entrenched Issues," The Journal of Higher Education, Taylor & Francis Journals, vol. 89(6), pages 832-864, November.
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