This study explores collaborations between faculty development centers and service learning and community engagement structures at public institutions awarded the Carnegie Classification for Community Engagement. Utilizing semi-structured interviews with five chief academic officers, none of the respondents stated intentional collaborations were…

Faculty development is essential to promote pedagogical innovation and the transformation of teaching practices. The faculty development model presented in this study was guided by three research questions about how scholars engage in institutionally held training opportunities for professional development; how scholars engage with and collaborate…

Ongoing professional learning in supportive contexts, such as in Professional Learning Communities (PLCs) has been indicated as effective in promoting reinvigoration in teaching. PLCs are a community of educators that engage in a regular process of learning and reflection, where faculty can work together with peers toward common goals and purposes…

There has been extensive research on employee retention over the past 50 years, including new managerial methodologies around employee retention. Researchers and practitioners must evaluate the lack of focus given to African American faculty and staff retention in higher education. Nationally, African American faculty and staff retention data are…

This study investigates the impact of Communities of Practice (CoPs) on the professional development of Chinese teachers, focusing on collaborative learning, skill development, and job satisfaction within the unique cultural context of Chinese education. Using a mixed-methods longitudinal design, the research spanned 18 months and involved 135…

Studies show a need for career and technical education (CTE) faculty to have more instructional training. Greater use of evidence based instructional practices (EBIPs) would likely improve community college CTE program instruction by providing research-based guidance for effective instruction. Use of EBIPs remains low across all levels of…

This capstone investigates the integration experiences of new faculty at Somerset Community College (SCC) through Organizational Socialization Theory (OST). Acknowledging the multifaceted challenges that new faculty encounter, ranging from adapting to an unfamiliar academic culture to navigating institutional policies and building relationships…

We describe a longitudinal (5-year) researcher-supported initiative designed to strengthen the research-practice link (RPL) and serve as an effective form of situated professional learning and development (PLD) in adult second language programs. We facilitated the formation of and supported 9 professional reading groups of 6-12 instructors (N =…

Purpose: Driven by the need to deepen understanding of the mechanisms driving teacher collaboration for enhancing teacher learning and practices, this study aims to investigate the influence of collaborative organizational conditions, network intentionality and efficacy for leading curriculum learning on teachers' professional growth within the…

Professional learning communities (PLCs) have become the gold standard of teachers' professional learning. However, their success is far from guaranteed. Little is known regarding the processes that groups of learners undergo to become fully-fledged PLCs. This study followed a teachers' PLC over three years. It shows how the facilitator learned to…

Acknowledging that our professional development (or methods course) was not going as well as we had hoped was difficult. However, knowing what to do and correcting the problem was even more challenging. This article explains how we engaged teachers in helping us rethink our video club by listening to and acting on their ideas. Through "coffee…

Although the scholarship of teaching and learning (SoTL) has continued to evolve as a field, building and sustaining SoTL within educational institutions remains challenging. Through interviews with 18 SoTL scholars, we sought to examine the question, "How do individuals and institutions sustain SoTL?" Our findings highlighted the…

Pedagogical metacognition, or the reflective and reflexive actions associated with teaching practice, strengthens the planning, monitoring, evaluation, and adjustment of teaching in higher education faculty. Learning communities are optimal environments to foster this active teaching reflection. This study incorporated pedagogical metacognition…

A networked learning community (NLC) comprises teachers from different schools engaging collaboratively in purposeful and sustained professional learning. Networked learning entails the construction of knowledge that is new to the members of the group by tapping their collective practitioner knowledge and the public knowledge base. Members can use…

Providing teachers opportunities to lead has a positive effect on student achievement and teacher retention, which is critical in a time when there is a shortage of qualified STEM teachers. While there is research on the impact of professional development (PD) programs on teacher leadership, there is sparse literature on the impact of award or…