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Download full textJackie Aman; Piere Washington; Justin Hollis – Wilder Research, 2025
In 1998, the University of Wisconsin-Madison began offering opportunities for staff, faculty, and students to engage in reflection of their lived experiences in learning communities. In 2012, the Learning Communities for Institutional Change & Excellence (LCICE) unit formally launched, providing dialogue- and cohort-based professional learning…
Descriptors: Communities of Practice, State Universities, College Faculty, School Personnel
Peer reviewedLaura Gough; Rommel Miranda; Matthew Hemm; Leann Norman; Brian Jara – Journal of Microbiology & Biology Education, 2025
The Diffusion of Innovations (DOI) model can be used to explore how faculty prioritize learning about and adopting new pedagogical approaches. Here, we use the DOI framework to contextualize biology faculty perceptions of a professional development (PD) program designed to help them create a full semester course-based undergraduate research…
Descriptors: College Faculty, Teacher Attitudes, Faculty Development, Student Research
Direct linkAmy Cicchino; Aaron D. Clevenger; Sue Macchiarella – Experiential Learning and Teaching in Higher Education, 2025
This qualitative study identifies impacts a community of practice program had on faculty participants leading study abroad learning experiences. Through qualitative analysis of learning artifacts and interviews, researchers found a professional development program focused on cultural competence and high-impact practices (HIPs) frameworks led…
Descriptors: Study Abroad, College Faculty, Communities of Practice, Teacher Leadership
Kaitlin K. Moran; Mary E. Sheppard; Aubrey Wang – Journal of Applied Research in Higher Education, 2024
Purpose: This study used the design process (analysis, development, and evaluation) to understand and refine the process, dimensions, and outcomes of a multi-year, whole-institution approach to social justice education for preservice teachers (PSTs) at one institution. The authors used shared governance to establish a cross-disciplinary…
Descriptors: Preservice Teachers, Social Justice, School Activities, Learner Engagement
Nicole Hitt; K. C. Culver – Pullias Center for Higher Education, 2025
Iowa State University (ISU) is a public, four-year university in Eastern Iowa. About one-third of full-time faculty at ISU are in VITAL roles, positions they refer to as term faculty. Term faculty have promotion line opportunities that mirror tenure-line faculty; across five specialized roles (teaching, practice, clinical, research, and adjunct),…
Descriptors: College Faculty, Communities of Practice, Faculty Development, Nontenured Faculty
Nicole Hitt; K. C. Culver – Pullias Center for Higher Education, 2025
The University of Georgia (UGA) is the flagship public research university for the state of Georgia. Located in Athens, UGA enrolls about 40,000 students across 18 colleges. UGA awards baccalaureate, master's, doctoral, and professional degrees. About 43% of full-time faculty at UGA are in VITAL faculty roles, with a majority of VITAL faculty in…
Descriptors: College Faculty, Communities of Practice, Faculty Development, Nontenured Faculty
Melinda Lanni – ProQuest LLC, 2024
A traditional faculty member's job function involves both teaching and research. However, unlike in K-12 education, the majority of faculty members have little to no formal training on teaching methods prior to entering the classroom. This study focuses on implementing Lesson Study as a form of professional development in higher education to…
Descriptors: College Faculty, Communities of Practice, Faculty Development, Program Effectiveness
Nicole Hitt; K. C. Culver – Pullias Center for Higher Education, 2025
University of Denver (DU) is a private, research university in Colorado. Located in Denver, DU enrolls approximately 14,000 students across 10 colleges. About 41% of full-time faculty at DU are in non-tenure track positions, which they refer to as Term and Professional Faculty (TPF). DU has expanded promotion opportunities for TPF that mirror…
Descriptors: College Faculty, Communities of Practice, Faculty Development, Nontenured Faculty
Yasemin Türk; Adnan Baki – Journal of Theoretical Educational Science, 2024
The aim of the study is to examine how lesson study activities affect primary school preservice teachers' noticing of students' misconceptions. A qualitative research approach was adopted and action research method was used. The study was conducted with 9 primary school preservice teachers. The data were obtained from the observation form, video…
Descriptors: Communities of Practice, Elementary School Teachers, Preservice Teachers, Preservice Teacher Education
Michel P. Basister; Jöran Petersson; Rowena D. T. Baconguis – SAGE Open, 2025
One of the institutionalized collaborative practices among teachers and other educators is the conduct of lesson study (LS). Considering the growing interest in the potential of LS to improve the quality of education through collaboration, it is worth exploring its potential contribution to enhancing the teaching competencies of teachers. This…
Descriptors: Mathematics Teachers, Special Education Teachers, Teacher Improvement, Teacher Collaboration
Schipper, Tijmen M.; Willemse, T. Martijn; Goei, Sui L. – Journal of Education for Teaching: International Research and Pedagogy, 2022
Lesson Study is a rapidly growing and increasingly popular teacher professional development approach and is valued for its cyclical, classroom-based and collaborative nature. Mostly used in primary and secondary education, Lesson Study has only recently been applied to the context of initial teacher education focussing on pre-service teachers'…
Descriptors: Communities of Practice, Faculty Development, Teacher Collaboration, College Faculty
Sean P. Yee; N. Papalia; J. Deshler; K. C. Rogers; A. Lamarche; R. Petrulis – PRIMUS, 2024
To aid departments in growing and supporting the potential of novice instructors, this paper shares a peer-mentoring program that has been implemented at three universities over the last five years for graduate student instructors (GSIs, master, and doctoral) within mathematics departments. This paper provides frameworks, curricular topics,…
Descriptors: Peer Teaching, Mentors, Graduate Students, Beginning Teachers
Carla Valério; Cláudio Farias; Carla Luguetti; Isabel Mesquita – Physical Education and Sport Pedagogy, 2024
Background: Background: Research demonstrates the benefits of communities of practice (CoP) for teachers' professional learning in Physical Education (PE). However, much less is known about how CoPs can be used to understand pre-service teachers' (PSTs) professional learning in their Physical Education Teacher Education (PETE) programmes.…
Descriptors: Physical Education Teachers, Teacher Education Programs, Communities of Practice, Preservice Teachers
Nita A. Tarchinski; Thomas Matthew Colclough; Ashley Atkinson; Emily Bonem; Nathan Emery; Victoria Farrar; Madeleine Gonin; Daniel Guberman; Eleanor Louson; Matthew Mahavongtrakul; Timothy McKay; Marco Molinaro; Meryl Motika; Lizette Alda Muñoz Rojas; Hurshal Pol; Kem Saichaie; Kelsey Smart; Megan Stowe; Natasha T. Turman; Jenna Marie Thomas Vest; Ryan Sweeder – To Improve the Academy, 2025
The STEM Equity Learning Community (SELC) project guided multidisciplinary teams from nine large, public research institutions through a yearlong experience. We aimed to support instructors and undergraduate students in developing equity-mindedness to drive structural change efforts on their campuses. The SELCs were supported by access to equity…
Descriptors: Undergraduate Students, Equal Education, STEM Education, Educational Change
Yung-Ju Chen; Xiuye Xie – Journal of Physical Education, Recreation & Dance, 2024
This article aims to explain how social media platforms like Facebook and Twitter can be useful setting for effective professional learning communities (PLCs) for physical educators. It also pinpoints the opportunities and challenges of using social media for PLCs and provides recommendations for physical educators and physical education teacher…
Descriptors: Social Media, Physical Education Teachers, Communities of Practice, Faculty Development
