“In the Company of Colleagues”: Dimensions of Faculty Community in Higher Education

• In Event: Roundtable Session 17
  In Roundtable Session: Faculty Community and Climate

Abstract

This study explores the development of communities of practice in higher education through a longitudinal examination of faculty engaging in course redesign. Qualitative analysis of multiple one-on-one interviews with 19 faculty members at a large public university revealed at least three dimensions that make up different communities among faculty members, including pseudocommunity, teaching-focused community, and learning-focused community. These dimensions allow for different needs and purposes among individuals in the communities to be met. Further analysis may show the effect(s) of expanding or limiting a community and implications for institutionally-supported change.

Authors

• Julie Pearson Stewart, The University of Texas - Austin

• Jane S. Vogler, Oklahoma State University

• Kyle M. Williams, The University of Texas at Austin