Collective and Collaborative Understanding of Leadership Within a Knowledge Community

• In Event: Educators' Decisions, Ethnics, and Responsibilities

Abstract

The Faculty Academy, a Knowledge Community from five mid-southern universities, is a diverse group of teacher educators where race, culture, gender, position descriptions and content areas are concerned. Since 2002, the group has addressed issues relating to scholarship, teaching, promotion & tenure, work contexts and futures. This paper details how group members developed leadership capacities in the Faculty Academy in ways that have helped them in their home institutions. Using qualitative research methods, the group identified two major themes underpinning the Faculty Academy’s progress: 1) reciprocal learning, experiential learning, critical self-reflection and openness to differing perspectives, and 2) social connections, relational bonds, and trust. Members emphasized that they become both impact and are impacted by their collaborative interactions with others.

Authors

• Cheryl J. Craig, Texas A&M University - College Station

• Denise M. McDonald, University of Houston - Clear Lake

• Chestin T. Auzenne-Curl, Texas A&M University - College Station

• Gayle A. Curtis, University of Houston

• Kent Alan Divoll, University of Houston - Clear Lake

• Trina J. Davis, Texas A&M University - College Station

• Paige K. Evans, University of Houston

• Leslie M. Gauna, University of Houston - Clear Lake

• Jean Kiekel, University of St. Thomas

• Mariam Manuel, University of Houston

• Leah McAlister-Shields

• Janet Newsum, University of Houston - Clear Lake

• Bernardo E. Pohl, University of Houston-Downtown

• Laura B. Turchi, University of Houston

• Sandy White Watson, University of Louisiana at Monroe

• Omah M. Williams-Duncan, University of Houston - Clear Lake

• Sara Raven, Texas A&M University - College Station