The Faculty Academy Invisible College: Beyond Mentors and Collaborators to Accelerators

• In Event: Invisible Colleges: Small Group Spaces for Growth, Inquiry, Healing, and Repair

Abstract

Background: In the 17th century, Boyle conceived an invisible college as an informal group of scientists with common interests, coming together for discussion, knowledge exchange, support, and mentoring (Becher, 2001). Modern invisible colleges, such as the Faculty Academy (FA), hold the same purposes (Zuccala, 2006). The FA is a longstanding educator/researcher group, established in 2002 to bridge the academy with teachers and schools. Its purpose later shifted to those more in line with an invisible college–a supportive network of individuals in academia who “engaged in collaborative learning and research” (Author9 & Author11, 2020, p. 21).

Purpose: In this paper, we examine how the FA invisible college: (1) creates a knowledge/idea exchange space; (2) contributes to members’ professional growth; and (3) promotes individuals’ persistence in the profession.

Perspective: This paper takes a teacher educator perspective, showing how the diverse group from all content areas with representatives from eight universities across the US are dedicated to maintaining the ideals of an invisible college (Author11, 2020b).

Methods: Using narrative methods, we jointly examine our individual stories to hear one another, and bring our collective selves more fully into being (Clandinin & Connelly, 2006; Author11, 2020). Data were collected from recorded monthly-meeting notes/transcriptions and members “storying and restorying” (Connelly & Clandinin, 1990) their lived experiences in shared journal reflections. Utilizing an inductive coding process (Charmaz, 2006) the authors individually and collaboratively determined and defined major themes and findings. The authors’ experience in the FA promoted trustworthiness and rigor of the study (Mishler, 1990).

Findings: Three primary themes emerged showing how the FA characterizes an invisible college: environmental norms, caring and relevancy, and knowledge gaps and exchange. Members found benefits in the FA’s environment that facilitated all aspects of membership. The environment was characterized by trustworthiness and inclusivity that allowed participants to share without fear of judgment. Members felt respected, valued, and seen as equals. The second category was caring and relevancy. Collaborative discourse provided for individual voice and filled social-emotional needs through collaboration and networking. Members demonstrated care and critical friendship by providing meaningful feedback relevant to growth and success of the individual. The third theme was knowledge gaps and exchange, supporting members at different stages of their career and navigating difficult aspects of academia. The FA is instrumental in supporting new faculty in learning research, opening research and publication opportunities, and supporting writing endeavors helping to accelerate individual career pathways.

Significance: The significance of the FA can be found in its unique qualities: (1) cross-institutional and cross-disciplinary; (2) an inclusive group of novice to senior faculty participants; and (3) a caring, safe space where one can be heard and live their authentic self. The environment provided personal, professional, social, and emotional support aimed at promoting the individuals’ success. The FA fills a knowledge exchange/support gap that is often absent in one’s own environment. By providing opportunities for collaboration, networks were formed to promote success in academia.

Authors

• Sandy White Watson, University of Louisiana at Monroe

• Kent A. Divoll, University of Houston - Clear Lake

• Karen E. McIntush, University of Houston

• Donna W. Stokes, University of Houston