Transforming Faculty Identities: An Academic Literacies Model for Faculty Development

• In Event: AERA Poster Session 7
  In Poster Session: Recent Research on Faculty Teaching, Evaluation, and Development (San Diego)

Abstract

Although it is well known that the COVID-19 pandemic has caused many faculty members to struggle with remote teaching, little is known about the impact on their scholarship. Guided by the self-study methodology, this paper examines the experiences of four faculty members who, during the pandemic, participated in a faculty development project focused on writing for publication. Findings indicate that participation in a community of practice that focused on writing skills, socialization into academic writing, and academic literacies was a transformative experience that helped participants identify and address obstacles to writing, build capacity for scholarly writing, and develop identities as writers. Vital to the transformation were faculty commitment and a structured and supportive community that allowed members to share vulnerabilities.

Authors

• Mary Antony Bair, Grand Valley State University

• Gabriela Gui, Grand Valley State University

• Rui Niu-Cooper, Grand Valley State University, Grand Rapids

• Rick Vandermolen, Grand Valley State University