Faculty and Student Professional Development Opportunities

• In Event: 30.076 - Communities of Practice: A Framework for Mentoring and Professional Development in Educational Psychology

Abstract

In addition to providing a context for mentorship, CoPs can offer valuable professional development opportunities for group members (Brooks, 2010; Macia & Garcia, 2016). In the case of the Teaching Educational Psychology SIG, where members include faculty and graduate students who are distributed across many universities and geographic locations, a Virtual Community of Practice (VCoP) may be established. VCoPs utilize information and communication technologies (ICT)—including everything from traditional media such as phones and email, to more sophisticated tools such as digital videoconferences, social media, databases, websites, online forums, and virtual meeting programs—to create a collaborative space for professionals (Dube, Bourhis, & Jacob, 2006).

Educational researchers have explored the most effective ways to create successful VCoPs, the characteristics and types of VCoPs, and how these communities can promote professional development (Macia & Garcia, 2016). Dube and colleagues (2006) reviewed 18 VCoPs and constructed a typology that includes 21 characteristics of VCoPs. For example, they suggest that VCoPs vary in terms of their size, geographic dispersion, leadership, and membership stability, as well as members’ cultural diversity, ICT literacy, and prior community experience (Dube et al., 2006). Indeed there is great variety in the configurations of VCoPs, and during the workshop, it will be important to discuss which features do and should characterize the Teaching Educational Psychology VCoP in order to maximize its value and utility.

Another important characteristic of VCoPs is the extent to which the objective or theme of the network is practically relevant to its members (Dube et al., 2006). Wenger & Snyder (2000) note that it is easier to sustain members’ motivation for commitment and engagement in the VCoP when the topics and problems addressed are highly relevant to their professional work, and when members can readily realize the benefits of their participation. Therefore, in the proposed workshop, it will be critical for attendees (i.e., founding members of the CoP) to have a voice in generating the central objectives and topics of professional development that will be promoted by the VCoP. Some themes that the group may consider include: methods and challenges in the scholarship of educational psychology teaching and learning (e.g., how to collect direct evidence of student learning); navigating the tenure and promotion process (e.g., suggestions for locating external reviewers); instructional technology resources and support (e.g., tutorials and sample lessons); applying for external funding (e.g., grant opportunities and guidance); research support (e.g., networking with potential co-authors); and pedagogical resources (e.g., syllabi and reading materials).

This interactive workshop will provide an opportunity for attendees to create a bottom-up online community and network that can serve as a valuable source of professional development in the area of educational psychology teaching and research. By the end of the workshop, we will have a plan in place that will allow us to enact a “hybridized” program, in which a VCoP will complement the face-to-face interactions that the AERA annual meeting affords (Brooks, 2010).

Author

• Allison Gelfuso Butler, Bryant University