Creating an Emergent, Department-Embedded Community of Practice to Advance Teaching and Learning in Engineering (Poster 45)

• In Event: AERA Virtual Poster Session 4
  In Poster Session: Division J Section 5 Poster Section

Abstract

Despite evidence that learner-centered pedagogies are more effective and inclusive than traditional approaches, faculty are rarely trained to teach in equity-oriented, learner-centered ways. This qualitative case study examines how an engineering department developed an emergent, embedded community of practice (COP) focused on improving teaching and learning, particularly for minoritized students. Drawing on interview, observational, and documentary data, we describe how this COP developed over five years, and how it acted as a key resource during the pandemic, when it helped faculty negotiate tensions in maintaining high standards while showing care, be pedagogically flexible to support diverse students’ learning, and continuously support members to overcome evolving challenges. We describe implications for establishing sustainable faculty development structures that can foster equitable pedagogies.

Authors

• Susannah Davis, University of New Mexico

• Vanessa Svihla, University of New Mexico