Understanding how facilitators adapt to needs of STEM faculty in online learning communities: a case study.
Facilitation
Faculty Learning Community
Faculty Online Learning Community
Faculty change
Professional growth
Journal
International journal of STEM education
ISSN: 2196-7822
Titre abrégé: Int J STEM Educ
Pays: Germany
ID NLM: 101738908
Informations de publication
Date de publication:
2022
2022
Historique:
received:
07
10
2021
accepted:
06
08
2022
entrez:
12
9
2022
pubmed:
13
9
2022
medline:
13
9
2022
Statut:
ppublish
Résumé
Faculty Learning Communities (FLCs) and Faculty Online Learning Communities (FOLCs) are ways to support STEM faculty implementing research-based curricula. In these communities, faculty facilitators take on the role of sharing expertise and promoting discussion. However, as members gain more experience, their needs change from addressing logistical to pedagogical issues. Hence, facilitators need to change their practices in response. However, there is little research on the mechanisms of faculty facilitator change. In this article, we provide a case study of a specific STEM FOLC facilitator and demonstrate the usefulness of a teacher change model to investigate facilitator change. Guided by our adaptation of the Our findings suggest that the IMPG can be fruitfully adapted to study facilitator change. A diagrammatic representation of the IMPG provides a description the types of change the case facilitator experienced and the factors that supported those changes. We discuss how the methodology used to analyze facilitator actions in FOLC group meetings may be useful to study other types of professional growth. Finally, because our analytical model allowed us to identify mechanisms of facilitator change, we describe the implications and provide suggestions to support facilitators in other faculty community groups. The online version contains supplementary material available at 10.1186/s40594-022-00371-x.
Sections du résumé
Background
UNASSIGNED
Faculty Learning Communities (FLCs) and Faculty Online Learning Communities (FOLCs) are ways to support STEM faculty implementing research-based curricula. In these communities, faculty facilitators take on the role of sharing expertise and promoting discussion. However, as members gain more experience, their needs change from addressing logistical to pedagogical issues. Hence, facilitators need to change their practices in response. However, there is little research on the mechanisms of faculty facilitator change. In this article, we provide a case study of a specific STEM FOLC facilitator and demonstrate the usefulness of a teacher change model to investigate facilitator change.
Results
UNASSIGNED
Guided by our adaptation of the
Conclusions
UNASSIGNED
Our findings suggest that the IMPG can be fruitfully adapted to study facilitator change. A diagrammatic representation of the IMPG provides a description the types of change the case facilitator experienced and the factors that supported those changes. We discuss how the methodology used to analyze facilitator actions in FOLC group meetings may be useful to study other types of professional growth. Finally, because our analytical model allowed us to identify mechanisms of facilitator change, we describe the implications and provide suggestions to support facilitators in other faculty community groups.
Supplementary Information
UNASSIGNED
The online version contains supplementary material available at 10.1186/s40594-022-00371-x.
Identifiants
pubmed: 36093289
doi: 10.1186/s40594-022-00371-x
pii: 371
pmc: PMC9443628
doi:
Types de publication
Journal Article
Langues
eng
Pagination
56Informations de copyright
© The Author(s) 2022.
Déclaration de conflit d'intérêts
Competing interestsThe authors declare no competing interests.
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