Transformative Dialogues: teaching and learning eJournal
Volume 9, Issue 1, July, 2016
Communities of Practice in Higher Education
A Community of Practice (CoP) is an informal network of people (which can range in number from 25 or fewer to 500 or more) who share a common interest and work on aspects of it through face-to-face meetings and seminars; blogs, listservs and other online communication tools; and other formats and techniques. Other terms in the literature include learning teams, teaching scholars, customized groups and faculty or professional learning communities. We seek articles or other formats about Communities of Practice in higher education. This issue highlights a number of CoPs, how they benefit contributors, participants and recipients.
These articles are available as .pdf files.
You can download the .pdf reader from: http://get.adobe.com/reader/
Transformative Communities of Practice - Alice Cassidy, Balbir Gurm
Communities of Practice: A Mindful Opportunity - William B. Strean, University of Alberta
How did I get here? Reflections on Learning from Multidisciplinary Communities of Practice - Janice Miller-Young, PhD, Mount Royal University
Reflections on the chapters of a book club: Implications for a community of practice - Cheryl L Jeffs, EdD, University of Calgary
Faculty Learning Communities to Support Technology Integration: A Literature Review - Jordanne Christie, Durham College
Articles and Essays
Mentoring Undergraduate Research: Student and Faculty Participation in Communities of Practice - Maureen Vandermaas-Peeler, Elon University
Can Formative Peer Review Ease the Transition for Experienced New Faculty? - Sarah M. Jones, Beth Kelly, Connie Lamb, Maggie Robillard, Nancy Lumpkin Sowers, C. Broughton Anderson, and Leslie Ortquist-Ahrens, Berea College
Curricular Change: Deepening Professional Community - Michelle Yeo, Mount Royal University
Collaborative Course Design and Communities of Practice: Strategies for Adaptable Course Shells in Hybrid and Online Writing - Mary K. Stewart, Indiana University of Pennsylvania , Jenae Cohn, Stanford University, Carl Whithaus, University of California-Davis
Exploring Slow Teaching with an Interdisciplinary Community of Practice - Mary L. Goldschmidt, Jessica L. Bachman, Mary Jane K. DiMattio, and Jill A. Warker, The University of Scranton
Promoting Pedagogy: The Development of a Teaching & Learning CoP in a Research-Focused Department - Suzanne Wood, University of Toronto, Kristie Dukewich, Kwantlen Polytechnic University, & Ashley Waggoner Denton, University of Toronto
The Impact of oCUBE: A Community of Practice for Biology Educators - Fiona Rawle, Tamara L.J. Kelly, Lovaye Kajiura, Tanya C. Noel, Paula J. Wilson, Julie Smit, Joseph Boivin, Wendy J. Keenleyside, Colin J. Montpetit
Sustaining democratic practice in neo-liberal times: A graphic exploration of community in a first year transitional course - Valerie Burton, Memorial University of Newfoundland
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With grateful thanks to the Reviewers for this Issue:
Adrienne Huber, Adrienne Wright, Al Valleau, April McGrath, Betsy Newell Decyk, Deborah S. Kiceniuk, Dennis Dahl, Fay Yokomizo Akindes, Jennifer Boman, Jennifer Miller, Jody Horn, Jonathan Parrish, Judy Gnarpe, Karen Manarin, La Vonne Cornell-Swanson, Lesley Hemsworth, Lynn Taylor, Mandy Frake-Mistak, Maree O'Keefe, Margy MacMillan, Marianne Poumay, Martin Jenkins, Mary Margaret Pringle, Nancy Chick, Nanda Dimitrov, Renee Michael, Roselynn Verwoord , Stephanie Chu, Suzanne Le-May Sheffield, Alice Cassidy, Balbir Gurm, Alice Macpherson.
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