Nelson, K. G., & McKenna, A. F., & Chavela Guerra, R. C., & Pimmel, R. (2016, June), Capturing the Differences Between Two Virtual Communities of Practice Models for Faculty Development  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26450

\bibitem{asee_peer_26450}
  Nelson, K. G., \& McKenna, A. F., \& Chavela Guerra, R. C., \& Pimmel, R. (2016, June), \emph{Capturing the Differences Between Two Virtual Communities of Practice Models for Faculty Development}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.26450

Katherine G. Nelson, Ann F. McKenna, Rocio C. Chavela Guerra, and Russ Pimmel.  "Capturing the Differences Between Two Virtual Communities of Practice Models for Faculty Development".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/26450 Internet.  24 Apr, 2024

\bibitem{asee_peer_26450}
  Katherine G. Nelson, Ann F. McKenna, Rocio C. Chavela Guerra, and Russ Pimmel.
  "Capturing the Differences Between Two Virtual Communities of Practice Models for Faculty Development".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/26450 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_26450
author = "Katherine G. Nelson, Ann F. McKenna, Rocio C. Chavela Guerra, and Russ Pimmel"
title = "Capturing the Differences Between Two Virtual Communities of Practice Models for Faculty Development"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/26450}
number = {10.18260/p.26450}
}

TY  - CPAPER
AB  - Capturing the differences between two virtual communities of practice models for faculty development

	Faculty development is a possible pathway to inform and encourage adoption of research-based education practices into engineering classrooms. We developed a model for faculty development that goes beyond existing models to focus specifically on implementation of research-based education practices. Our program, the engineering education virtual communities of practice (VCP), was a faculty development model done virtually that utilized the learning community formed to promote implementation of research-based education practices in engineering classrooms.
       The engineering education VCP was carried out using two different designs. The first cohort (Cycle 1) were grouped based on similar courses: electric circuits, mass and energy balance, mechanics, and thermodynamics (n = 77). The second cohort (Cycle 2) was grouped based on similar engineering disciplines: Chemical, Civil/Environmental, Computer, Mechanical, and Electrical Engineering (n = 98). The leaders for each group focused specifically on exposing the participants to research-based educational practices and associated implementation efforts of these practices in their classrooms. Each group met virtually using Adobe® ConnectTM (Adobe Systems, San Jose, CA) and shared resources through Open Atrium 1.0 (Phase2 Technology, 2011), a web portal. These communication tools aided the group as they developed into a learning community. We wanted to determine if there was greater adoption of research-based educational practices depending on whether the VCP was organized around certain courses (Cycle 1) or around certain engineering disciplines (Cycle 2). 
        Using Roger’s Model of diffusion of innovation, a self-report survey was developed and used to measure faculty member’s awareness of, attitudes toward, and adoption of research-based educational practices. Roger’s model is a step-wise process through which innovation (research-based education practices) is ultimately adopted. A two-way within-subjects repeated measures ANOVA was used to assess significant differences between each cycle related to awareness (step 1), attitudes (step 2), and adoption (step 3) of research-based educational practices. For Awareness, there was not a statistically significant main effect for Cycle (Λ = 0.87, F[2,28] = 3.66, p =0.067). However, there was a statistically significant main effect for Cycle for Attitudes (Λ = 0.61, F[2,28] = 18.30, p <0.01) and Adoption (Λ = 0.46, F[2,28] = 29.85, p <0.01). Adoption had the greatest mean in Cycle 1, whereas Attitudes had the greatest mean in Cycle 2.
        The VCP models used for faculty development demonstrated differences for use of research-based educational practices by faculty in their classrooms. Cycle 2, which was organized around engineering disciplines, demonstrated more positive attitudes (Step 2) for the implementation of research-based education practices. Cycle 1, which was organized around specific engineering courses, demonstrated more adoption (Step 3) of research-based education practices. Our data provides evidence to support framing faculty development models around courses because it may lead to more adoption of research-based educational practices in engineering classrooms. Additional research is needed to determine why a course-specific approach to faculty development led to more adoption of research-based education practices.


AU  - Katherine G. Nelson
AU  - Ann F. McKenna
AU  - Rocio C. Chavela Guerra
AU  - Russ Pimmel
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Capturing the Differences Between Two Virtual Communities of Practice Models for Faculty Development
UR  - https://peer.asee.org/26450
DO  - 10.18260/p.26450
ER  -