June 14, 2015
June 14, 2015
June 17, 2015
Educational Research and Methods
26.1051.1 - 26.1051.17
Knowledge Transfer of Evidence-Based Instructional Practices in Faculty Communities of PracticeCommunities of practice have evolved from interactions between novices and experts to beingapplied as managerial tools for improving an organization’s outcomes. Cultural differences,assumptions, and preferences affect the way members of that community access and shareknowledge within communities of practice. Communities of practice take several forms includinginformal groups, which aim to provide a forum for discussion among practitioners; supportedgroups sponsored by management aiming to build knowledge and skills for a given competencyarea; and structured groups developed and managed by an organization aiming to advance theorganizations business strategy.With an increased focus on diffusion of evidence-based instructional practices in STEM education,the implications of knowledge transfer in communities of practices can increase the understandingof how to facilitate the spread and adoption of these instructional techniques. This paper utilizesthe communities of practice framework defined by Lave and Wenger that communities of practiceare “groups of people who share a concern or a passion for something they do and learn how to doit better as they interact regularly.” Within post-secondary STEM education, this paper recognizescommunities of practice as the formal construct of individual departments related to a specificcontent area and micro-communities of practice that reflect the collaboration of smaller cohorts ofSTEM faculty.This study seeks to address the following research questions: 1) How do faculty interact in acommunity of practice? and 2) How does knowledge transfer of evidence-based instructionalpractices occur in faculty communities of practice?This work, conducted within a large research project aimed to explore stages of pedagogicalchange, utilizes a qualitative methodology, where 40 faculty in three departments (Mathematics,Engineering, and Physical Sciences) participated in one-hour long semi-structured interviews toexplore their use of evidence-based instructional practices and collaboration. Interviews wereanalyzed using thematic coding to explore the formation, interaction, and process of knowledgetransfer in these communities.Findings and subsequent discussion will provide insight into facilitating the knowledge transfer ofevidence-based instructional practices across STEM contexts.
Jordan, K. L., & Pembridge, J. J., & Blackowski, S. A., & Steinhauer, H. M., & Wilson, T. A., & Holton, D. (2015, June), Knowledge Transfer of Evidence-Based Instructional Practices in Faculty Communities of Practice Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24388
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2015 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015