Transforming Faculty Identities Within a Community of Practice: An Academic Literacies Model

Authors

  • Gabriela Gui Author
  • Rick Vandermolen Author
  • Rui Niu-Cooper Author
  • Mary Bair Author

Keywords:

faculty development, scholarly identity, academic literacies

Abstract

The COVID-19 pandemic of 2020-21 caused faculty to struggle with remote teaching and scholarship productivity. This article examines the experiences of faculty members who participated in a professional development project focused on writing for publication during the pandemic. Through an academic literacy lens, results indicate that participation in a community of practice was a transformative experience that helped faculty members build capacity for scholarly writing, develop writer’s identities, provide and receive increased emotional support, and develop closer relationships with colleagues. Vital to this transformation were faculty commitment and a structured and supportive community.

Published

2024-12-06