Understanding how facilitators adapt to needs of STEM faculty in online learning communities: a case study

Abstract

Background 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 Guided by our adaptation of the InterconnectedModelofProfessionalGrowth(IMPG), we conducted interviews with FOLC facilitators, and selected a case facilitator who reported changes in facilitation goals and strategies over time. The model helped us identify specific areas of change and potential mechanisms for these changes. Using themes of change identified in the case facilitator interview, we developed coding schemes to analyze his FOLC meetings over a 2-year period. We found empirical evidence from multiple data sources, including FOLC meetings and facilitator reflections, that supported the change themes, including: changing his role as an “expert” by sharing his own expertise less and drawing on others’ expertise more frequently, changing his response to members’ comments by jumping in to answer less frequently and withholding his own responses more often to encourage member sharing, and a change in group discussions towards less logistical and more pedagogical conversations. Conclusions 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 Benefits of Community Building and Participatory Leadership in an Interdisciplinary Virtual Professional Learning Community in Higher Education during COVID-19 and Post-Pandemic Times

“…Multiple sources support the participant results for Theme 4. Martin et al (2022) back up the observations by participants that leadership and the level of participation in the PLC evolved in favor of increased participation and reduced leadership. Additionally, Bedford (2019) supports the finding that PLCs in higher education possess an atmosphere that encourages contributions from all participants.…”

Nationwide Inclusive Facilitator Training: Mindsets, Practices and Growth

“…Our work adds to the literature on online course-associated LCs by exploring the ways in which facilitators implemented training materials, facilitated DEI conversations, and cultivated spaces of productive discomfort to advance equity and inclusion, and, due to the scale, also allows us to also examine fidelity of implementation. Research in this area has been limited, with only a small set of recent studies focusing on facilitation approaches and development in online course associated LCs (Blum-Smith et al, 2021; House et al, 2023; Martin et al, 2022; McDaniels et al, 2016). In a recent study, House et al (2023) identify best practices for culturally responsive facilitation when leading DEI training for faculty.…”

“…In another study, Blum-Smith et al (2021) described two approaches to facilitation in online course associated LCs, strategies which they describe as “stepping in” (i.e., active facilitation actions) as opposed to “stepping back” (i.e., passive facilitation, meant to give participants greater agency). Similarly, Martin et al (2022) identified a shift from facilitator-focused actions (e.g., facilitators sharing experiences or offering solutions) to participant-focused actions (e.g., facilitators summarizing as well as amplifying participant statements) as the LC developed over time. Based on a mixed-methods study of CIRTL’s mentor training synchronous online LC, a different modality, McDaniels et al (2016) found that participants felt more valued and included in their LCs when facilitators emphasized the importance of group dynamics, provided various means of participation especially to include participants interacting in their non-native language, and actively found commonalities amongst participants from diverse backgrounds and identities.…”

Non-specialist secondary mathematics teachers learning in study groups by engaging with activities of algebra

“…To that end, we need to understand more about what knowledge and skills mathematics teacher educators need to have in order to facilitate these forms of PD programmes effectively, and how mathematics teacher educators' own PL regarding effective facilitation can be enhanced. For relevant investigations see Martin et al (2022) and Perry and Boylan (2018).…”