The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Communities of Transformation: Creating Changes to Deeply Entrenched Issues
Abstract
The purpose of this article is to describe a new variation of communities of practice: communities of transformation. We define communities of transformation as communities that create and foster innovative spaces that envision a new future. This article is based on research examining four undergraduate STEM faculty communities of practice designed to engage faculty in STEM reform work. It is informed by the communities of practice, professional learning communities, and transformational learning literatures and analyzes data gathered through document analysis, interviews, and observations. We highlight three elements critical to these communities and suggest implications for future research and practice.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“And while the focus on pedagogy with a cluster of instructors may have an influence in the specific classes they teach, FLCs are not designed to influence institutional culture change (Kezar et al., 2018).”
From Moving Toward Institutional Culture Change in Higher Education: An Exploration into Cross-functional Professional Learning Communities (2025) · cites this paper as Kezar et al., 2018
In the citing paper
“A focus on faculty only PLCs will likely not have as significant an impact in higher education given faculty do not have the high touch of teachers with students in K-12 (Kezar et al., 2018).”
From Moving Toward Institutional Culture Change in Higher Education: An Exploration into Cross-functional Professional Learning Communities (2025) · cites this paper as Kezar et al., 2018
Citations
Cites
Introduction to faculty learning communities
Cox, M. D. (2004) · New Directions for Teaching and Learning · doi:10.1002/tl.129 · Cited by 613 · cited 3×
“In the higher education literature, an equivalent to CoPs are faculty learning communities (Cox, 2004; Newman, 2017; Richlin & Cox, 2004).”
BackgroundWhat is the best way to achieve broader reach of improved practices in higher education?
Kezar, A. (2011) · Innovative Higher Education · doi:10.1007/s10755-011-9174-z · Cited by 124
Self-citation
Flagged first, then by citations
Research works printed but not linked: 29
- Allee V., 2000, OD Practitioner, 32, 4
- Austin A., 2011, Promoting evidence-based change in undergraduate science education
- Bond M. A., 2014, Building virtual communities of practice for distance educators, 10.1007/978-3-319-03626-7 · DOI
- Boyatzis R., 1998, Transforming qualitative information: Thematic analysis and code development
- Brookfield S. D., 2012, The handbook of transformative learning: Theory, research, and practice, 131
- Burke R. J., 2007, Women and minorities in science, technology, engineering, and mathematics: Upping the numbers, 3, 10.4337/9781847206879 · DOI
- Cox M. D., 2004, New Directions for Teaching & Learning, 2004, 5
- Cox M. D., 2017, Enhancing teaching and learning through collaborative structures: New directions for teaching and learning, number, 148, 85
- Creswell J. W., 2011, Designing and conducting mixed methods research (2nd ed.)
- DuFour R., 2004, Educational Leadership, 61, 6
- DuFour R., 2008, Revisiting professional learning communities at work: New insights for improving schools
- Engin M., 2015, International Journal of Teaching and Learning in Higher Education, 27, 164
- Espinosa L., 2011, Harvard Educational Review, 81, 209, 10.17763/haer.81.2.92315ww157656k3u · DOI · Paper page
- Fontaine M. A., 2004, Knowledge networks: Innovation through communities of practice, 1
- Kezar A., 2017, Review of Higher Education, 40, 217, 10.1353/rhe.2017.0002 · DOI
- Laursen S., 2010, Undergraduate research in the sciences: Engaging students in real science
- Lave J., 1988, Cognition in practice: Mind, mathematics and culture in everyday life, 10.1017/CBO9780511609268 · DOI · Paper page
- Mezirow J., 1991, Transformative dimensions of adult learning
- Mezirow J., 2011, Transformative learning in practice: Insights from community, workplace, and higher education
- Newman T., 2017, J. McDonald, & A. Cater-Steel (Eds.) Communities of practice, 423
- President’s Council of Advisors on Science and Technology, 2012, Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics
- Project Kaleidoscope, 1991, What works: Building natural science communities
- 10.1002/(ISSN)1536-0768 · DOI
- Rogers E., 2003, Diffusion of innovations
- Seymour E., 2000, Talking about leaving: Why undergraduates leave the sciences
- 10.1023/A:1022355226924 · DOI
- 10.1007/s10833-006-0001-8 · DOI · Paper page
- Wenger E., 1998, Systems Thinker, 9, 2
- Wenger E., 2002, Cultivating communities of practice: A guide to managing knowledge
Cited by
Sorted by citations
Price, E., Lau, A. C., Goldberg, F., Turpen, C., Smith, P. S., Dancy, M., & Robinson, S. (2021) · International Journal of STEM Education · doi:10.1186/s40594-020-00268-7 · Cited by 60
Kezar, A., Hallett, R. E., Corwin, Z. B., & Hypolite, L. (2025) · Innovative Higher Education · doi:10.1007/s10755-024-09753-1 · Cited by 50
Self-citation
Metadata
- Authors
- Kezar, A., Gehrke, S., & Bernstein-Sierra, S.
- Affiliations
- Pullias Center for Higher Education, University of Southern California, Los Angeles, California, USA
- Institutional Research, Everett Community College, Everett, Washington, USA
- Venue
- The Journal of Higher Education
- Publisher
- Informa UK Limited
- Published
- 2018-04-11
- Volume
- 89
- Issue
- 6
- Pages
- 832-864
- ISSN
- 0022-1546
- 1538-4640
- Cited by
- 62
- References
- 2
- Language
- en
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
