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.
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“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
Research works printed but not linked: 29
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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
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