Speaker
Description
Faculty Online Learning Communities (FOLCs) provide sustained support for faculty implementing research-based instructional strategies (RBIS), fostering both immediate pedagogical improvements and long-term professional growth. Synthesizing two studies on the Next Generation Physical Science and Everyday Thinking (NGPET) FOLC, this study examines how faculty transition from curriculum adopters to mentors and leaders. Using Wenger et al.’s value creation framework, findings highlight teaching efficacy, leadership development, and institutional influence as key outcomes. FOLCs mitigate institutional barriers and promote faculty persistence in student-centered teaching, underscoring the need for long-term, community-driven faculty development models to drive STEM education reform.
| Education level | Pre-service and in-service teacher education |
|---|---|
| Physics topic | Full curriculum |
| Research focus | Other |
| Research method | Educational design research (Qualitative research) |
| Organizing preference criteria | Research focus |
