Problematizing conventional approaches to educational development, this qualitative inquiry explores learning communities at a college in Quebec, probing their potential and application as a framework for serving faculty development needs, improving teaching and learning practices within and beyond classrooms, and fostering educational and institutional innovations.
This study, part of a Master’s thesis, asked: What does it mean for faculty, educational developers, support staff, and administrators to participate in a learning community at a Quebec College? Data was collected through individual ‘inquiry conversations’ (semi-structured interviews) and research memos. The learning communities explored represent a range of formats, with diverse memberships, goals, histories, longevities, and impacts.
Whether or not you are involved in a learning community, you will be invited to inquire about how they do/may impact your professional development, your teaching and learning practices, and both the culture and realization of innovation in your institution.
Faculty Development Consultant, Mount Royal University
An faculty development consultant in the Academic Development Centre at Mount Royal University and a student in the Master of Arts, Educational Leadership program, in the Department of Integrated Studies in Education at McGill University, Julie Mooney values the interaction of her... Read More →
