Our latest issue: Volume 6 (2014), featuring the following articles:
Learning Communities as Successful Purveyors of Evidence-Based Programs and Scholarship
Milton D. Cox, Miami University
Multidisciplinary Faculty Learning Communities for SoTL: Rethinking “Rigor”
Arlene Wilner, Rider University
Developing the Scholarship of Teaching and Learning Using Faculty and Professional Learning Communities
Catherine U. Bishop-Clark, Beth Dietz, Milton D. Cox, Miami University
The Effectiveness of a College-Wide Research Learning Community in Increasing the Research Self-Efficacy of New Faculty
Kelly A. Kozlowski, Courtney M. Holmes, David D. Hampton, Bowling Green State University
Mentoring and Support for New Faculty: Enhancing Social Capital Using Communities of Practice
Susanne Morgan, Ithaca College
Engaging Communities of Practice to Increase Student Engagement in Large-Enrollment Courses
Jerry K. Stonewater, Beverley Taylor, Andrea I. Bakker, Marjorie Keeshan Nadler, Cecilia Shore, Miami University
Learning and Teaching Professional Development: An Australian Community of Practice Case Study
Jacquie McDonald, University of Southern Queensland, Cassandra Star, Flinders University
Welcome to the Journal website!
We are pleased to introduce the Learning Communities Journal (ISSN 1946-0597), a peer-reviewed journal published by and for faculty, faculty developers, and administrators at universities and two- and four-year colleges to share research about, experiences with, and student and faculty learning through learning communities. The Journal provides a scholarly, written forum for discussion about all areas affecting faculty and student learning communities, and gives community participants the opportunity to share proven, innovative strategies and thoughtful, inspirational insights.
Both print and online subscriptions are available.
Volume 6 (2014) -- Learning Communities as Successful Purveyors of Evidence-Based Programs and Scholarship
"Implementation is the art and science of incorporating innovations, interventions, and evidence-based programs into typical human service settings to benefit the clients of practitioners, for example, “bench to bedside” in the medical professions. The goal of implementation is “X is what we do” and is the establishment of X as the norm in a system and a culture, day in and day out, even when no one is watching. The purveyors of the implementation are the organization, staff, and process that are engaged to achieve the implementation. Educational developers attempt to find purveyors to ensure that their practitioners—scholars, instructors, and administrators—employ their initiatives with fidelity and sustainability for their clients—students, faculty, programs, and institutions.
This issue of the Learning Communities Journal provides examples illustrating that educational developers have success engaging learning communities as purveyors to implement evidence-based programs and scholarship in higher education."
(from "A Message From the Editor-in-Chief," p. 1)
Call for Papers
Manuscripts for regular issues may be submitted anytime. See the submission guidelines.