Import Test

You raise critical questions about sustaining group momentum, Rick.  In our MCC group we typically review readings and these help us to find broader connections.  Readings also provide new perspectives and a wider context for viewing the work.  Sometimes they can get us off track but more often they provide a way to integrate ideas that emerge in different projects.  For a couple of years the group focused on the theme of intrinsic motivation and how to create environments that will support more motivation in our students.  We reviewed many articles and presented workshops for the larger college community.  

One idea that our COPPER cluster might consider is setting up Reading Circles around a book or article.  Interested campuses could review the reading at meetings and then we could arrange a more structured discussion online or in a chat or conference call.  We discussed this last year but it seemed too overwhelming as people were organizing projects.  But, maybe it would work more effectively now.

Our group often begins with a short "check in" at the beginning of meetings to help transition to discussions.  Participants respond to a question or talk about an event in class or a teaching dilemma they have encountered in past weeks.  These often provide rich connections across our disciplines and help to show ways projects may connect.

Another idea might be for folks to collect some of these daily dilemmas, write them into short cases, and then share them with the larger cluster group.  It may be that many of the projects are addressing ways to confront these dilemmas--the cases may help us to connect the dots.

We have used partners and small groups for review of projects.  Often faculty have adapted ideas from projects in different ways for their own subject.  At the first Summer Academy we discussed the idea of having faculty from cluster colleges visit other colleges to share ideas or work.  A sort of limited faculty exchange project.  Could we arrange something like this for interested parties?  Maybe a short presentation and gathering to review ideas.  This might be another logical next step for our evolving work.

I think that each group experiences variations over time.  The work in communities of practice suggests that there are developmental stages to groups.  As one part of the group work is completed, the group needs to review and consider next steps.  Our MCC group tends to do this review and reconsider process a lot and it can be quite frustrating.  But, I think it also provides an appreciation for the different styles of everyone in the group and a richer understanding of how much we have to learn from each other.

Don Margulis used a video on group work in our retreat in January that presented a fascinating window into how groups collaborated to create a playground.  Watching the video made us think about our own collaborations a bit differently and it

helped us to discuss new ways to expand our work.  The video reference is listed in one of the blog posts in January--it might be a way to explore ideas in your group

Sustaining a community of practice is new territory for most of us because typically faculty development programs involve a short commitment of time usually not more than a semester or year.  So we are all "making the road by walking it."  

Our cluster aims to "pool educational resources" to help support SoTL work. What types of resources would help with the keeping connected question?  Maybe one of COPPER's contributions to the larger group of 12 clusters could be a list of ideas/strategies for keeping groups connected as move through different stages of the work.

At Middlesex we read the SoTL project reports at different stages of the process prior to our meetings and then provide feedback during the group sessions.  We also have a template that we can use to frame our feedback.  While we generally discuss an individual project as a whole group, at times we will break down into smaller groups to review a few projects at the same time.

The first year of working together as a community can be the most challenging since everyone is at the same relative stage of progress with their work.  In following years, if you add new members, those who are further along or have completed their projects can provide a different perspective which is useful.

I think there are also common stages that one goes through in the process of completing one's SoTL research.  For many people this begins with excitement over the prospect of conducting the research.  This may then change to feeling a bit overwhelmed by the ambitious nature of one's goals.  Often people will scale back or narrow their focus somewhat to a more reasonable research goal.  Finally, one can also reach a point where some determined effort is required to complete the project amidst all our other responsibilities.

I think a key for us in maintaining a "community of practice" is to not make the projects the entire focus for our meetings.   The truth is, no one is as involved or as interested in your project as you are.  Therefore it is essential to have other group activities around teaching and learning that provide all members with an equal opportunity for engagement.

At MCC we have found that reading a range of teaching and learning articles and discussing them as a group has proved useful and stimulating.  Usually one group member will take responsibility for leading the discussion.  In addition, we frequently start each meeting with some open time for each person to report out on any new developments in their teaching (or personal)lives that they wish to share with the group.  This helps to sustain community.

During our second year of existence as a community we chose a theme to frame our readings and research.  Since we shared a concern about the issue of student motivation, we read and discussed Edward Deci's book "Why We Do What We Do" as well as several other articles around the topic of intrinsic motivation.  This led to two presentations before the general faculty on the issue of student motivation.  I think that working together on a joint project (the presentations)helped to create community. In my case, my entire SoTL project revolved around the challenge of designing a new course which made use of the principles of intrinsic motivation discovered during our readings and discussions.

I'm not sure if this information fully addresses all the questions you have posed, but I hope it is of some help. Each group and community is unique, so that what might work for one may not be as good a fit for the other.

As Don and Donna have said, our meetings begin with comments, observations, excitement or, in some cases, frustration. I think that the readings are very important. Most of us got involved with the Carnegie group because we want to discuss educational issues. After the first year of meetings, it became very apparent that what transcended disciplines was our desire to motivate our students. Deci's book became a logical choice and many of us added the element of intrinsic vs. extrinsic motivation to our own SoTL projects. The theme evolved naturally out of the groups' interest rather than being chosen ahead of time, and I, personally think that is why we all embraced it so readily. The other advantage to having a theme is that we found it interesting to see how it played itself out in the various disciplines. The theme of motivation is quite broad, but, as I said, it was a topic that kept coming up, so it seemed logical to incorporate it into our work.

The key word is, indeed, "connection."  With all of the MCC members busy with their own classes and projects, coming together over sustaining snacks and conversation helps keep us going.  Reading and discussing a broad range of articles is also essential -- something will stick.  Finally, I can't stress enough the importance of having a dedicated peer leader who organizes the variety of readings, monitors discussions, and corrals us when we stray.

  Thanks folks. I appreciate both Rick's posting of some of our issues and the thoughtful responses. I particularly found the comments about using a 'teaching dilemma' and remembering not to make our projects the entire focus of our meetings to be helpful. I think I am using the Blog at the moment as a way to stay connected to and focused on my project. Knowing that others have found the time to struggle through and complete their work is a gift.