Studying STEM Faculty Communities of Practice through Social Network Analysis

References

• Allen, D., & Tanner, K. (2005). Infusing active learning into the large-enrollment biology class: Seven strategies, from the simple to complex. Cell Biology Education, 4(4), 262–268.
   PubMedGoogle Scholar
• Andrews, T. C., Conway, E. P., Zhao, J., & Dolan, E. L. (2016). Colleagues as change agents: How departmental networks and opinion leaders influence teaching at a single research university. CBE-Life Sciences Education, 15(2), ar15:1-ar15:17. doi:10.1187/cbe.15-08-0170
   Web of Science ®Google Scholar
• Austin, A. (2011). Promoting evidence-based change in undergraduate science education. Washington, DC: National Academies National Research Council.
   Google Scholar
• Ball, B., & Newman, M. E. (2013). Friendship networks and social status. Network Science, 1(1), 16–30. doi:10.1017/nws.2012.4
   Google Scholar
• Barker, L., Hovey, C. L., & Gruning, J. (2015). What influences CS faculty to adopt teaching practices? Paper presented at the ACM SIGCSE 2015, Kansas City, MO.
   Google Scholar
• Bastian, M., Heymann, S., & Jacomy, M. (2009). Gephi: An open source software for exploring and manipulating networks. Proceedings of the Third International Conference on Weblogs and Social Media (pp. 361–362). Menlo Park, CA: The AAAI Press.
   Google Scholar
• Beach, A., Henderson, C., & Finkelstein, N. (2012). Facilitating change in undergraduate STEM education: Implications from an analytic review of literature. Change: The Magazine of Higher Learning, 44(6), 52–59. doi:10.1080/00091383.2012.728955
   Google Scholar
• Beer, M. (2007). Leading change. Boston, MA: Harvard Business School Teaching Note.
   Google Scholar
• Block, P. (2009). Community: The structure of belonging. San Francisco, CA: Berrett-Koehler.
   Google Scholar
• Borgatti, S. P., Carley, K. M., & Krackhardt, D. (2006). On the robustness of centrality measures under conditions of imperfect data. Social Networks, 28(2), 124–136. doi:10.1016/j.socnet.2005.05.001
   Web of Science ®Google Scholar
• Borgatti, S. P., Everett, M. G., & Freeman, L. C. (2002). Ucinet for windows: Software for social network analysis. Harvard, MA: Analytic Technologies.
   Google Scholar
• Borrego, M., Cutler, S., Prince, M., Henderson, C., & Froyd, J. E. (2013). Fidelity of implementation of Research-Based Instructional Strategies (RBIS) in engineering science courses. Journal of Engineering Education, 102(3), 394–425. doi:10.1002/jee.v102.3
   Web of Science ®Google Scholar
• Brownell, S., & Tanner, K. (2012). Barriers to faculty pedagogical change: Lack of training, time, incentives, and tensions with professional identity. CBE-Life Sciences Education, 11, 339–346. doi:10.1187/cbe.12-09-0163
   PubMed Web of Science ®Google Scholar
• Burt, R. S. (2004). Structural holes and good ideas. American Journal of Sociology, 110(2), 349–399.
   Web of Science ®Google Scholar
• Chow, W. S., & Chan, L. S. (2008). Social network, social trust and shared goals in organizational knowledge sharing. Information & Management, 45(7), 458–465. doi:10.1016/j.im.2008.06.007
   Web of Science ®Google Scholar
• Colquitt, J. A., Scott, B. A., Rodell, J. B., Long, D. M., Zapata, C. P., Conlon, D. E., & Wesson, M. J. (2013). Justice at the millennium, a decade later: A meta-analytic test of social exchange and affect-based perspectives. Journal of Applied Psychology, 98(2), 199–237. doi:10.1037/a0031757
   PubMed Web of Science ®Google Scholar
• Daly, A. J. (2010). Social network theory and educational change. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Davenport, T. H., & Prusak, L. (2000). Working knowledge. How organizations manage what they know (2nd ed.). Cambridge, MA: Harvard Business School Press.
   Google Scholar
• Finelli, C. J., Richardson, K. M., & Daly, S. (2013). Factors that influence faculty motivation of effective teaching practices in engineering. Paper presented at the Proceedings of the 120th American Society for Engineering Education Annual Conference & Exposition, Atlanta, GA.
   Google Scholar
• Gehrke, S., & Kezar, A. (2017). The roles of STEM faculty communities of practice in institutional and departmental reform in higher education. American Educational Research Journal, 54(5), 803–833. doi:10.3102/0002831217706736
   Web of Science ®Google Scholar
• Henderson, C., Rasmussen, C., Knaub, A., Apkarian, N., Fisher, K. Q. & Daly, A. J. (Eds.). (2018). Researching and enacting change in postsecondary education: Leveraging instructors' social networks. New York, NY: Routledge.
   Google Scholar
• Henderson, C., Rasmussen, C., Knaub, A., Apkarian, N., Fisher, K. Q. & Daly, A. J. (Eds.). (2018). Researching and enacting change in postsecondary education: leveraging instructors' social networks. New York, NY: Routledge.
   Google Scholar
• Henderson, C., Beach, A., & Finkelstein, N. (2011). Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. Journal of Research in Science Teaching, 48(8), 952–984. doi:10.1002/tea.v48.8
   Web of Science ®Google Scholar
• Hildreth, P., & Kimble, C. (2002). The duality of knowledge. Information Research, 8(1). Retrieved from http://www.informationr.net/ir/8-1/paper142.html
   Web of Science ®Google Scholar
• Iaquinto, B., Ison, R., & Faggian, R. (2011). Creating communities of practice: Scoping purposeful design. Journal of Knowledge Management, 15(1), 4–21. doi:10.1108/13673271111108666
   Web of Science ®Google Scholar
• Jacomy, M., Venturini, T., Heymann, S., & Bastian, M. (2014). ForceAtlas2, a continuous graph layout algorithm for handy netwok visualization designed for the Gephi software. PloS one, 9(6), e98679. doi:10.1371/journal.pone.0098679
   PubMed Web of Science ®Google Scholar
• Judson, E., & Lawson, A. E. (2007). What is the role of constructvist teachers within faculty communication networks? Journal of Research in Science Teaching, 44(3), 490–505. doi:10.1002/tea.20117
   Web of Science ®Google Scholar
• Kezar, A. (2005). Redesigning for collaborations within higher education institutions: An exploration into the development process. Research in Higher Education, 46(7), 831–860. doi:10.1007/s11162-004-6227-5
   Web of Science ®Google Scholar
• Kezar, A. (2009). Change in higher education: Not enough, or too much? Change: the Magazine of Higher Learning, 74(6), 18–23. doi:10.1080/00091380903270110
   Google Scholar
• Kezar, A. (2014). Higher education change and social networks: A review of research. The Journal of Higher Education, 85(1), 91–125. doi:10.1353/jhe.2014.0003
   Web of Science ®Google Scholar
• Kezar, A., Gehrke, S., & Bernstein-Sierra, S. (2017). Designing for success in STEM communities of practice: Philosophy and personal interactions. The Review of Higher Education, 42(2), 217–244. doi:10.1353/rhe.2017.0002
   Web of Science ®Google Scholar
• Kezar, A., Gehrke, S., & Elrod, S. (2015). Implicit theories of change as a barrier to change on college campuses: An examination of STEM reform. The Review of Higher Education, 38(4), 479–506. doi:10.1353/rhe.2015.0026
   Web of Science ®Google Scholar
• Kezar, A. J., & Eckel, P. D. (2002). The effect of institutional culture on change strategies in higher education: Universal principles or culturally responsive concepts?. The Journal of Higher Education, 73(4), 435–460.
   Web of Science ®Google Scholar
• Kotter, J. P. (2012). Leading Change. Cambridge, MA: Harvard Business Review Press.
   Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
   Google Scholar
• Lesser, L. E., & Storck, J. (2001). Communities of Practice and organizational performance. IBM Systems Journal, 40(4). doi:10.1147/sj.404.0831
   Google Scholar
• MacDonald, R. J. (2008). Professional development for information communication technology integration: Identifying and supporting a community of practice through design-based research. Journal of Research on Technology in Education, 40(4), 429–445. doi:10.1080/15391523.2008.10782515
   Google Scholar
• Maldonado, T. (2011, April). Engineering education and centers: An integrative mission. Alexandria, VA:National Science Foundation Directorate for Engineering Advisory Committee Meeting.
   Google Scholar
• Middleton, J. A., Krause, S., Beeley, K., Judson, E., Ernzen, J., & Culbertson, R. (2015). Examining the relationship between faculty teaching practice and interconnectivity in a social network. Paper presented at the 2015 ASEE/IEEE Frontiers in Education Conference, El Paso, TX.
   Google Scholar
• Neal, J. W., Neal, Z. P., Atkins, M. S., Henry, D. B., & Frazier, S. L. (2011). Channels of change: Contrasting network mechanisms in the use of interventions. American Journal of Community Psychology, 47, 277–286. doi:10.1007/s10464-010-9403-0
   PubMed Web of Science ®Google Scholar
• Noack, A. (2007). Energy models for graph clustering. Journal of Graph Algorithms and Applications, 11(2), 453–480. doi:10.7155/jgaa.00154
   Google Scholar
• Penuel, N., Riel, M., Krause, A., & Frank, K. (2009). Analyzing teachers’ professional interactions in a school as social capital: A social network approach. Teachers College Record, 111(1), 124–163.
   Web of Science ®Google Scholar
• Quardokus, K., & Henderson, C. (2014, April 1). Using department-level social networks to inform instructional change initiatives. Paper presented at the Proceedings of the NARST 2014 Annual Meeting, Pittsburg, PA.
   Google Scholar
• Quardokus, K., & Henderson, C. (2015). Promoting instructional change: Using social network analysis to understand the informal structure of academic departments. Higher Education, 70(3), 315–335. doi:10.1007/s10734-014-9831-0
   Web of Science ®Google Scholar
• Spalter-Roth, R, Fortenberry, N, & Lovitts, B. (2007). The acceptance and diffusion of innovation: A cross-disciplinary approach to instructional and curricular change in engineering. Washington, DC: American Sociological Association.
   Google Scholar
• Spalter-Roth, R., Mayorova, O., Scelza, J., & Vooren, N. V. (2010). Teaching alone? Sociology faculty and the availability of social networks. American Sociological Society Research Briefs. Retrieved from http://www.asanet.org/research-and-publications/research-briefs
   Google Scholar
• Tsai, C. (2002). Nested epistemologies: Science teachers’ beliefs of teaching, learning, and science. International Journal of Science Education, 24, 771–783. doi:10.1080/09500690110049132
   Web of Science ®Google Scholar
• Tschannen-Moran, M. (2001). Collaboration and the need for trust. Journal of Educational Administration, 39(4), 308–331. doi:10.1108/EUM0000000005493
   Google Scholar
• Wasserman, S., & Faust, K. (1994). Social network analysis: Methods and applications. Cambridge: Cambridge University Press.
   Google Scholar
• Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
   Google Scholar
• Wenger, E., McDermott, R., & Snyder, W. M. (2002). Cultivating communities of practice. Cambridge, MA: Harvard Business Press.
   Google Scholar
• Xian, H., & Madhavan, K. (2014). Anatomy of scholarly collaboration in engineering education: A big-data bibliometric analysis. Journal of Engineering Education, 103(3), 486–514. doi:10.1002/jee.20052
   Web of Science ®Google Scholar