Development and Evaluation of Communities of Practice ... · Development and Evaluation of Communities of Practice (CoPs) in Hong Kong Eva WONG & Theresa KWONG (King CHONG, Dimple

Development and Evaluation of Communities of Practice (CoPs) in Hong Kong

Eva WONG & Theresa KWONG

(King CHONG, Dimple THADANI & Wing Leung WONG)

Centre for Holistic Teaching and Learning Hong Kong Baptist University

Lilly International Spring Conference COLLEGE AND UNIVERSITY TEACHING AND LEARNING

May 28-31, 2015

Outline • Introduction to Hong Kong Baptist University

(HKBU)

• Development of CoPs at HKBU

• The Master Assessment Plan for CoPs at HKBU

• Preliminary findings

• Summary and Implications

Where is Hong Kong Baptist University?

Hong Kong Baptist University

• Situated in an expensive area of town

• Easy access

• A “long” campus consisting of “old” and “new” buildings

4

We are here!

• Established in 1956 with a Christian heritage • 3 Faculties, 4 Schools & an Academy ‒ Academy of Visual Arts ‒ Faculty of Arts ‒ Faculty of Science ‒ Faculty of Social Sciences ‒ School of Business ‒ School of Chinese Medicine ‒ School of Communication ‒ School of Continuing Education

• Programmes from Associate Degree to PhD • ~ 10,000 students • ~ 2,400 staff

5

Development of CoPs in Hong Kong • The “Aspirations for the Higher Education System in Hong Kong”

report published in December 2010. – enhance teaching and learning – a network of outstanding higher-education educators in Hong Kong to lead

Communities of Practice (CoPs) both within and across institutions

• CoPs can significantly help faculties

– improve faculty teaching – benefit student learning (Handzic and Lagumdzija, 2010) – relatively new to Hong Kong’s higher education

• Faculty Community of Practice (CoP)

– a cross-disciplinary group of faculty and staff members engaging in collaborative activities for enhancing teaching and learning (Cox, 2004)

• HKBU received start-up funding from the University Grants Committee (UGC), matched with its own funds to establish Communities of Practice (CoPs).

• Whole Person Education (WPE) - overarching principle of CoPs: Help HKBU students to think creatively, critically and positively

• 5 themes: 1) Development of the new 4-year degree - Academic Advising 2) Assessing learning outcomes - programme ILOs and University’s Graduate

Attributes 3) Enhancing Teaching & Learning - online resources and eTools 4) Enabling students to achieve excellence – showcasing/ publishing quality

student work 5) Establishing a community of scholars for interdisciplinarity

Development of CoPs at HKBU

Establishment of CoPs

Milestones of CoPs Development at HKBU

UGC Supported Retreat on CoPs: learn about CoPs

Successfully secured the start-up funding from the UGC

University-wide Briefing on establishing CoPs

Sharing of CoPs experience

Workshop Series conducted by CoP consultant on how to establish CoPs

Conducting evaluation to provide feedback about CoPs’ effectiveness

Selection Criteria of CoPs project

More details at http://chtl.hkbu.edu.hk/main/cops-funding/

http://chtl.hkbu.edu.hk/main/cops-funding/





List of CoPs established at HKBU from 2013

CoP Topic

Community of Practice on Whole-person Education in Medical Services

Development of Teaching Portfolio Framework though a Multidisciplinary Community of Practice

Enhancing students’ Graduate Attribute (GAs) though Problem-based Learning and Service Learning in Formal Academic Courses

Establishing a Community of Multidisciplinary Scholars to Support Education in Environmental Protection and Conservation in Hong Kong

A community of Practice to Create a Model for Student e-portfolio as a Tool for Life-long Learning and Assessment

Enhancing Student Learning through Holistic Mentoring Programme and Comprehensive Proficiency Test in Analytical Science

The Importance of Assessment to CoPs

Hubball et al (2004) envisage that evaluation represents a

key to the long-term success and sustainability of CoPs

Development of a robust and assessment plan is crucial,

to gather sound evidence for evaluation and comparison.

Master Assessment Plan for the CoPs at HKBU

• Central theme: – Determinate whether the CoPs are successful, and how – Detect changes of faculty participants in their teaching – Ascertain influences on student learning

• Goals and outcomes are:

– Provide evidence – Ascertain students’ achievement of leaning outcomes -

the Graduate Attributes (GAs) of HKBU – Compare with CoPs established in the US – Identify the strengths and weaknesses, and experience

sharing

Assessment Framework

Evidence Collection

Direct

Faculties (Changes in teaching & learning

practices)

Students (Representative assignments)

Indirect

Faculties (Questionnaire + Focus Group Interviews)

Students (Survey + interviews)

Study Methods Questionnaire

• By Beach & Cox (2009) , well established;

• Investigate how faculties’ participation in CoPs has enhanced their teaching, and help improve student learning;

• 6 categories with a total of 94 items;

• 5-point Likert scale (5: highest; 1 lowest);

• questionnaire survey conducted online;

• Focus group interviews - enrich understanding.

Focus Group Interview

• Conducted with faculty members who had completed the questionnaire;

• Answered 6 open-ended questions developed;

• One hour interview – each group;

• Audio-taped and transcribed.

Main Structure of the Questionnaire Categories Number of

Items Measurement Scale

(5= highest; 1 = lowest) 1 Your changes as a result of

the CoP participation 13 Degree of Impact:

5 = a very substantial impact 1 = no impact

2 Changes in personal attitude that affected student learning

8 Degree of Agreement: 5 = strongly agree 1 = strongly disagree

3 Teaching and learning approaches implemented that resulted in changed student learning

19 Degree of Implementation: 5 = a very substantial amount 1 = not at all

4 Assessments used to judge student learning changes

21 Degree of Adoption: 5 = a very substantial amount 1 = not at all

5 Changes in student learning outcomes as a result of your CoP Project’s activities

31 Degree of Changes: 5 = a very substantial amount 1 = not at all

6 Overall 2 Degree of Changes: 5= a very substantial amount 1 = not at all

94

Open-ended Questions Focus Group Interview

Questions

1. What overall changes have you experienced after your participation in the CoP?

2. What are the change(s) in your personal attitude that affected student learning, after your participation in the CoP?

3. What teaching and learning approach (es) have you implemented as the result of your participation in the CoP?

4. What assessment method(s) have you used to judge the changes in student learning?

5. What change(s) have you observed in student learning outcomes as the result of your participation in the CoP?

6. What is your overall experience from your participation in the CoP? Do you have any suggestions for better implementing your CoP project (e.g. operation and arrangements etc)?

Preliminary Findings

No. of Members

No. of Responses

Response Rate (%)^

CoP 1 10 10 100.0

CoP 2 11 1 9.1

CoP 3 9 9 100.0

CoP 4 8 6 75.0

CoP 5 12 5 41.7

CoP 6 10 6 60.0

^ As advised by our CoPs Consultant: 1. Size for each CoP is between 8 and 12 members; 2. Only CoPs with response rate >= 60.0% will be included in

the analysis; therefore, only CoPs1, 3, 4 & 6 are included.

Response Rate

19%

55%

26%

Teaching Staff Academic Staff Administrator/Professional

Profile of Respondents for 4 CoPs

No. of Members No. of Interviewees

CoP 1 10 9

CoP 3 9 7

CoP 4 8 0*

CoP 6 10 7

* Focus group interview for CoP 4 was still on going at the time of preparing for this presentation.

Profile of Focus Group Interview

Activities that your CoP Project has Undertaken (Can provide more than 1 answer)

8.0%

5 Designed/employed technology in a course AND Incorporated connections with professional opportunities

Total number of count = 125

4

10.4%

Designed guidelines for engaging in a process (e.g. discussion)

3

11.2%

Made class/ curriculum more inclusive

2

13.6%

Surveyed students to obtain information to incorporate into your teaching

1 Learned about and incorporated approaches to reach different learning styles

15.2%

Your Changes as a Result of the CoP Participation (Questionnaire)

*P-value in BLUE signifies that there is a significant difference at α=0.05

HKBU

(CoP 1, 3, 4 and 6)

Beach & Cox (2009) 6 universities in US

(Table5)

Mean S.D. N Mean S.D. N P-value 01. Perspective on teaching and learning /other aspects of higher education beyond discipline 3.58 0.76 26 3.93 1.11 369 0.0273

02. Interest in teaching process 3.73 0.78 26 3.86 1.08 361 0.4276 03. Understanding and interest in scholarship of teaching 3.67 1.09 24 3.80 1.14 368 0.5630

04. View of teaching as an intellectual pursuit 3.81 0.75 26 3.74 1.16 364 0.6706 05. Comfort level as a member of the university community 3.75 0.84 28 3.55 1.18 374 0.2424

06. Total effectiveness as a teacher 3.59 0.75 27 3.55 1.14 354 0.7851 07. Awareness of ways to integrate teaching/research experience 3.73 1.00 26 3.41 1.27 365 0.1230

08. Technical skill as a teacher 3.33 0.92 24 3.38 1.46 341 0.8185 09. Awareness of how to serve student learning needs 3.79 0.98 29 3.33 1.19 354 0.0165 10. Confidence in addressing student needs in/out of class 3.72 0.84 29 3.29 1.20 352 0.0105

11. Understanding of your role at the university 3.55 0.87 29 3.26 1.23 358 0.0946 12. Awareness of how diversity influences/enhances teaching and learning 4.11 0.85 27 3.25 1.30 351 0.0000

13. Research and scholarly interest with respect to discipline. 3.40 0.82 25 3.18 1.27 366 0.2128

Your Changes as a Result of the CoP Participation (Focus group interview)

Quotations

“Via sharing with my students, I found necessary to help students foster their academic, career, and life development……”

“I designed service learning in one of my courses as the result of participating in CoP, I am happy to know that my students like the course contents, they think what they have learned inside/outside classroom is useful ……”

“I found that my students come from different regions with different learning, working, and life experience…… so I am implementing several teaching approaches to enhance their interactions……”

HKBU

(CoP 1, 3, 4 & 6)

Mean S.D. N

09. Awareness of how to serve student learning needs

3.79 0.98 29

10. Confidence in addressing student needs in/out of class

3.72 0.84 29

12. Awareness of how diversity influences/ enhances teaching and learning

4.11 0.85 27

Changes in Personal Attitude that Affected Student Learning (Questionnaire)

HKBU

(4 CoPs)


(Table 10)

Mean S.D. n Mean S.D. n P-value

01. Reflection about teaching 4.19 0.68 27 4.11 0.81 263 0.5925

02. Appreciation of teaching and learning as an intellectual pursuit, i.e., scholarly teaching and the scholarship of teaching and learning

4.00 0.75 26 3.98 0.84 252 0.8981

03. General enthusiasm about teaching and learning 4.32 0.69 25 3.96 0.89 263 0.0160

04. Inspiration 4.21 0.57 28 3.94 0.98 258 0.0271

05. Revitalization 4.00 0.78 27 3.85 0.98 259 0.3576

06. Confidence with students and staff 4.15 0.73 26 3.77 0.94 263 0.0137

07. Comfort with teaching 4.08 0.78 24 3.76 0.95 263 0.0564

08. Courage to teach 4.04 0.69 24 3.59 1.06 257 0.0040


Changes in Personal Attitude that Affected Student Learning (Focus group interview)

Quotations

“ I became more reflective on what I am teaching……. and how to teach systematically……”

“I have become active and positive, and tried to use more teaching approaches and assessment methods.”

“Because of joining this CoP, I have tired different methods and found ways to enhance student learning.”

“I found most students respect me and they prefer me treat them strictly, they are willing to improve themselves.”

HKBU

(4 CoPs)

Mean S.D. n

01. Reflection about teaching 4.19 0.68 27

03. General enthusiasm about teaching and learning 4.32 0.69 25

04. Inspiration 4.21 0.57 28

06. Confidence with students and staff 4.15 0.73 26

Teaching and Learning Approaches Implemented that Resulted in Changed Student Learning (Questionnaire)

HKBU

(4 CoPs)


(Table 9)

Mean S.D. n Mean S.D. n P-value 01. Active learning 3.64 1.05 22 4.07 1.06 244 0.0646 02. Student-centered learning 3.77 0.87 22 3.99 1.05 236 0.2723 03. Cooperative or collaborative learning 3.82 0.85 22 3.84 1.13 236 0.9115 04. Discussion 3.77 0.87 22 3.84 1.12 238 0.7356 05. Writing 3.39 0.85 18 3.54 1.24 222 0.4867 06. Problem-based learning 4.00 1.14 21 3.49 1.27 203 0.0549 07. Online material 3.55 0.83 20 3.43 1.40 197 0.5680 08. Technology 3.45 0.76 20 3.34 1.37 209 0.5721 09. World Wide Web 3.55 0.83 20 3.17 1.46 192 0.0753 10. Case Studies 3.89 0.83 18 3.15 1.35 179 0.0010 11. PowerPoint 3.72 1.02 18 2.99 1.53 188 0.0062 12. E-mail 3.47 1.19 15 2.98 1.40 189 0.1335 13. Simulations 3.21 1.48 14 2.95 1.43 173 0.5194 14. Teaching project 3.43 1.40 14 2.82 1.54 158 0.1237 15. Student learning portfolios 3.00 1.26 11 2.77 1.55 155 0.5672 16. Student journals 2.82 1.33 11 2.70 1.51 161 0.7776 17. Online bulletin board 3.00 1.33 10 2.50 1.54 144 0.2584 18. Chat rooms 2.75 1.36 12 2.13 1.42 136 0.1328


Teaching and Learning Approaches Implemented that Resulted in Changed Student Learning (Focus group interview)

Quotations

“Students can teach and learn from each other in their own group.”

“In our mentoring activity, students can discuss with teacher and classmates on different topics, including academic, and career development……”

“…… I have implemented Problem-based Learning in one of my course as a result of joining the CoP….. which were more real life oriented……”

“I have used case study method in my teaching, student can share their own cases and experiences……”

HKBU

(4 CoPs)

Mean S.D. n

03. Cooperative or collaborative learning 3.82 0.85 22

04. Discussion 3.77 0.87 22

06. Problem-based learning 4.00 1.14 21

10. Case Studies 3.89 0.83 18

Assessments Used to Judge Student Learning Changes (Questionnaire)

HKBU

(4 CoPs)


(Table 8)

Mean S.D. n Mean S.D. n P-value 01. Better class discussion/engagement 3.37 1.12 19 3.58 1.25 252 0.4303 02. Better classroom atmosphere/ambiance 3.47 1.07 19 3.50 1.25 252 0.9190 03. Better papers/writing assignments 3.06 0.75 17 3.46 1.31 252 0.0450 04. Students more interested 3.67 0.86 21 3.46 1.18 254 0.3048 05. More successful achievement of your existing learning objectives 3.70 0.86 20 3.38 1.08 253 0.1195

06. Deeper learning 3.85 1.04 20 3.36 1.24 247 0.0470 07. Students more motivated 3.71 1.01 21 3.30 1.20 253 0.0757 08. Student evaluation comments 3.45 1.05 20 3.18 1.35 248 0.2810 09. Your successful achievement of new/more learning objectives 3.65 0.99 20 3.15 1.22 253 0.0334 10. Increased student use of evidence in arguments, e.g., references 3.44 1.15 18 2.93 1.31 250 0.0704

11. Increased beneficial connections with students outside the classroom 3.90 1.00 21 2.87 1.40 249 0.0000

12. Student evaluation numbers 3.29 0.99 14 2.83 1.40 246 0.1053 13. Student notes, letters, comments, journal entries 3.24 0.90 17 2.76 1.42 247 0.0460 14. Better performance on tests 3.60 0.74 15 2.74 1.36 248 0.0001 15. Student responses to classroom assessment techniques 3.40 0.74 15 2.71 1.40 247 0.0012 16. Comments from colleagues 3.60 0.99 15 2.70 1.42 244 0.0010 17. Better attendance 3.40 0.99 15 2.67 1.40 248 0.0072 18. Higher final grades 3.38 1.04 13 2.67 1.38 247 0.0189 19. Coverage of more content or processes 3.60 1.18 15 2.52 1.39 244 0.0008 20. Better retention (fewer withdrawals) 3.31 1.03 13 2.49 1.43 249 0.0069 21. Small-group instructional diagnosis (SGID) 3.25 1.91 8 2.24 1.44 237 0.1395


Assessments Used to Judge Student Learning Changes (Focus group interview)

Quotations

“Statistics show that lending of CoP books is much higher than other books.”

“Student have developed abilities to think deeply and independently on clinical practices…… such as better writing of patient records.”

“Students have applied what they had learnt not only inside but also outside classroom, they help their family members by what they have learnt, this is an outcome that I did not expect, it is a surprise!”

“Students, who were resistant to us in the past, now become more positive……”

HKBU

(4 CoPs) Mean S.D. n

04. Students more interested 3.67 0.86 21

07. Students more motivated 3.71 1.01 21

06. Deeper learning 3.85 1.04 20

09. Your successful achievement of new/more learning objectives 3.65 0.99 20

11. Increased beneficial connections with students outside the classroom

3.90 1.00 21

Changes in Student Learning Outcomes as a Result of your CoP Project’s Activities (Questionnaire)

HKBU

(4 CoPs)


(Table 7)

Mean S.D. n Mean S.D. n P-value 01. Development of an ability to work productively with others 3.57 1.16 23 3.50 1.17 233 0.7975

02. Development of an openness to new ideas 3.65 1.07 23 3.46 1.20 235 0.4174 03. Development of the capacity to think for oneself 3.65 1.23 23 3.44 1.21 237 0.4293 04. Ability to think holistically – to see the whole as well as the parts 3.70 1.15 23 3.39 1.23 241 0.2256

05. Understanding of perspectives and values of course or discipline 3.64 1.09 22 3.39 1.21 228 0.3184

06. Ability to think creatively 3.68 1.09 22 3.38 1.22 242 0.2181 07. Ability to synthesize and integrate information and ideas 3.65 1.11 23 3.37 1.19 244 0.2488 08. Improved learning of concepts and theories 3.74 1.05 19 3.36 1.17 241 0.1352 09. Ability to apply principles and generalizations already learned to new problems and situations 3.63 1.12 19 3.35 1.15 236 0.2922

10. Problem-solving skills 3.68 1.09 22 3.35 1.17 240 0.1743 11. Analytical skills 3.70 1.02 23 3.32 1.13 234 0.0963 12. Skill in use of techniques and methods used to gain new knowledge 3.65 0.99 20 3.31 1.13 231 0.1460

13. Skill in using materials and tools central to course or discipline 3.63 1.01 19 3.30 1.23 234 0.1782

14. Ability to ask good questions 3.48 1.12 21 3.28 1.18 242 0.4452 15. Development of respect for others 3.52 1.24 23 3.26 1.26 220 0.3366 16. Ability to evaluate methods and materials in a course or discipline 3.53 1.02 19 3.24 1.20 221 0.2487


HKBU

(4 CoPs)


(Table 7)

Mean S.D. n Mean S.D. n P-value 17. Ability to draw reasonable inferences from observations 3.68 0.95 19 3.22 1.18 233 0.0450 18. Development of a multidisciplinary perspective 3.70 1.08 20 3.15 1.28 211 0.0336 19. Development of a lifelong love of learning 3.45 1.06 22 3.14 1.23 219 0.1915 20. Skill in using technology 3.23 0.97 22 3.14 1.32 214 0.6999 21. An increased rate of intellectual development 3.45 0.96 22 3.12 1.26 198 0.1366 22. Development of an informed concern about contemporary social issues 3.56 1.31 16 3.10 1.31 210 0.1763

23. Improved writing skills 3.05 1.13 19 3.00 1.27 220 0.8472 24. Development of an aesthetic appreciation in a course or discipline 3.42 1.17 19 2.98 1.33 202 0.1221

25. Development of an informed appreciation of other cultures 3.38 1.20 16 2.98 1.35 210 0.2113

26. Development of a capacity to make informed ethical choices 3.39 1.24 18 2.97 1.40 205 0.1765

27. Ability to develop appropriate study skills, strategies, habits 3.45 1.15 20 2.96 1.21 211 0.0703

28. Improved learning of terms and facts 3.63 1.12 19 2.91 1.24 217 0.0079 29. Development of an informed historical perspective 3.28 1.18 18 2.82 1.32 197 0.1200 30. Development of a commitment to exercise the rights and responsibilities of citizenship 3.53 1.31 19 2.72 1.36 194 0.0112

31. Utilization of internship experience 3.36 1.29 11 2.41 1.39 118 0.0211


Changes in Student Learning Outcomes as a Result of your CoP Project’s Activities (Questionnaire) cont’d

Changes in Student Learning Outcomes as a Result of your CoP Project’s Activities (Focus group interview)

Quotations

“…… students have improved their thinking pattern and become more mature when solving problems.”

“Some students have read extra references and asked me questions…… I discussed with them about these questions, which I believe also beneficial for me as a teacher.”

“…… the internship project can help students enhance knowledge and improve communication skills…… I think that it is an approach to whole person education.”

“Student have applied the health-related knowledge which they had learnt to serve elders……”

“To implement service learning, we have invited some elders (i.e. patients) to offer students internship opportunities…… our students’ services were appreciated by these elders……”

HKBU

(4 CoPs)

Mean S.D. n

10. Problem-solving skills 3.68 1.09 22

14. Ability to ask good questions 3.48 1.12 21

28. Improved learning of terms and facts 3.63 1.12 19

30. Development of a commitment to exercise the rights and responsibilities of citizenship

3.53 1.31 19

31. Utilization of internship experience 3.36 1.29 11

Overall (Questionnaire and Focus Group Interview)

HKBU

(4 CoPs)

Beach & Cox (2009)

6 universities in US

Mean S.D. n Mean 1. The degree to which you believe that student learning

changed as a result of your participation in CoP 3.47 1.01 30 3.29

2. The extent to which you believe that student learning changed as a result of changes in your personal attitude about teaching

3.43 1.00 28 3.10

*P-value cannot be compiled since there are no corresponding S.D. and number of responses provided from the paper.

Quotations

“Adoption of service learning made our teaching vivid, it is good for training students’ critical thinking…… the learning outcome(s) can be achieved.”

“Through participating in CoP, I further transformed my requirements into more detailed steps and explicitly communicate them to students……. my students’ responses were positive because they knew how to achieve.”

“…… students were offered with activities to cooperate, such as organisation and allocation of tasks ……”

Quotations “Previously I thought that students should be self-motivated; after participating in CoP, I found that students preferred teachers to stimulate their learning, they are more willing to improve themselves……”

“After joining CoP, I have become more sensitive…… I have unpacked my assessment components…… students’ responses were positive and they improved.”

“Before CoP implemented, our mentoring approach was just to have meals with students; after joining this CoP, we spent more time in designing activities to help students enhance teamwork skills.”

Summary and Implications • Participating faculty members reported benefitting from

the CoPs: – General changes – Teaching attitudes – Teaching and learning approaches – Assessment methods

• Faculty members’ CoP participation led to enhanced student learning

• A well-grounded conclusion will be made after integrating with the direct evidence from students’ assignments and faculties’ pedagogies and teaching practices.

• Implementation of CoPs at HKBU is now being deepened by continuing support to selected established CoPs and inviting further applications.

Questions?

Thank you!

Selected References 1. Barr, R. B. & Tagg, J. (1995). From teaching to learning – a new paradigm for undergraduate education. Change

(November/December), 13-25. 2. Beach, A. L., & Cox, M. D. (2009). The impact of faculty learning communities on teaching and learning.

Learning Communities Journal, 1 (1), 7-27. 3. Cox, M. D. (1999) Peer consultation and faculty learning communities. In C. Knapper & Piccinin (Eds.), Using

Consultation to Improve Teaching: New Directions for teaching and Learning (Vol. 79, pp. 39-49). San Francisco: Jossey-Bass.

4. Cox, M. D. (2001) Faculty learning communities: Change agent institutions into learning organizations. In D. Lieberman and C. Wehlberg (Eds.), To Improve the Academy (Vo;. 19, pp. 69-93). Bolton, MA: Anker Publishing.

5. Cox, M. D. (2004). Introduction to faculty learning communities. In M.D. Cox & L. Richlin (Eds.), Building Faculty Learning Communities: New Directions for Teaching and Learning (Vol. 97, pp. 5-23). San Francisco: Jossey-Bass.

6. Dees, D. M., Zavota, G., Emens, S., Harper, M., Kan, K. H., Niesz, T., Tu, T-H., Devine, M. A., & Hovhannisyan, G. (2009) Shift professional identities: reflections on a faculty learning community experience. Leaning Communities Journal, 1 (2), 49-73.

7. Handzic, M & lagumdzija, A. (2010). Global faculty learning community: as case study. Knowledge Management Research & Practice, 8, 89-98.

8. HKBU. (2012). Proposal for the communities of Practice (CoPs) Initiative. 9. Hubbal, H., Clarke, A., & Beach, A. L. (2004). Assessing faculty learning communities, in M. D. Cox & L. Richlin

(Eds.), Building faculty learning communities: New Directions for Teaching and Learning (Vol 97, pp. 87-100). San Francisco: Jossey-Bass.

10. Hubball, H.T., & Albon, S. (2007) Developing a faculty learning community: enhancing the scholarship of teaching, learning and curriculum practice, Journal on Excellence in College Teaching, 18 (2), 119-142.

11. Richlin, L., & Cox, M.D. (2004). Developing scholarly teaching and the scholarship of teaching and learning through faculty learning communities. In M.D. Cox & L. Richlin (Eds.), Building Faculty Learning Communities: New direction for teaching and learning (Vol 97, pp. 127-135). San Francisco: Jossey-Bass.

12. Taylor, D. (Ed.). (1997). Many Families, Many literacies: an International Declaration of principles. Portsmonth, NH: Heinemann.

Documents

Development and Evaluation of Communities of Practice ... · Development and Evaluation of Communities of Practice (CoPs) in Hong Kong Eva WONG & Theresa KWONG (King CHONG, Dimple