“Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it as they interact regularly”Wenger, E. C., & Wenger-Trayner, B. (2015)
Communities of practice are an approach to professional learning that affirms Evergreen’s commitment to learning communities. Each of our professional journeys are unique – participating in communities of practice presents an opportunity to leverage the diverse knowledge and perspectives of individuals in the service professional growth. Communities of Practice (also known as Communities of Inquiry or Faculty Learning Communities) have a rich history of collective agency in higher education and other professional settings.
The Learning and Teaching Commons supports communities of practice as a mechanism for expanding and continuing professional learning by …
- CoP design consultation (sample presentation)
- Support promoting and recruiting members
- Providing greener tickets (once per quarter) for the group to enjoy lunch together.
- Use of the Learning and Teaching Commons as a gathering space (with snacks!).
- Funds to purchase books for a common read (as long as funds are available).
Communities of practices can coalesce around any topic relevant to learning, teaching, and working at Evergreen. Past CoPs have explored many topics, including:
- Evergreen’s First Year Experience
- Supporting Neurally Diverse Students
- Evergreen Leadership
- Team Planning: Inquiry-Based Design
- Leading with Racial Equity
- Supervising staff
- Personal & Ethical Foundations for Student-facing staff
Interested in starting a community of practice? Complete this simple survey:
- Learning and Teaching Commons (2021). Communities of Practice Resource Guide
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
- Wenger, E. C., & Wenger-Trayner, B. (2015). Communities of Practice: a brief introduction
- Wenger, E. C.(1998). Communities of Practice: Learning as a social System. Systems Thinker, 9(5), 2–3.