Chapter 8: Covalent Bonds and Communities of Practice: The Impact of STEM Faculty Communities of Practice

STEM faculty teaching undergraduates face a variety of unique challenges in teaching and learning. Many students come into their introductory level classes having received a lackluster preparation in high school compared to other subjects. They are often teaching “gatekeeping” courses like organic chemistry, differential equations, or general biology. As a result, many common teaching and learning best practices are not as easily applied. Generalized faculty development programs may feel like an ill fit if they do not take into account the huge section sizes, utilization of lab sections for experiential learning, and outsized student anxiety around grades that STEM faculty face. Successful faculty development often comes in the form of communities of practice that take into account their unique challenges without completely homogenizing the space. As a result, spaces that are interdisciplinary across “sister disciplines” can become thriving zones of innovation, dialogue, and support for STEM faculty. Using Loyola University Chicago’s STEM Faculty Learning Community as a case study, the chapter will showcase how the group utilizes this shared disciplinary identity across domain, community, and practice and leverages both the commonalities and differences to improve teaching and learning and receive support.