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Barnes T, Rorrer A, Payton J, et al. Promoting computing faculty success through interinstitutional Faculty Learning Communities. 2016;doi: 10.1109/RESPECT.2016.7836163.
Barnes, T., Rorrer, A., Payton, J., Buch, K., Zuo, H., & Naolu, B. (2016). Promoting computing faculty success through interinstitutional Faculty Learning Communities. . https://doi.org/10.1109/RESPECT.2016.7836163
Barnes, T, et al. "Promoting computing faculty success through interinstitutional Faculty Learning Communities." vol. (2016). doi: https://doi.org/10.1109/RESPECT.2016.7836163
Barnes T, Rorrer A, Payton J, Buch K, Zuo H, Naolu B. Promoting computing faculty success through interinstitutional Faculty Learning Communities. 2016; doi: 10.1109/RESPECT.2016.7836163. UIID-AD: 4262.
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2016; doi: 10.1109/RESPECT.2016.7836163.

Promoting computing faculty success through interinstitutional Faculty Learning Communities.

T Barnes, A Rorrer, J Payton, K Buch, H Zuo, B Naolu

UIID-AD: 4262 DOI: 10.1109/RESPECT.2016.7836163

Abstract

Although issues related to the underrepresentation of women faculty and faculty of color in university computing departments have received increasing attention in recent years, these groups are still the least likely to have access to formal and informal supports associated with academic career success. In this paper, we present the results of a descriptive study of faculty who participate in a Faculty Learning Community (FLC) through their engagement in a national alliance for broadening participation in computing. Results of the study show that involvement in the FLC facilitates faculty professional development, and helps support faculty in their academic career pursuits. Results also indicate that faculty perceive the resources and national recognition gained through participation in the STARS Computing Corps as a key factor in supporting their efforts to broaden participation in computing. Results support the use of FLCs with diverse faculty across institutions, adding to the growing literature on the efficacy of learning communities in higher education to positively impact participants - both students and faculty. © 2016 IEEE.

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