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This article includes a description and analysis of a graduate teacher education course designed to engage teachers in taking action for social justice. In the course, students participate in a community of learners in which they examine their cultural identities and engage in social justice advocacy work. Students developed content knowledge and pedagogical strategies that they are able to implement in their K-12 classrooms. Findings indicate that through participating in this course students deepen their sense of what social justice is and act in ways that are consistent with that view.

A Faculty Scholarship Community (FSC) is a community of practice whose members share an interest in scholarly productivity. This descriptive study examines key factors that enabled a small group of non-tenured faculty, new to their institution, to form a thriving FSC. Members employed autoethnography as the method for examining the impact of the FSC. Findings show that the trust and well-being forged among members positively influenced their scholarly output and ability to manage disruptive changes in their institutional environment. These results indicate the important role a caring community can have on the professional development of faculty in the academy.

A Faculty Scholarship Community (FSC) is a community of practice whose members share an interest in scholarly productivity. This descriptive study examines key factors that enabled a small group of non-tenured faculty, new to their institution, to form a thriving FSC. Members employed autoethnography as the method for examining the impact of the FSC. Findings show that the trust and well-being forged among members positively influenced their scholarly output and ability to manage disruptive changes in their institutional environment. These results indicate the important role a caring community can have on the professional development of faculty in the academy. [ABSTRACT FROM AUTHOR]