written by
Jessica R. Changstrom, Mary Bridget Kustusch, and Eleanor C. Sayre
We use a communities of practice framework to explore how departments value different constituent groups, focusing on faculty, undergraduate, and graduate students. Through a collaborative, autoethnographic, contrastive case study of two physics departments, we analyze the inter- and intra-constituency interactions and shared practice of each community, demonstrating how each department centers or peripheralizes constituent groups. We argue that how each department enacts their community of practice demonstrates a foundational shared value: faculty autonomy for one and pastoral care of undergraduates for the other.
Last Modified September 7, 2022
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