Annotated Bibliography

My chosen topic:

Examining how learning communities can enhance professional development for MSU educators, improve engagement, and overcome modality and scheduling barriers.

My rationale for choosing this topic:

I chose this topic because the modality of professional development opportunities at Michigan State University has been a consistent issue in the level of participation by educators. In-person sessions are often difficult for educators to attend due to full schedules and limited campus parking, while virtual sessions lack consistent engagement. A key factor for both modality concerns is lack of connection with colleagues. Learning communities offer focused topic discussions, peer-to-peer and small group engagement, and flexibility in scheduling and modality used. This topic is important because it explores a more accessible model for professional development that provides more opportunities for learning and community-building. 

Article 1	Annotated Bibliography
APA Citation	Soklaridis, S., Shier, R., Zaheer, R., Scully, M., Williams, B., Daniel, S. J., Sockalingam, S., Dang, L., & Tremblay, M. (2024). “The genie is out of the bottle”: a qualitative study on the impact of COVID-19 on continuing professional development. BMC Medical Education, 24(1). https://doi-org.proxy1.cl.msu.edu/10.1186/s12909-024-05498-9
Critical Reflection Notes	Sophie Soklaridis (she/her) is a researcher and Assistant Professor in the area of psychiatry at the University of Toronto, focusing on social justice, mental health, and humanistic care education for future medical professionals. Rowen Shier (she/her) is a research analyst that has written numerous articles on professional development and mental health. Rabia Zaheer (unknown pronouns-likely she/her) is another research coordinator for the Center for Addiction and Mental Health (CAMH) in Toronto and speaks English, Urdu, Punjabi, and French according to her LinkedIn. Michelle Scully (she/her) has co-written articles on continuing education, teenage tobacco and vaping use, and different topics on genetics. According to her LinkedIn, she worked as a Research Analyst for CAMH, though no additional details could be found. Betsy Williams (unknown pronouns-likely she/her) has published and co-published numerous articles on professional development and mental health, continuing education and epidemiologic studies. Sam Daniel works for the Department of Pediatric Surgery at McGill University as a senior scientist. Sam holds an MD and studies pathophysiological processes involved in new therapeutic modalities and has a strong focus on diseases impacting hearing. Sanjeev Sockalingam works for the Centre for Addiction & Mental Health and the University of Toronto as a Voice Chair and Professor of Psychiatry. He has over 160 peer-reviewed publications and is a lead investigator for clinical and medical education grants. Much of his research is around mental health and lifelong learning. Linda Dang is a research analyst for CAMH and discussed on her LinkedIn how she enjoys storytelling through research. She also stated that she has acquired skills in SPSS and Nvivo data visualization software, as well as recruiting participants for different studies. Information regarding Martin Tremblay was difficult to locate but he has numerous publications related to continuing professional development activities, specifically for healthcare professionals, and has written additional articles on pivoting to virtual environments during the COVID-19 pandemic.  This article included a very diverse group of authors, from different genders, ethnic backgrounds, and areas of expertise, ranging from medical scientists to mental health practitioners and emergency response professionals. The authors also had experience researching and publishing other works related to professional development and health, and have years of experience in their field.  The article is very recent, having been published in 2024 and incorporates recent global events (COVID-19). I consider this article to be current. There are numerous articles that address the required shift of professional development and learning environments to online due to the COVID-19 pandemic. The article was thorough, did not have noticeable typos or misspellings, and was developed using diverse perspectives and expertise.  The research was funded by the Collaborative Research Grant, which supports research projects that involve multiple researchers and institutions working together. The grant encourages partnerships among colleagues, universities, and countries, which provides diverse thoughts and perspectives.  The article was written by a diverse group of authors and was funded by a program that encourages collaboration across multiple areas. I believe this research was done at a high quality level and was thorough. The only additional consideration that was not detailed in the research was the accessibility of internet access for participants to engage with professional development virtually.
Purpose of the study	Due to COVID-19, continuing professional development (CPD), which was held in-person, had to adjust to virtual learning and teaching. The study aimed to gather feedback from leaders in CPD regarding the impact the pandemic had on current and future CPD, specifically in shifting to virtual modalities.
Research Questions	The study asks how COVID-19 impacted trends, innovation, and the future of continuing professional development (CPD).
Methods and Findings	The study used a qualitative research design model by conducting 60 minute interviews over a 6 month period with CPD leaders that worked in both the USA and Canada from a range of colleges, universities, and academic health centers, and were fluent in English. Participants needed to hold a leadership position in CPD or have 10+ years of experience in the field. The study recruited 23 participants through purposive and convenience sampling. Through email, participants were asked to join the study. If they agreed, their information was forwarded to a non-CPD affiliated individual to begin the interview process. REDCap software was used to collect data and the interview questions were open-ended. A 6-step process was used to review transcripts and create a codebook before uploading information into Dedoose 9.0.54 qualitative software to begin identifying patterns. Six themes were ultimately identified from the data collected, which included that innovation stems from necessity, flexibility and accessibility were difficult to balance, now that we have virtual and hybrid options it would be difficult to go back to only in-person, it served as an opportunity to reimagine how CPD is both designed and delivered, there is a need to further evaluate the quality of CPD education and outcomes, and CPD felt like a trusted form of information gathering, specifically regarding vaccines and viruses, during a very uncertain time.
Why you chose this article	I chose this article because it integrated professional development, communities of practice, and a review of different delivery modalities, specifically a shift from in-person to virtual. I found the article to show adaptation to different constraints, including the need for flexibility and collaboration while the learning experience is being delivered virtually.
Article 2	Annotations
APA Citation	Ni, L., Tian, Y., Mcklin, T., Bohrer, J., & Baskin, J. (2024). Building robust teacher-led professional learning communities for computer science educators: Insights from CSTA chapters in the U.S. JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION. https://doi-org.proxy2.cl.msu.edu/10.1080/15391523.2024.2425438
Critical Reflection Notes	Lijun Ni (she/her) has co-authored a few articles on computer science teacher development and works at the SUNY University at Albany as an Assistant Professor for the Department of Educational theory & Practice. She has a PhD in human-centered computing in learning sciences and technology from Georgia Tech, and has research interests in teacher preparation, professional learning communities, and digital literacy. Yan Tian was difficult to locate, but has publications on professional identity in teaching, supporting computer science teacher development, and community building.  Tom Mcklin (he/him) has over a decade of federal program evaluation experience and currently works for the Findings Group, which focuses on research evaluation planning, data collection/analysis, and reporting. His doctorate is in Instructional Technology and his research interests include social network analysis, pedagogical content knowledge, and stereotype threat. Jason Bohrer (he/him) holds a leadership role in the Computer Science Teachers Association, specifically for Sponsorship Opportunities and partnerships with CSTA. His biography states that he was in the US Marine Corps for a decade and became an educator in computer science. His work is on closing gender gaps for female students in CS coursework.  Jake Baskin (he/him) is the Executive Director at the CSTA and holds a BA in Computer Science. He has worked as a researcher, department chair, and director of state government affairs all in relation to computer science.  This article was a recent publication in 2024 and includes recent, up-to-date information. I found well over 3 articles that supported the use of learning computers in educator development. The article was written by experts in the field of computer science teacher education, including leaders of the CSTA and researchers and instructors of computer science education at postsecondary education. There were no major concerns with the formatting of the article.  Funding for this research was from the National Science Foundation through a grant. One concern is a recent article posted by the National Library of Medicine claiming that NFS grants are racially biased from 1996-2019, stating that higher funding rates were given to white PIs than non-white PIs. This was prior to this research article, but something to be aware of. There are a few white men involved in this research article, but the group is still diverse with female researchers with different cultural backgrounds represented.
Purpose of the study	The study explores how the Computer Science Teachers Association (CSTA) provides teachers with professional learning communities (PLCs) through localized CSTA chapters. It considers support provided by the CSTA to establish PLCs, how teachers engage with these chapters, and barriers experienced.
Research Questions	The study asks how CSTA chapters can support computer teachers' professional development through the use of professional learning communities, and what potential barriers exist that would impact the creation of PLCs.
Methods and Findings	10 chapters participated in virtual and in-person focus group interviews, with 2-6 leaders per group attending. Member surveys were also used to collect feedback across the 10 chapters. Using a Likert scale and open-ended questions, participants were asked demographic, engagement, and activity questions. 538 surveys were submitted to the research team. Using open and axial coding, initial codes were transcribed and later aligned to a rubric. Codes were applied to transcripts to find themes in the data.  The study first found that the PLCs provided networking and resources, while providing space for computer science teacher’s to share ideas and concerns. The PLCs not only connected teachers to each other in the same field, but also built connections to teachers in other disciplines and leaders in K-12 and higher education institutions. Finally, the study found that PLCs improved computer science teacher’s self-confidence in their roles through exchanging ideas and concerns with peers and learning how other teachers address challenges.
Why you chose this article	I chose this article because it explored how multiple learning communities can be established for a network of educators. The CSTA provided direct support to chapters of computer science teachers to establish localized professional learning communities, and my topic explores how to create similar spaces for educators in different campus departments with various needs and interests. The article also brought up how teacher identities are often developed from social contexts, and having a collective of professionals with common goals and interests can help to create positive professional identities and improve engagement. By creating a sense of belonging, PLCs serve as a tool to increase educator engagement and interest in participating in professional development activities, regardless of schedules or modality.
Article 3	Annotations
APA Citation	McGill, C. M. (2024). Advising Leaders’ Perceptions of Advisor Workplace Learning. New Horizons in Adult Education & Human Resource Development, 36(3), 176–190. https://doi-org.proxy1.cl.msu.edu/10.1177/19394225241265832
Critical Reflection Notes	Craig M. McGill holds an Ed.D. from Florida International University and works as an Assistant Professor in the Department of Special Education, Counseling and Student Affairs at Kansas State University. He teaches primarily to students in the Academic Advising masters and doctoral program at KSU. His research has focused on professional identity, professionalization of advising, feminism, queer/sexuality studies, and social justice.  This article was a recent publication in 2024, with up-to-date information. His other work has focused on remote learning and emerging professionals, which are popular topics among higher education professionals.  I was able to locate similar findings in other articles published by the National Academic Advising Association (NACADA), particularly in the professionalization of advising and the need for structured, advisor-specific learning opportunities. These concerns have been shared at my own institution and have been show in various assessments used to obtain advisor feedback on workplace learning.  Funding was provided by the National Academic Advising Association (NACADA). This is the professional organization for academic advisors in higher education. Recipients of the research grant can receive up to $5,000 to support a single-year proposal. There have not been significant concerns made of bias in funding.  Though it does appear that this author is a (perceived) white male, he has done a considerable amount of work in social justice spaces and has partnered with authors that represent other genders and races. The research may have benefited from having an additional researcher to integrate another perspective and awareness of any potential bias.
Purpose of the study	This research study explored how leaders in the field of academic advising view the workplace learning landscape and what challenges exist for academic advisors in this space of professional development. The study looked to identify barriers to workplace learning and identify ways that professional development could be enhanced.
Research Questions	The study asks how leaders in academic advising what are key factors that shape professional learning and what challenges and barriers exist.
Methods and Findings	The researcher used qualitative design methods, specifically constructivist epistemology, in order to capture participant accounts, perspectives, and lived experiences. The researcher stated that they were very much integrated into the research design as they knew many of the participants they interviewed. A total of 17 individuals participated in the research and were made up of leaders of the National Academic Advising Association (NACADA) and considered experts in workplace learning for academic advising. Semi-structured phone interviews were used to collect data, ranging from 74-147 minutes each. Questions did not initially include workplace learning but became a common theme when asking NACADA leaders about advisor roles and the field as a whole. Using the Braun and Clarke’s six-phase design for analysis, the researcher uploaded transcripts into NVivo before manually creating codes and identifying themes. Themes that emerged included: 1) Importance of self-directed learning opportunities for knowledge and skill development, including the need to frequently interact with existing knowledge bases (such as degree monitoring systems) and opportunities for growth are tied to advisor’s professional identity; 2) Importance of being actively involved in literature related to advising practice helped to enhance advisor’s understanding of their role and impact. Personal reflection while engaging with scholarly literature was key. Overall, the study found that having more structured, ongoing learning opportunities that specifically aligned with the advisor’s position were key to their effectiveness and professional growth.
Why you chose this article	I chose this article because it looks at what tools and methods in educator development are perceived as beneficial, while also considering barriers to workplace learning. Incorporated into this study are examples of learning communities, including mentoring and communities of practice, and highlighted their benefits.

Article 4	Annotations
APA Citation	Myint Lay, M. M. (2024). Professional Learning Communities Supporting Professional Development of Teacher Educators in Myanmar Education Colleges. Teacher Education & Learning / Pedagógusképzés, 23(1), 35–54. https://doi-org.proxy2.cl.msu.edu/10.37205/TEL-hun.2024.1.02
Critical Reflection Notes	At the time of the publication, the author was a doctoral student at the Doctoral School of Education at Eotvos Lorand University in Hungary. She has written/co-written 7 articles on the topic of professional learning communities and its impact on quality teaching practices in Myanmar. She also works as a deputy director at the Department of Higher education at the Ministry of Education in Myanmar.  This article was a recent publication in 2024, covering a relevant topic to educators.  Through collecting and reviewing articles for this assignment, research on learning communities spoke to similar benefits that the author found in their research. This included the ability to collaborate with colleagues and exchange ideas. The article was thorough and did not have known misspellings or typos.  Funding resources were not provided.  This research was done by a female researcher originally from Myanmar and studying in Hungary. The research may have benefited from having an additional researcher to integrate another perspective and awareness of any potential bias.
Purpose of the study	The study looks to uncover how Professional Learning Communities are used to enhance teacher professional development and skills development at Myanmar Education Colleges. The study also identified the need for PLCs in teacher training and how this method supports continuous educator development.
Research Questions	The research study included 3 questions: How teachers in Myanmar see the impact of Professional Learning Communities; how are teachers integrating PLCs into their individual professional development; and what challenges are educators facing within PLCs?
Methods and Findings	Using a qualitative approach, the researchers used open-ended/semi-structured interviews to collect information from teacher educators. 7 teacher educators were randomly selected from Monywa Education College to participate. Participants had at least 3 years of teaching experience. The sample size was quite small due to military control of Myanmar and COVID-19 pandemic. Names were removed and replaced with “Teacher A-G.” Data collected included the position title, age, gender, qualifications, and years in teaching. A total of 20 open-ended questions were asked to each participant, with each interview being recorded, transcribed manually, and translated to English. Findings showed a need for PLCs in teacher professional development, and had an impact on teacher’s loneliness. Researchers also found that collaboration amongst teachers provided space for critical thinking and exchange of ideas for further skill development. Finally, researchers found that these teachers did not have sufficient resources to support their classrooms, including school supplies and technology. PLCs offered opportunities for teachers to discuss challenges and share ideas for managing scarce resources.
Why you chose this article	I chose this article because it reviewed the impact of learning communities on educators, particularly when they have limited resources and financial support. It demonstrated the benefits of learning communities, specifically in providing opportunities for networking, exchanging of ideas, and collective learning. The article also discussed barriers educators often face, which aligns with the challenges educators face at my institution. The article discusses promising outcomes of learning communities, not only on individual educator development but also improving student outcomes in the classroom as educators implement ideas and skills gained from these communities.

Article 5	Annotations
APA Citation	Tekin-Sitrava, R., Özel, Z., Isiksal-Bostan, M., & Yemen-Karpuzcu, S. (2025). How Does Online Professional Development Program Enriched with Collaborative Discussion Develop Teachers’ Noticing Skills? International Journal of Science and Mathematics Education, 23(1), 71–96. https://doi-org.proxy2.cl.msu.edu/10.1007/s10763-024-10461-7
Critical Reflection Notes	Reyhan Tekin-Sitrava has conducted research on developing teacher noticing and response skills. Beyond research publications, I was unable to locate more details about this author. Zeynep Özel has assisted with additional studies on teacher instruction, content knowledge, and noticing skills. She is located in Turkey and has a mathematics education background, including a Ph.D. in mathematics education from Middle East Technical University. They are currently working as a research assistant at Kirikkale University.  Mine Isiksal-Bostan has a Ph.D. in Mathematics Education from Middle East Technical University and has interests in teacher education, subject matter knowledge, teacher noticing of student thinking, and pedagogical content knowledge.  Seçil Yemen-Karpuzcu is an associate professor in Mathematics Education at Kütahya Dumlupınar University in Turkey. She completed a doctorate in Elementary Mathematics Education and has written and co-written research articles on teacher development, student reasoning skills, and additional studies on teacher noticing.  This article was a recent publication just this year, 2025. The study was thorough and included artifacts and images from their pre- and post-tests. The study clearly defined “noticing” and provided clear methods used, data analysis, and findings. I believe this article is relevant and accurate. I was able to locate many more research publications that discuss the importance of this skill and integrating it into educator development. Additionally, there are numerous articles discussing the positive impact that learning communities make to educator development.  Though funding is unclear, the article is supported by the Scientific and Technological Research Council of Turkey. This organization assists in determining science and technology policies and publications to increase knowledge in STEM. The group of researchers on this project were women educators from Turkey. They all had a strong mathematics education background. Their perspective may be narrowed by having very similar/shared experiences, both in gender, education, and culture.
Purpose of the study	The study looks to establish that a long-term online professional development program, which is 2-years in length and integrates ongoing collaborative discussion, is more effective than numerous short-term professional development programs. Additionally, it evaluates enhancements to the teacher’s ability to identify and respond to student’s learning needs through the use of a long-term professional development program.
Research Questions	The article asks how online professional development programs that integrate collaborative discussions and continuous participation over a 2-year period will improve middle-school math teacher’s ability to interpret and adjust their teaching approaches to meet student’s learning needs.
Methods and Findings	The study included 31 in-service middle school math teachers in Turkey that had up to 15 years of experience working as a teacher in public schools. All participants were added to a 2-year, virtual professional development program that included student scenarios related to understanding math concepts. An initial phase of the study was implemented over 17 months in which online PDP occurred through Microsoft Teams. This first phase included synchronous online workshops with written materials and group discussion, an asynchronous portion in which participants were split into 3 groups and discussed noticing skills after watching math student scenarios in a discussion board, and then another asynchronous small group discussion around the topic of responding to student needs after watching student scenarios. Data was gathered through both a pre- and post-test survey that evaluated three specific skills: attending, interpreting, and deciding how to respond. An additional interview was used in conjunction with the pre- and post- tests to gather more detailed responses and insight. Both tests included 3 questions that asked how the student in a scenario solved a math problem, what the instructor learned about the student’s understanding of math, and what would be the next set of problems the instructor would ask of the student. The interviews also used 3 questions to ask instructors what they would add to each of their test responses. Additionally, data was obtained from the discussion posts that were used during the two asynchronous portions of the PDP. Data was coded and themed using the three skill categories and found that instructors that lacked the most evidence in noticing, attending, and responding to students in the pre-test displayed the greatest improvement. For example, in the pre-test, only 2.9% of teachers in the PDP could show robust evidence in noticing, attending, and responding to student learning, but by the end of the study 41.9% of teachers in the PDP could show robust evidence in these three skill areas.
Why you chose this article	This study speaks to the importance of having a flexible learning environment for educators, which aligns with my topic, but has a unique approach in evaluating the length of the professional development program. The majority of professional development programs I have implemented are short and unique, while this cohort model of learning with peers over a lengthier period highlighted some of the short-comings of one-off PD offerings.

Article 6	Annotations
APA Citation	AuCoin, D., & Seliskar, H. V. (2024). Professional Learning Communities and Adjunct Faculty Professional Well-Being in Online Higher Education. Journal of Faculty Development, 38(3), 50-60.
Critical Reflection Notes	Dena AuCoin is an Academic Chair of Education for Purdue Global’s College of Social and Behavioral Sciences. She has over 30 years of experience in education and has a EdD in Curriculum & Teaching from Northcentral University. She has published research on inclusive learning settings, curriculum development for online courses, and fostering online learning. Dr. AuCoin has also received various awards and honors including Organizational Builders Group Award. Her research interests include collaboration education, faculty mentoring, and student well-being in higher education.  Holli Vah Seliskar is a department chair for the Department of Public Policy at Purdue Global and focuses her research on technology in the classroom. Her research interests include restorative justice practices within schools and workplace settings. This article was published in 2024, making it both recent and relevant.  There were no noticeable typos or misspelling in this publication. The claims that learning communities benefit professional well-being have been supported by at least 5 other articles that I located in a Google Scholars search. According to the article, no financial support was given for the research conducted. This helps to avoid any external influence by a funding source.  Both women appear to be experts in their field. The article could have benefited from having BIPOC perspectives as the authors both have a level of privilege being white women.
Purpose of the study	Study looks at how faculty in a virtual post-secondary setting perceive professional learning communities and their impact on professional development and well-being. Over a 2 year period, the study evaluates how PLCs can invigorate educators and improve professional well-being, something other studies on PLCs have not fully addressed. Professional Wellbeing in this study is considered as fulfillment, pride, confidence, and sense of ownership.
Research Questions	The study asks online adjunct faculty about their perceptions of professional learning communications and its impact on their well-being and development.
Methods and Findings	This study used a mixed methods approach under a phenomenological research structure, focusing on viewpoints of participants that regularly engage with online teaching. All participants were adjunct faculty teaching online. 13 faculty participated in PLCs, with 8 agreeing to be in the study. Data was collected through 1) a survey was emailed to all faculty in the department that had participated in a PLC, and 2) semi-structured interviews with faculty that led PLCs. Everyone that participated in the study received a recording of their interview and could provide additional details to the researchers. In reviewing the data, researchers focused on looking for themes. Using 12 questions with Likert scale response values, the survey asked about growth, skill development, and networking through PLCs, with a response rate of 24.5%. 39.3% of respondents to the survey stated that PLCs helped faculty find connections with colleagues, and an additional 39.3% stated that they felt more fulfilled because of PLCs. In the semi-structured interviews, questions focused more around facilitating PLCs. 61.5% perceived that PLCs had a positive impact on their wellbeing. Overall, fulfillment, specifically opportunity to share ideas, received the highest ranking as a result of PLCs.
Why you chose this article	I found that the study’s results aligned with the benefits of learning communities outlined in my research question. The study found that learning communities provide educators with fulfillment, community/connection, and professional growth, which improves educator engagement and skill development. Additionally, this study focused on instructors that teach online and do not have opportunity to necessarily connect in-person, and learning communities still offered virtual instructors opportunities to build a network with colleagues, share ideas, and gain valuable skills. Regardless of modality, benefits were shown from participants and facilitators of PLCs.

Article 7	Annotations
APA Citation	Wolkenhauer, R., & Rutten, L. (2025). Prioritising teacher educator learning: a practitioner inquiry community for teacher educators in a school-university partnership. PROFESSIONAL DEVELOPMENT IN EDUCATION. https://doi-org.proxy2.cl.msu.edu/10.1080/19415257.2025.2469174
Critical Reflection Notes	Rachel Wolkenhauer works as an Associate Professor of Education at Penn State University. Her biography shares that she studies teacher professional learning and the cycle of identifying systemic problems in schools, questioning practices, and then working within a community to bring about social change. She also strives to embed equity pedagogy in teacher education programs. Her areas of expertise include adult education, teacher prep, and professional education. Logan Rutten is an Assistant Professor for Teaching & Leadership and the University of North Dakota. His focus is on school-university partnerships as a form of professional learning for educators. He has conducted research on K-12 education in rural communities, including the Navajo Nation. He earned a Ph.D. in Curriculum & Instruction from Penn State University and has taught K-12th education as well as students at higher education institutions.  This article is a very recent publication and was published just this year (2025). This article is very topical and current. When searching for similar research on inquiry communities for educators, I found a mixture of articles that spoke of the benefits of such communities of practice but also critiques of community of inquiry framework. One critique argued that communities of inquiry underestimate how difficult it is to manage instruction, skill development, and social interactions in an online environment. This makes it more difficult to evaluate the accuracy of the information shared in the article.  A disclosure statement was provided and stated that “No potential conflict of interest was reported by the author.” No additional funding information was provided.  The authors both have levels of privilege, including race, gender, and likely socioeconomic, though this is an assumption. This could influence their study in assuming that teachers have the time and availability to participate in an inquiry community.
Purpose of the study	This study evaluates the professional development of teacher educators, whose role is to facilitate and manage clinical teaching programs through school-university partnerships, by integrating an inquiry community, which asks educators to self-evaluate their own teaching practices, specifically for teacher educators. The study finds that there is a lack of support and research on teacher educator development and seeks to add to the knowledge-base and highlight this gap.
Research Questions	The study asks how inquiry communities can provide skill and knowledge development for teacher educators and in their work in school-university partnerships.
Methods and Findings	This study took place over 10-months of an academic year, with 1 hour spent per week on professional learning for participants in the inquiry community. Qualitative methods were used through interviewing 8 participants from a range of roles and backgrounds that are involved in teacher education within a school-university partnership program. These participants were asked to engage with an inquiry community which posed a question about their teaching practices, then asked them to collect and analyse data that provides further insight into their teaching practice before they proceeded to take action based on what they found from the data and sharing these results with others in the inquiry community. Semi-structured interviews took place with each participant after 6 months of community meetings being held. The interviews lasted between 30-60 minutes in length. The interview questions focused on reflection and asked participants to speak on their experience with professional learning within the inquiry community. Materials developed by participants during the inquiry meetings were also evaluated, including meeting agendas, notes, and shared work. The singular inquiry community served as a case study for analysis and data collection. Pseudonyms were used for participant names and their teacher educator role was documented. Codes were developed from all transcripts and considered strict inclusion and means-ends relationships. The researchers found that the inquiry community model provided teacher educators with space to participate in their own professional learning, while also offering collaboration and discussion with other teacher educators. There were some initial concerns of participation due to time constraints and feeling at-capacity with other work, but reported that the time spent helped them reevaluate current practices in teacher education, the value of reflecting on one’s own knowledge gaps, and the importance of adopting the identity of a “learner.”
Why you chose this article	I found this study to be interesting in its approach of focusing on the development of the facilitator for educator programming. These teacher educators are expected to create a considerable amount of programming and training opportunities for teachers, but support for their own learning and development was sorely lacking. This study used learning communities as a way to assist teacher educator’s in enhancing their skills, which results in improvements to the programming and instruction they provide to student teachers. This relates to my topic and future work in developing leaders in education, such as supervisors, who are experiencing a similar lack of training and guidance at my institution. Based on this study, a learning community designed specifically for leaders/supervisors can provide space for collaboration and reflection, as well as reevaluating their current leadership strategies and make adjustments that would better support their team.

Article 8	Annotations
APA Citation	Buch, K., McCullough, H., & Kapota, J. (2023). Virtual Faculty Learning Communities: An Innovative Approach to Supporting Adjunct Faculty. Journal of Faculty Development, 37(1), 15-23.
Critical Reflection Notes	Kim Buch has conducted research on employee development, leadership and culture, and process management. She is a professor in the Department of Psychology at the University of North Carolina at Charlotte and is the co-found of the Jamil Niner Student pantry at UNC Charlotte, which provides food assistance to UNC Charlotte students and employees experiencing food insecurity. Heather McCullough co-founded INform 54 by Society Tech, a gamified growth enablement software that is used in law firms to track performance. She has extensive experience in marketing and became a Smart Collaboration Accelerator practitioner, which helps teams develop through targeted collaboration efforts. She is also active in the Mental Health Americas of the Central Carolinas. Jessica Kapota is the Director of Learning and Organizational Development at UNC Charlotte, providing training support and professional development for employees at UNC Charlotte. She has experience in instructional design, project management, and LMS administration.  This article was more recent, having been published in 2023. Through the different articles I read, learning communities were shown to have a positive impact on educator engagement, and were a valuable tool to address disconnection during the COVID-19 pandemic. The claims made in the article, specifically regarding the positive outcomes of participating in learning communities, were shown in these additional research studies.  Funding for the cohorts was done internally by the Center for Teaching and Learning and UNC Charlotte. Participants in the cohort received a $500 stipend upon the completion of the full program. This likely gave an incentive for participants to engage in the program and to complete it in its entirety. My only concern is if participants felt that they had to provide positive feedback.  The program and research project was conducted by 3 female researchers. There certainly could be bias in that the researchers were white, and the surveys did not really address any socioeconomic concerns that may be impacting the adjunct faculty. Having additional outside perspectives or asking questions about external or systemic concerns would have been helpful to this study.
Purpose of the study	Due to COVID-19, learning communities for adjunct faculty had to be transitioned from in-person to virtual. This study explores how teaching development and community could still be maintained virtually through a cohort model that integrates learning communities. With heavy teaching loads and different levels of support to their tenure-track colleagues, the study explores how faculty learning communities can provide space for learning and development.
Research Questions	The study asks how adjunct faculty, who do not have the same support as tenure-track faculty, can be provided sufficient support and professional development opportunities while being in a virtual environment with the use of learning communities.
Methods and Findings	2 cohorts of 10 part-time adjunct faculty were created, with one start in fall 2020 and the other starting in spring 2021. Faculty came from a variety of departments and backgrounds, with 16 academic departments represented. An anonymous survey was given to all participants, which used a likert scale and asked faculty to use the ranking system to strongly disagree (1) to strongly agree (5) to each question. Questions asked about their perceived results from participating in the learning community, include if skills improved, application of what they learned to their classrooms, adjustment to teaching practices as a result, better outcomes for their students, and better outcomes for themselves. A final open-ended question asked the faculty to list 3 most important items they gained from the program. Data collected from the 2020-2021 virtual cohorts was compared to in-person cohorts that were held from 2018-2019. Both data sets had a 100% response rate, with both groups sharing very positive responses to the program. Though similar, the online cohorts took action more immediately in integrating what they learned into their teaching. From the open-ended responses, the researchers identified themes, which included teaching with technology, student engagement, and community of peers and campus resources. Ultimately, the study found that the virtual environment still offered a way for adjunct faculty to build community and skills, similar to the in-person cohorts pre-COVID.
Why you chose this article	I chose this article because it gave an excellent comparison of in-person to virtual learning communities. The study further explored how educators perceived each environment, specifically the benefits of community building and idea sharing that resulted from both, regardless of modality. My previous thoughts on virtual learning communities were challenged by this article since anecdotal evidence dictated that in-person learning communities were a better space to network and connect with colleagues. However, this article gave me more confidence in virtual learning communities and the opportunities and flexibility they can offer educators.

Article 9	Annotations
APA Citation	Martin, M. M., Goldberg, F., et. al. (2022). Understanding How Facilitators Adapt to Needs of STEM Faculty in Online Learning Communities: A Case Study. International Journal of STEM Education, 9, . https://doi.org/10.1186/s40594-022-00371-x
Critical Reflection Notes	Makenna Martin is an Outreach Specialist for Southern California Coastal Ocean Observing Systems SCCOOS) at Scripps Institution of Oceanography. She holds a Ph.D. in Science Education from SDSU and has held different positions as a research assistant. Her dissertation focused on student’s personal connections with science education. In her position, she manages outreach efforts for ongoing research and education initiatives.  Fred Goldberg is a Professor Emeritus of Physics at SDSU. He has over 30 years of experience in research, curriculum development, and teacher development in physics education. His research focuses on supporting elementary teachers in both small and large classrooms to effectively teach physics and physical science, as well as responsive teaching in elementary schools. He has published numerous publications on physical science education and received 3 awards for his work in supporting teachers.  This article was a more recent publication, with a publication date of 2022. The subject of the article is very topical, particularly in supporting online learning. Similar studies have been done on STEM faculty learning communities specifically. Many support similar findings from this article, but I did locate one that stated that results from the learning community only led to modest improvements. It’s important to note that this article was published in 2013, and learning communities, particularly virtual ones, have likely evolved over the last 10+ years. The project was funded by the National Science Foundation Grant. As stated in Article 2, a recent article posted by the National Library of Medicine claiming that NFS grants are racially biased from 1996-2019, stating that higher funding rates were given to white PIs than non-white PIs.  A potential area for bias is that only one faculty member was selected for the case study, and it’s not clear why this particular instructor stood out beyond showing the most significant change over time. It would be interesting to know more about any external factors that may have influenced this decision.
Purpose of the study	This study explores how facilitators of STEM-focused Faculty Learning Communities, either in-person and online, need to adapt their methods over time from logistical concerns to pedagogical. The study acknowledges the benefits of learning communities, which typically comprise about 10 faculty in a similar discipline, but evaluates the importance of adjusting topic focus as time goes on to deeper conversations on pedagogical practices and offering open discussions surrounding student engagement. The focus of the study is the facilitator’s of the learning communities and implementing change over time.
Research Questions	The study asks how faculty learning communities can be improved by facilitators adjusting strategies and goals over the course of an academic period. A secondary question asks what influences the facilitators to change their strategies.
Methods and Findings	Using case studies guided by the Interconnected Model of Professional Growth (IMPG), which considers learning within social contexts such as learning communities, the researchers evaluated how facilitators adjusted their methods over time. IMPG was adapted to focus on 4 specific domains: domain of practice, which includes adjustments facilitators made; the domain of consequence, which focuses on what was observed during the learning community sessions; the personal domain, which identifies the beliefs and understanding facilitators have; and the external domain, which considers influence that the colleagues and peers have on the learning community. Data was collected through interviews of FLC facilitators, which were recorded and included questions about their background, beliefs about FLC’s, goals of each FLC meeting, and strategies used in each. Each question was aligned with one or more of the domains. Facilitators were asked to reflect on how each meeting went and attainment of set goals for the meeting. After the first round of interviews, a second interview with facilitators was implemented and focused on how their goals and strategies changed over time of the study. The study does not list how many facilitators were initially interviewed, but the study shifted to focus on a single case facilitator that showed significant change over time for more in-depth analysis. The data was coded based on themes identified, which reviewed the meeting recordings and reflections. The results showed that the facilitator moved from “expert” in the beginning to more of a peer in future discussions. Group sharing expanded over time, and topics moved from logistical concerns to pedagogical approaches. The study found the need to adjust facilitation based on what the group needed.
Why you chose this article	I chose this article because it focused more on techniques and adjustments that the facilitator can make to increase engagement in learning communities. I am continuing to explore how I can make learning communities, regardless of modality, more inclusive and engaging to educators at MSU. This study provided another avenue to addressing this issue and was a new technique that I had not considered previously.

Article 10	Annotations
APA Citation	Terry, L., Zafonte, M., & Elliott, S. (2018). Interdisciplinary Professional Learning Communities: Support for Faculty Teaching Blended Learning. International Journal of Teaching and Learning in Higher Education, 30(3), 402.
Critical Reflection Notes	Laura Terry has worked in education for over 2 decades and worked as an Associate Professor at Grand Canyon University's Psychology Department. Her instruction focuses on undergraduate and graduate psychology courses, and researches student motivation, classroom modalities/blended learning, and support for faculty.   Maria Zafonte teaches English at Grand Canyon University and holds a PhD in Psychology. Her research focuses on effective teaching of APA style, as well as teaching and student engagement across different classroom modalities.  Sharman Elliott is the Dean of the College of Humanities and Social Sciences at Grand Canyon University and is active in organizations that support teacher development. His research interests include Holocaust education and professional pedagogical development for post-secondary instructors.  This article was a somewhat recent publication, having been published in 2018. This is pre-pandemic, with instructors still exploring hybrid and virtual options prior to it being a necessity during the pandemic.  The sample size in this study was relatively small and relied on self-reported data, which can allow for bias. However, the PLC, similar to many others, allows for different perspectives to be shared. Also, more than one tool was used to collect data, offering different opportunities for participants to engage with the study and provide feedback.  No external funding resources were shared. This study was likely an internal project at Grand Canyon University.  The research was conducted by a team that does not appear to be very diverse, and demographic information was not shown in the data. The study would benefit from including faculty and researchers from diverse backgrounds, disciplines, and social identities. Integrating reflection by the researchers on bias or influence would help keep an awareness of potential influence to the study.
Purpose of the study	The study considers faculty, who are being intimidated in integrating blended learning into their curriculum, benefiting from the peer support provided through professional learning communities (PLC). The study explores how PLC can help faculty pilot a blended learning experience for students into their instruction.
Research Questions	The study asks whether Professional Learning Communities (PLCs), specifically those that use peer collaboration, help faculty in developing skills needed to effectively implement blended learning in their teaching practices for the very first time.
Methods and Findings	7 faculty members (6 taught face-to-face only and 1 taught fully virtually) were interviewed in this study, and data was collected through qualitative methods through the use of interviews, interviews, and meeting notes. Participants were from a variety of different disciplines and had to be teaching at least one blended learning section each semester over the course of the academic year (summer-spring). The PLC used round table discussions and met once per month for about an hour. All participants had an opportunity to share their experiences with blended learning in their classes. A facilitator kept time and moved the group through different reflection questions and discussion topics, and a note taker kept a log of what was discussed. At the end of each semester, each participant was interviewed, which were transcribed and coded. The participants also received a survey that included 7 Likert-style questions and 3 additional short-answer questions that asked faculty about their experience with blended teaching. Notes from each meeting were evaluated and incorporated into the data collection.  The results showed that faculty that participated in the study found PLC’s to provide support, sharing of ideas, and improve their teaching strategies. 50% strongly agreed and 50% agreed that they looked forward to attending the PLC meetings. All participants found PLCs to be supportive in their implementation of the blended learning modality. The collaboration offered from PLCs improved instructor confidence and encouragement. However, instructors shared that there was an initial learning curve in implementing this new modality, similar to starting a course from scratch. These results were identified from both the meeting notes, interviews, and surveys.
Why you chose this article	This article aligned with my topic but also provided more information as to implementing a technique or skill as a result of participating in a learning community. Most of the research I found speaks positively to the support participants received from the PLC, but this article in particular discussed an action item that participants took away as a result of the PLC and could directly implement it into their work. This idea highlights the importance of topic-focused PLCs and addressing a challenge educators are experiencing, and having a comfortable space to share and collaborate with peers.

Notes from Intentional Annotation Reflection

Authors - The majority of authors were women and had a mixture of US and international authors. Only one article crossed international lines and included both US and Canadian authors. All authors were experts in their field, with extensive education in their chosen area. 

Currency - It was interesting to see that every article I selected was published recently, with the oldest article being published in 2018 and the majority of the articles being published in 2024. Because I was focused on learning communities and modality, many of the articles discussed a forced shift to online spaces as a result of COVID-19, which is a recent event.

Truth - Nearly all of the articles appeared accurate and reliable. I was able to search for similar claims in other scholarly articles (more than 3) and find that they aligned with the author’s statements. All were thorough and did not have any apparent misspellings or typos. 

Unbiased - Articles that received funding appeared to come from impartial sources, though one article did have a funding source that was found to have bias towards providing more funds to white authors. Many other articles did not provide any funding information. 

Privilege - Levels of privilege varied between articles. Grant-funding often favors well-funded institutions, and those that received no funding may be at a disadvantage in developing and implementing their study. Studies with 2 or less authors could result in blind spots and personal assumptions being integrated into the research design. Many of the articles did not account for any systemic barriers, including labor conditions or cultural differences. Finally, many articles discussed the use of online systems in the research, which could limit participants to only those with accessible internet access and/or tech understanding.