Annala, J., & Mäkinen, M. (2017). Communities of practice in higher education: contradictory narratives of a university-wide curriculum reform. Studies in Higher Education, 42(11), 1941–1957. https://doi.org/10.1080/03075079.2015.1125877
Bali, M., & Caines, A. (2018). A call for promoting ownership, equity, and agency in faculty development via connected learning. International Journal of Educational Technology in Higher Education, 15, 1-24. https://doi.org/10.1186/s41239-018-0128-8
Bensimon, E. M. (2018). Reclaiming racial justice in equity. Change, 50, 95-98 doi:https://doi.org/10.1080/00091383.2018.1509623
Bensimon, E. M., Dowd, A. C., & Witham, K. (2016). Five principles for enacting equity by design. Diversity & Democracy, 19. https://aacu.org/diversitydemocracy/2016/winter/bensimon
Bowen, G. A. (2006). Grounded theory and sensitizing concepts. International Journal of Qualitative Methods, 5, 12-23. https://doi.org/10.1177/160940690600500304
Brown, M., & Peck, C. (2018). Expanding the landscape: developing knowledgeability through communities of practice. International Journal for Academic Development, 23, 232–243. https://doi.org/10.1080/1360144X.2018.1473252
Buckley, S., & Du Toit, A. (2010). Academics leave your ivory tower: Form communities of practice. Educational Studies, 36, 493–503. https://doi.org/10.1080/03055690903425532
Calderwood, P. E. (2003). Toward a professional community for social justice. Journal of Transformative Education, 1, 301–320. https://doi.org/10.1177/1541344603257280
Castagno, A., (2019). The price of nice: How good intentions maintain educational inequities. University of Minnesota Press.
Charmaz, K. (2003). Grounded theory: Objectivist and constructivist methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Strategies for qualitative inquiry (2nd ed., pp. 249-291). Sage.
Costino, K. (2018). Equity-minded faculty development: An intersectional identity-conscious community of practice model for faculty learning. Metropolitan Universities, 29(1). https://doi.org/10.18060/22170
Cox, M. D. (2004). Introduction to faculty learning communities. New Directions in Teaching and Learning, 97, 5–23. https://doi.org/10.1002/tl.129
Cox M. D., & McDonald, J. (2017). Faculty learning communities and communities of practice: Dreamers, schemers, and seamers. In J. McDonald & A. Cater-Steel (Eds.) Communities of Practice (pp. 47-72). Springer.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods Approach (4th ed.). Sage.
David, L. (2014). Communities of practice (Lave and Wenger). https://www.learning-theories.com/communities-of-practice-lave-and-wenger.html
Dowd, A., & Liera, R. (2018). Sustaining change towards racial equity through cycles of inquiry. Education Policy Analysis Archives, 26. https://doi.org/10.14507/epaa.26.3274
Esters, L. (2017). Students thrive when institutions commit to equity and excellence. Peer Review, 19(2). https://www.aacu.org/peerreview/2017/Spring/Esters
Furco, A., & Moely, B. E. (2012). Using learning communities to build faculty support for pedagogical innovation: A multi-campus study. The Journal of Higher Education, 83(1), 128–153. https://doi.org/10.1353/jhe.2012.0006
hooks, B. (1994). Teaching to transgress: Education as a practice of freedom. Routledge.
Johnson, J. M., Boss, G., Mwangi, C. G., & Garcia, G. A. (2018). Resisting, rejecting, and redefining normative pathways to the professoriate: Faculty of color in higher education. Urban Review, 50, 630-647. https://doi.org/10.1007/s11256-018-0459-8
Keels, M., Durkee, M., & Hope, E. (2017). The psychological and academic costs of school-based racial and ethnic microaggressions. American Educational Research Journal, 54, 1316-1344. https://doi.org/10.3102/0002831217722120
Lave, J., & Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
Liera, R., & Dowd, A. C. (2018). Faculty learning at boundaries to broker racial equity. The Journal of Higher Education, 90(3), 462-485. https://doi.org/10.1080/00221546.2018.1512805
Malcom-Piqueux, L., & Bensimon, E. M. (2017). Taking equity-minded action to close equity gaps. Peer Review, 19(2), 5. https://www.aacu.org/peerreview/2017/Spring/Malcom-Piqueux
Maxwell, J. A. (2005). Qualitative research design: An interactive approach (2nd ed.). Sage.
McNair, T. B. (2016). The time is now: Committing to equity and inclusive excellence. Diversity and Democracy, 19(1), 4-7. https://www.aacu.org/diversitydemocracy/2016/winter/mcnair
McNair, T. B., & Veras, J. (2017). Committing to equity and inclusive excellence: Intentionality and accountability. Peer Review, 19(2), https://www.aacu.org/peerreview/2017/Spring/GuestEditors.
McNair, T. B., Albertine, S., Cooper, M. A., McDonald, N., & Thomas Major Jr. (2016). Becoming a student-ready college: A new culture of leadership for student success. Jossey-Bass.
Nair, A., & Thomas, C. (2018, February 08). A social justice approach to building community in higher education today. https://www.insightintodiversity.com/a-social-justice-approach-to-building-community-in-higher-education-today/
Ness, M. K., George, M., & Hawley Turner, K. H., & Bolgatz, (2010). The growth of higher educators for social justice: Collaborative professional development in higher education. InSight: A Journal of Scholarly Teaching, 5, 88–105. https://doi.org/10.46504/05201007ne
Prochaska, J. O., & DiClemente, C. C. (1982). Transtheoretical therapy: Toward a more integrative model of change. Psychotherapy: Theory, Research & Practice, 19(3), 276-288. doi:https://doi.org/10.1037/h0088437
Prystowsky, R. (2018). A systemically collaborative approach to achieving equity in higher education. Metropolitan Universities, 29(1). https://doi.org/10.18060/22176
Prystowsky, R., & Heutsche, A. M. (2017). Facing ourselves, engaging our students: Equity-minded practices at work. Peer Review, 19(2). https://www.aacu.org/peerreview/2017/Spring/Prystowsky
Ramaley, J. A. (2014). Educating for a changing world: The importance of an equity mindset. Metropolitan Universities Journal, 25(3), 5-15. http://archives.pdx.edu/ds/psu/16739
Sidman-Taveau, R., & Hoffman, M. (2019). Making change for equity: An inquiry-based professional learning initiative. Community College Journal of Research and Practice, 43(2), 122–145. https://doi.org/10.1080/10668926.2018.1424665
Smit, R. (2012). Towards a clearer understanding of student disadvantage in higher education: problematising deficit thinking. Higher Education Research & Development, 31, 369-380. https://doi.org/10.1080/07294360.2011.634383
Solorzano, D. G., & Delgado Bernal, D. (2001). Examining transformational resistance through a critical race and latcrit theory framework: Chicana and chicano students in an urban context. Urban Education, 36(3), 308-342. https://doi.org/10.1177/0042085901363002
Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. (2nd ed.). Sage.
Strauss, A., & Corbin, J. (2014). Basics of qualitative research: Grounded theory procedures and techniques. (4th ed.). Sage.
Thompson, K. V., Marbach-Ad, G., Egan, L., & Smith, A. C. (2015). Faculty learning communities: A professional development model that fosters individual, departmental and institutional impact. In G. C. Weaver, W. D. Burgess, A. L. Childress, & L. Slakey (Eds.), Transforming institutions: Undergraduate STEM education for the 21st century (pp. 312–324). Purdue University Press.
Trip, T., Jiang, L., Olson, K., & Graso, M. (2018). The fair process effect in the classroom: Reducing the influence of grades on student evaluations of teachers. The Journal of Marketing Education, 41, 173-184. https://doi.org/10.1177/0273475318772618
U.S. Department of Education, Office of Planning, Evaluation and Policy Development and Office of the Under Secretary, & P. and P. S. S. (2016). Advancing diversity and inclusion in higher education, 1–87. https://www2.ed.gov/rschstat/research/pubs/advancing-diversity-inclusion.pdf
Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24, 80-91. https://doi.org/10.1016/j.tate.2007.01.004
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
Wenger, E. (2000). Communities of practice and social learning systems. Organization 7, 225-246. https://doi.org/10.1177/135050840072002
Wenger-Trayner, E., & Wenger-Trayner, B. (2015). Introduction to communities of practice: A brief overview of the concept and its uses. https://wenger-trayner.com/introduction-to-communities-of-practice/