Building a Network and Finding a Community of Practice for Undergraduate Mathematics Lecturers

Abstract

This case study details the development of a national network for mathematicians teaching undergraduate mathematics in Australian universities and the subsequent emergence of a community of practice. The network was intentionally established to build and support the leadership capacity of mathematicians who coordinate first-year mathematics subjects. To achieve this, events were held that focused on sharing knowledge, experiences, high quality resources and establishing supportive connections with colleagues. In the course of these activities, it became apparent that a fledgling community of practice existed with the development of a strong sense of identity and recognition of common challenges across institutional boundaries. The community leadership evolved over time, taking on roles from facilitation to advocacy on behalf of the network’s members, forming a group identity and sense of purpose. This case study illustrates the potential for a discipline-based, cross-institutional community of practice to support individuals in their development as change agents and to provide a platform from which national issues in higher education can be tackled.