Table 2 Values gained by the five case participants according to the Wenger et al. (2011) framework
| Â | Cycle 1 Immediate value | Cycle 2 Potential value | Cycle 3 Applied value | Cycle 4 Realized value | Cycle 5 Reframing value |
|---|---|---|---|---|---|
Clay | Heard about AG during cluster meetings | Gained new knowledge about AG while contributing to FOLC assessment resource, in non-FOLC venues and through own research | Implemented AG strategy in NGPET course and co-led a cluster meeting on AG | Grading was more aligned with in-class activities and more ethical, and students more critical thinkers about grading; new AG discussions with department colleagues | Changed view of the role of grading; rethinking his role in department as change agent |
Cruz | Discussed student explanation difficulties at cluster meetings | Gained new knowledge by participating in FOLC group on student explanation writing; recognized conversation differences between local and FOLC colleagues | Implemented new explanation strategies in NGPET course; gave presentations | Students wrote better explanations; course became a university general education course | Changed view of the value of his discussions with local colleagues |
Courtney | Heard about AG at cluster meetings and FOLC webinar | Gained new knowledge about AG in non-FOLC venues and later in private visit with FOLC member | Implemented AG first in her non-NGPET course and then later in her NGPET course | Moderate success in the two implementations; came to realize the importance of having (major) tests | Changed view of her teaching role: from teacher-focused to learner-focused instructor |
Julia | Heard about SBG at a cluster meeting; contributed to Resources for Teaching NGPET online | Gained new knowledge about SBG at cluster Meetings and provided time to reflect | Implemented SBG in her NGPET course | Seeing positive changes in students’ learning, confidence, and enjoyment, and their sense of community | Changed view of her classroom role, from teacher to mentor; and changed her goal for students, so they see themselves as member of community rather than just students in class |
Luli | Heard about FOLC at a professional meeting | Gained new knowledge about NGPET at cluster meetings and about magnetism unit at professional meeting | Implemented magnetism unit in her course | Students were more engaged and had more substantive discussions; increased value in being member of FOLC community | Changed view of her teacher role, row having more confidence in her students being able to reason things out without her help; changed understanding of who she can influence with her teaching ideas, from just her department to the FOLC |