The Evolution of a Faculty Sandbox in Challenging Times: Moving Beyond Technology
Abstract: In an earlier publication, initial results of a sandbox, designed to support faculty in “emergency” online teaching were shared (Author, 2020). With nearly two year’s worth of ongoing work, a qualitative investigation of the “sandbox” will provide insight and examples of systemic, ongoing supports and the evolution of live meetings into collaborative spaces focused on equity, social justice, and transforming classroom practices. The work is grounded in best practices in professional development (Darling-Hammond, et al., 2017), developing communities of practice (Stark & Smith, 2016; Wenger-Trayner & Wenger-Trayner, 2015), and is focused on the roles of identity and context in developing technological, pedagogical, content knowledge (Foulger, et. al, 2016; Porras-Hernandez & Salinas-Amescua, 2013; Quezada, et. al., 2020; Rosenberg & Koehler, 2015). Actual modules and practices will be shared, as well as implications for both research and practice.