New Perspectives in Science Education

Third level teaching is an area that, traditionally, has been somewhat of a solitary pursuit despite the collaborative nature of scientific research. However, an ever increasing body of evidence extolls the virtues of peer collaboration in improving the quality of third level education. While embarking on a journey towards a Postgraduate Diploma in Teaching and Learning in Higher Education, the authors were provided with many opportunities to exchange ideas with their peers in a supportive and dynamic environment. This sharing of experiences lead to an informal and candid dialogue focusing on what works and what does not work in the discipline of undergraduate science education. From this conversation, there was a desire to expand and formalize this collaboration and sharing which ultimately has led to the establishment of a community of practice for science educators in Athlone Institute of Technology. This article details the journey from a casual exchange of ideas to a more structured community of practice. It describes the challenges encountered in establishing the group, the technological tools used to facilitate communication within the group and the attitudes and experiences of the members of the group. In particular, the article focuses on the multitude of ways that the community of practice has influenced the teaching of those involved in terms of engagement, job satisfaction and student learning.