Reaching outside of the discipline: Chemistry teachers or organisational developers?

A team of chemistry lecturers experienced together the 'phenomenon' of a 'community of practice' over some years. A natural part of their enthusiasm was their desire to replicate the process for others; they saw that the process had potential for the university generally. They were awarded a grant to look at their process and also to research the work experience of academics outside of the group in order to understand how the collegial process they had enjoyed might be fostered. Their approach with other academics was informed by 'appreciative inquiry'. Investigating how a collegial process might be fostered in other schools put the researchers in the peculiar position where their project might be considered more that of organisational developers than science academics. This paper is the story of their excursion beyond their discipline and a discussion of the lessons learned about fostering informal and potentially rewarding processes that make up a community of practice. The paper suggests that: since the collegial environment is a leverage point for the learning experience of students, divisions responsible for teaching development could focus on this environment; and appreciative interviews could be used to catalyse positive change. The CTT has reported on its initial experiences in the project (Adlong et al 2003). Our team discussions and brainstorming provided us with insights into our practice of teaching - insights that would have been unavailable to us as individuals. The group provided a focused opportunity for members to debate, critique and listen. It allowed an environment of trust to develop; each member came to accept that the different perspectives of the members were actually the basis of much learning and statements of the other members were not meant personally. Each member felt free and safe to express opinions, with the assurance that differences or criticisms were not taken personally. There was an ethos of suspending judgment to better listen to each other's perspective. The CTT engaged in a project to maximize the learning environment in student laboratories; student surveys and focus groups for this project conducted by the group fed into its reflective discussions. Members were willing to risk 'thinking out loud' with new ideas. Seniority was shed on entering the meeting space, and there was symmetry to discussion; i.e. there was equal right to speak among