The Educational Scholars Program (ESP) started as a national 3-year faculty development (FD) program for pediatric educators. Fourteen years later, the ESP has grown into a larger community of practice (CoP). The purpose of this study was to identify programmatic processes that serve as bridges or barriers to integrating ESP graduates into the CoP. A cross-sectional survey was sent to 126 ESP graduates. Based on their self-reported level of engagement, graduates were categorized into 4 groups: Core, Active, Peripheral, and Outsider groups. Factors contributing to engagement with the ESP community, and the impact of varying levels of engagement on outcomes related to the organization and the graduate were ascertained. Half of the ESP graduates completed the survey. Thirty-five percent of the respondents were in the Core or Active groups. Almost all ESP graduates in the Core and Active groups felt a sense of belonging to the ESP community. Opportunities provided to network, collaborate, and receive mentorship were reported as highly significant influences on their decision to remain engaged. Purposeful integration of graduates of an FD program within a CoP, by allowing varying levels of involvement, enhances engagement within the CoP.

中文翻译：

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将国家教师发展计划的毕业生融入实践社区

教育学者计划 (ESP) 最初是一项针对儿科教育工作者的全国性 3 年教师发展 (FD) 计划。十四年后，ESP 已发展成为一个更大的实践社区 (CoP)。本研究的目的是确定作为 ESP 毕业生融入 CoP 的桥梁或障碍的程序化流程。对 126 名 ESP 毕业生进行了横断面调查。根据毕业生自我报告的参与程度，他们被分为 4 组：核心组、活跃组、外围组和局外组。确定了影响 ESP 社区参与的因素，以及不同程度的参与对组织和毕业生相关结果的影响。一半的 ESP 毕业生完成了调查。百分之三十五的受访者属于核心或活跃群体。几乎所有核心​​组和活跃组的 ESP 毕业生都对 ESP 社区有一种归属感。据报道，提供的网络、合作和接受指导的机会对他们继续参与的决定有非常重要的影响。通过允许不同程度的参与，有目的地将 FD 项目的毕业生纳入 CoP，从而增强 CoP 内的参与度。