Shepherding from Within the Flock: Role Perspectives of a Faculty Developer Participating in a Faculty Learning Community

Abstract

A staggering percentage of faculty developers (96%) report experiences with Imposter Phenomenon (IP) (Rudenga & Gravett, 2020). How can a new faculty developer overcome feelings of IP to create a Faculty Learning Community (FLC)?  What roles would a faculty developer play to create conditions for success for the FLC? This autoethnographic study examines the actions a new faculty developer took to overcome feelings of IP to lead a FLC in scholarship development.  Special attention is paid to the roles I played at various stages of the FLC.  New faculty developers can use this case study as a map for navigating feelings of IP to lead a group of new faculty members, while experienced faculty developers might use the results of this case study to mentor and guide new faculty developers through feelings of IP towards success.