The American Talent Initiative (ATI) is dedicated to addressing longstanding disparities in bachelor’s degree attainment for low- and moderate-income students by fostering collaboration among research, philanthropy, and educational entities. Since 2016, ATI membership has grown to include over 135 high-graduation-rate institutions, enrolling more than 18,000 additional Pell Grant students since the project began. A key strategy in ATI’s approach has been the adoption of Communities of Practice (CoPs) to assist member colleges and universities in achieving their socioeconomic diversity goals. In this blog post, we describe how CoPs are used broadly and  outline how we’ve used them to help ATI members advance their shared goals.

Communities of Practice: Broad Definition and Usages

CoPs are variably defined in the literature and in practice, but in general, are formed when individuals or organizations with a shared identity seek to address a common concern or issue. They are often informally organized, and formats can range from regular in-person or virtual meetings to share strategies and best practices to asynchronous project development via email. CoP implementation varies across different settings, but in the business sector, they are used to share knowledge, innovate new ideas, and develop products. Educators have likewise used CoPs to build organizational capacity, develop staff, and spread evidence-based teaching practices. In higher education, CoPs are often organized by faculty or department leaders and focus on student or academic issues. They are seen as an effective mechanism for problem-solving and innovation. CoPs are often underutilized by higher education leaders, researchers, and technical assistance providers who could use the model to address administrative and system-level concerns, including those that may be large-scale and pervasive across different types of institutions.

Using Communities of Practice in ATI for Innovation and Impact

CoPs can support positive outcomes in large-scale initiatives such as ATI in multiple ways. The flexible and adaptive formats of CoPs can create opportunities for organizing strategically formed groups with diverse experiences, which fosters innovation and opportunities for expansion. CoPs also enable members and external experts to share relevant research, which ensures that initiatives are informed by the latest insights and best practice. Finally, CoPs are responsive to the needs of members, which builds trust and helps to maintain engagement across stakeholder groups.

Forming Groups Strategically

CoPs offer unique advantages for fostering innovation and expansion within large-scale initiatives like ATI by bringing together groups with diverse experiences. The flexible and adaptive format of a CoP allows for the creation of dynamic groups that draw in individuals with varying levels of expertise and backgrounds, resulting in a rich exchange of ideas and perspectives. ATI employed this tactic when it formed the Academic Equity CoP to engage a diverse set of institutions with a shared goal and common purpose—to improve the educational experiences of lower-income students and people of color on their campuses. This CoP ultimately grew into a yearly convening hosted by Georgetown University where research and evidence-based practices are widely shared. This type of collaboration not only fosters innovation but also enhances the potential for initiatives to scale, as members with different insights work together to identify and implement best practices that can be applied across diverse institutional settings.

Leveraging External Expertise and Research

Another key benefit of CoPs is their ability to leverage external expertise and research. ATI employed this tactic in 2018 with our Veterans CoP which addressed the needs of low- and moderate-income students and military veterans. This CoP engaged subject-matter experts to develop the foundational knowledge of 30 member institutions, which helped to bridge silos across and within institutions. During this time, the CoP supported members in advancing new opportunities for student veterans through knowledge and data sharing. By tapping into external expertise, ATI equipped its members with the latest tools and strategies to better serve their students, all while ensuring that the knowledge shared was rooted in rigorous research and proven strategies. This approach not only strengthens the CoP but also promotes continuous learning and adaptation, which is crucial for sustaining the long term impact of large initiatives.

Responding to Member Needs

Finally, CoPs thrive when they are responsive to the evolving needs of their members, which fosters trust and maintains engagement. ATI’s experience underscores the importance of regularly engaging with members to ensure that CoPs remain relevant and impactful. For example, ATI has utilized member feedback to develop and refine a grant program designed to support members who are developing new programs to increase lower-income student enrollment and success. By involving members in discussions about the proposal and award process, ATI strengthened its application process. Member feedback also informed the ways ATI engaged and supported members while they were developing their programs and grant proposals. This approach ensured that ATI’s resources were directed towards the most pressing needs of its members.

Conclusion

ATI’s experience with CoPs offers valuable insights that can inform the successful implementation of these groups in future large-scale initiatives within higher education. By establishing flexible CoPs with diverse members, integrating external expertise and promoting peer learning, providers can ensure these communities are both dynamic and responsive. Ongoing engagement and regular need sensing with members are also essential to keeping CoPs aligned with evolving challenges. As ATI continues to scale its efforts to close gaps in degree attainment for low- and moderate-income students, the role of CoPs will remain a critical component of its strategy. The flexibility of these communities, combined with their responsiveness to member needs, ensures they can evolve to meet the changing demands of supporting lower-income students.

ATI’s experience demonstrates that when CoPs are strategically designed and supported, they can drive meaningful, system-wide change. Higher education leaders, researchers, and technical assistance providers can draw on these lessons to support school leaders and administrators in fostering deeper collaboration, accelerating the spread of best practices, and creating more inclusive, supportive environments that pave the way for greater success for low-income students.