Faculty Learning Communities
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Building Faculty Learning Communities
Changing our colleges and universities into learning institutions has become increasingly important at the same time it has become more difficult. Faculty learning communities have proven to be effective for addressing institutional challenges, from preparing the faculty of the future and reinvigorating senior faculty, to implementing new courses, curricula, and campus initiatives on diversity and technology. The results of faculty learning community programs parallel for faculty members the results of student learning communities for students, such as retention, deeper learning, respect for other cultures, and greater civic participation. The chapters in this issue of New Directions for Teaching and Learning describe from a practitioner's perspective the history, development, implementation, and results of faculty learning communities across a wide range of institutions and purposes. Institutions are invited to use this volume to initiate faculty learning communities on their campuses. This is the 97th issue of the quarterly journal New Directions for Teaching and Learning.
Learning Communities
Learning communities are curricular structures that link different disciplines around a common theme or question. They give greater coherence to the curriculum and provide students and faculty with a vital sense of shared inquiry. This volume of New Directions for Teaching and Learning places learning communities within the framework of twentieth-century educational theory and reform. The authors provide comprehensive, detailed descriptions of how to design, maintain, and evaluate learning communities and include firsthand accounts from students and faculty in learning communities across the nation. At a time when higher education seeks a sense of shared purpose, learning communities offer an approach that balances the demands of individualism with those of contributing to the common good. Solutions to the problems we confront require multiple points of view, a variety of competencies, and an acknowledgment of interdepAndence and mutual respect. Learning communities are one way we may build the commonalities and connections so essential to our education and our society. This is the 41st issue of the quarterly journal New Directions for Teaching and Learning. For more information on the series, please see the Journals and Periodicals page.
Faculty Learning Communities
Author: Jeffery W. Galle
language: en
Publisher: Bloomsbury Publishing PLC
Release Date: 2021-12-11
This book offers a game plan for developing faculty expertise in student success pedagogies across disciplines through hundreds of supported faculty learning communities (FLC). Using the FLC as a foundation and offering support and training for individual faculty moderators/facilitators, the program establishes systemwide conversations around selected topics and pedagogies. The topics have been selected as evidence-based practices that can be used across the disciplines to inform faculty and support student success in undergraduate coursework. These pedagogies include: transparency in learning and teaching (TiLT), inclusive pedagogy, course redesign, mindset, High Impact Practices, strategies from neuroscience, Small Teaching, and SoTL. The program is set in motion by nominations for facilitators (Chancellor’s Learning Scholars, CLS) from institutional academic leaders, an individual application, and confirmation. Training for the CLS is provided by the system’s Office of Faculty Development and supported by directors of the institutional teaching centers. The formation of each FLC, the identification of course products and changes emerging from the FLC, and the full story of each FLC is contained in the annual report. All told, the program has involved 2500 faculty and thousands of course changes. Finally, the book offers evaluation of three types—by USG office, by system’s teaching center directors, and by the analysis of the final reports submitted each year.