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To access descriptions, click on the FLC title of your choiceCo-teaching is a powerful framework that provides new opportunities for enhancing student learning. This FLC will explore the many ways the concept of co-teaching can be utilized in not only the delivery of instruction, but in assignments and coursework. Flipping the Classroom. Faculty proposer and facilitator: Jeanne Anderson (Information Media). In this FLC faculty members will explore how we can turn the classroom on its head by delivering instruction online outside of class so that active learning, group collaboration, instructor feedback/support and homework can be addressed during class time. Backward Design. Faculty proposer: Kate Pound (Earth and Atmospheric Sciences). Briefly, Backward Design is a process in curriculum and lesson planning starts not by preparing lectures (i.e. learning experiences), but first by identifying the desired results. After that, the educator determines what acceptable evidence for those results having been achieved is, and only then plans the learning experiences and instruction to meet the goals. Laboratory Pedagogy. Faculty proposer: Nate Winter (Chemistry and Physics). The overarching purpose of this FLC is to explore and examine the current research and thinking of the pedagogy of laboratory experiences with a view to incorporating some of the strategies into the courses taught by the members. Collaborative Learning. Faculty proposer: Miguel Chavez (Ethnic and Women's Studies). The purpose of this FLC is to increase student engagement by redesigning courses to embed structured Collaborative Learning strategies that take into account scholarship on the relationship between group dynamics and student learning and create and redesign their courses. LGBTQ Issues Facilitator: Rachel Wexelbaum (Library Resources Services) The members of this FLC are SCSU faculty, instructional staff, and other SCSU community members engaged in research on and teaching of LGBTIQ populations and issues. The purpose of this FLC is to explore theories and practices of heteronormativity in the attempt to identify heteronormative practices at SCSU. In 2013-2013, the LGBTIQ FLC will continue and expand upon our work from the previous year. We intend to conduct focus groups and other activities to determine student, faculty, and staff perceptions of heteronormativity in order to develop best practices and exercises to improve campus climate. Review of applications begins on Monday, April 15, 2013 at 4:30 pm |
Frequently Asked Questions!To find out more about professional development funds and other rewards and expectations of FLC, please visit: FLC-FAQsFor a complete list of 2012-2013 FLCs, please visit: FLC 2012-13 List |
BACKGROUND INFORMATION
Definition of FLC
Milton Cox (2004) defined Faculty and Professional Learning Communities (FLCs) as “ cross disciplinary faculty and staff groups of six to fifteen members (eight to twelve is the recommended size) who engage in an active, collaborative, yearlong program with a curriculum about enhancing teaching and learning with frequent seminars and activities that provide learning, development, the scholarship of teaching, and community building” (pp. 8).
Expectations for Faculty and Professional Learning Communities
The most important thing to remember is that FLCs are intended to provide a supportive structure for whatever faculty currently do in relation to their professional development plans, not in addition to it. For instance, if a faculty member’s goal is to investigate the impact of an instructional strategy on the students taking a course, the FLC is expected to provide a supportive community of colleagues who have a similar goal.
True to their definition,
- FLCs meet on a regular schedule throughout the school year.
- Every FLC has a facilitator who is also a participant. FLC Facilitators meet regularly with other FLC facilitators and the CETL director to keep in contact, share ideas, and work through challenges as they arrive.
- FLCs must have a strong sense of community. Without that an FLC is no different than a series of independent faculty workshops.
- FLCs must create a well-defined goal or goals culminating in a final project, completed within one academic year after which the group may continue to meet informally or formally.
Ideally projects are:
- Interdisciplinary, related to teaching and learning.
- Publish-able in an appropriate public platform: a scholarly journal, a conference at a national, regional or local level, or even at SCSU as a technical report.
- Reflective of qualitative and quantitative inquiry – anchored in existing research, rigorous, peer reviewed, etc.
Support from CETL for FLC projects:
We are very committed to supporting the FLCs in their work. Here are some things we could do for you:
- Help with locating mentors from among faculty to work with you.
- Provide refreshments during FLC meetings
- Provide or find funds in the university for supplies and resources such as software, books, speakers, etc.
- Provide or help you find funds for travel to a teaching/learning workshop or conference.
- Work with supervisors to ensure faculty get credit for this work in their retention, tenure, promotion proces
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Now accepting applications for the 2013-2014 Interactive Teaching and Learning e-Handbook Team!
For detailed description of process, tasks, rewards, and expectations for the e-Handbook, please click on:
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