Center for Excellence in Teaching and Learning

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To find out more about professional development funds and other rewards and expectations of FLC, please visit:

FLC Frequently Asked Questions

Faculty and Professional Learning Communities 2014-15

For Returning Members: Click on the name of the FLC for Application Forms

 

ARPAC

Flipping the Classroom

NEW FLCS for 2014-2015

Meta Assessment

The purpose of the Meta-Assessment Community of Practice (CoP) is to create, evaluate and support the implementation of a meta-assessment toolkit for use in academic and co-curricular programs. This CoP, co-sponsored by CETL and the Assessment Steering Committee, is open to Assessment Peer Consultants as well as other interested faculty and staff members.

Common Reading Program

The purpose of this FLC is to engage a group of faculty leaders who will explore the use of the 2015-16 Common Reading Program book, Oryx and Crake by Margaret Atwood and develop and conduct book talks and faculty development workshops for those who wish to adopt the book. The FLC will provide a systematic and recognized structure within which to frame ongoing interdepartmental and interdisciplinary collaborations among faculty members through the Common Reading Program which have been, to this point, relatively ad hoc.

Designing Instructional Strategies for Flipping the Classroom

In “flipped classes” students use technology at home to watch online video lectures, demonstrations, and explanations of assignments. Class time is spent doing what is traditionally called “homework." Flipping a classroom is not just about learning the tools such as Lecture Capture, video production, or linking existing videos to D2L. Flipping gives us the opportunity to redesign our courses by making a philosophical shift from a “sage on the stage” to a “guide on the side” model of teaching. In a flipped classroom both the teacher and the students are actively engaged in a partnership for learning. Instructors use technology, scaffolding, and assessment to motivate, and prepare students to take charge of their own learning as well as to plan and design in-class activities and strategies to support that learning. In class, instructors work one-to-one with students, clarify assignments, and offer help as needed. Students work together on assignments, engage in discussions, or collaborate on projects. A major benefit is that teachers spend more time working directly with students instead of lecturing to them. Click on the title for the application

Social Media and Communication Technology

Students in today’s classrooms, who have grown up with various forms of social media and communication technologies, must learn how to distinguish their uses in educational and professional settings. Rather than using those technologies to "flip" a classroom, this FLC will explore how to help students use technology to effectively and appropriately communicate with peers, professors, TAs, as well as professionals already working in the students' chosen career fields. Members will review literature related to social media and student learning, test and evaluate communication technology options, and apply technology including (but not limited to) LinkedIn, Twitter, Pinterest, online videos, Yammer, blogs, and more. FLC members may choose to select and apply a specific technology as a semester-long communication method or to integrate a communication service into one major assignment/learning outcome. Click on the title for the application

Designing Courses for Greater Student Engagement and Learning (Special grant available for attending workshop).

The purpose of this FLC is to design and assess courses using Integrated Course Design principles to increase student engagement and learning. Each participant will learn the principles laid out in Dee Fink’s ICD model, apply them to redesign a target course for Spring 2015, and assess the impact on student learning using educational research and assessment techniques. Projects, readings, and discussions will be related to a set of core questions the group develops around the topic. Faculty participants will have the opportunity to learn about ICD through a workshop by the facilitator or upon attending the ICD workshop in Chicago, May 20-22, 2014.Click on the title for the application.

 

INTRODUCING A NEW OPPORTUNITY FROM CETL:

COMMUNITIES OF PRACTICE (CoP)!

If you are interested in learning more about a focused topic related to teaching and learning and in having on-going pre-scheduled reflective dialogues, here’s a new opportunity: CETL’s Communities of Practice Initiative.

 

2013 -2014 FLC PROGRAM

For more information on previous Faculty and Professional Learning Communities:

Please visit 2013 - 2014 FLCS

We are proud to announce that our FLC on Laboratory Course Pedagogy, facilitated by Dr. Nathan Winter, will be presenting this spring at the Lilly Conference on Teaching and Learning in Bethesda, MD.

 

2012 -2013 FLC PROGRAM

For more information on previous Faculty and Professional Learning Communities:

Please visit 2012 - 2013 FLCS

 

Lilly Conferences

We are proud to announce that our BYOD FLC, facilitated by Plamen Miltenoff, presented this spring at the Lilly Conference in Bethesda, MD

 

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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