2006 Lilly Conferences on College and University Teaching

International Alliance of Teacher Scholars

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Lilly Conferences | Schedule | Lilly West 2005 | Faculty Learning Community Institute

FLC New Developers' Institute
Learning Objectives

Institute Overview | Registration | Learning Objectives | Schedule

 

After completing the New Developers' Institute, participants will be able to:

In order to initiate your faculty learning community (FLC) program

  1. Describe for your campus the definition, models, benefits and outcomes of faculty learning communities.

  2. Describe the differences between cohort-based and issue-based faculty learning communities and describe examples of both types.

  3. Describe to your campus the academic and personal challenges of new and junior faculty and effective ways to address those using a faculty learning community.

  4. Describe to your campus the academic and personal challenges of minorities and majorities and effective ways to address these using faculty learning communities.

  5. Determine and describe the aspects, activities, components, and outcomes of Miami’s faculty learning communities that you will recommend to include in your program.

  6. Identify the people you will meet with and involve in designing and implementing a faculty learning communities program on your campus.

  7. Determine and describe your role(s) in the process of designing and implementing a faculty learning communities program on your campus (FLC program director, facilitator of an FLC, cheerleader, consultant, fund raiser, etc.).

  8. Identify and describe the key roles for those involved in your FLC program: person to whom you report, director, FLC facilitators, faculty participants, faculty partners, student associates, advisory committee.

  9. Determine what partnerships with other units might be feasible in order to initiate an FLC program and particular FLCs.

  10. Determine, describe, and be prepared to advocate for your goals and learning objectives for your faculty learning program and particular FLCs.

  11. Describe and advocate for the format, procedures, activities, and timeline you would like to put in place for the various components of your institution’s faculty learning communities program.

  12. Determine public relations approaches to advertise the FLC program and faculty learning communities.

  13. Identify and describe the connections that a faculty learning community can make to student learning.

  14. Determine and describe what artifacts you will have each faculty learning community member prepare in order to demonstrate his or her students’ learning in his or her focus course: course mini-portfolio, pre- and post-measures, classroom assessment techniques (CATs) (Angelo and Cross), other.

  15. Describe to your campus these 3 concepts: “the scholarship of teaching," “scholarly teaching," and “excellent teaching,” and how you will engage a faculty learning community in these three activities.

  16. Determine and describe what artifacts you will have your faculty learning community members prepare in order to demonstrate their involvement, learning, and development in their faculty learning community: for example, questionnaires, teaching project report, syllabus, focus-course portfolio, videotape of teaching.

  17. Determine and describe ways your faculty learning community members will share their individual and joint teaching project results and learning with your campus (campus-wide presentation; construction of a Web site; meeting with the provost; etc.)

  18. Describe a preliminary budget for your faculty learning community to your advisory group and to those who may provide funding.

  19. Describe to your campus your proposed timeline for development of your faculty learning communities program and its FLCs.

  20. Describe to your campus your proposed criteria for selecting members of a faculty learning community.

  21. Describe to your campus your proposed application process (application form, composition of selection committee, etc.)

  22. Describe to your campus how you will identify and select facilitators for your FLCs.

Once You Have Identified a Particular FLC
  1. Determine ways and activities to foster community in the FLC

  2. Describe to the new faculty learning community members several possible seminar topics, readings, and presenters.

  3. Facilitate the seminar selection process for the new faculty learning community.

  4. Describe four ways that your faculty colleagues can integrate diversity and multiculturalism into their courses.

  5. Describe the role of faculty partnerships and use of small groups in your faculty learning community.

  6. Describe the role of student associates and their selection.

  7. Nurture and evaluate proposed teaching projects.

  8. Describe and foster development of the use of classroom assessment techniques (CATS) and small group instructional diagnosis (SGID).

  9. Describe and foster development of course mini-portfolios.

  10. Foster scholarly teaching and the scholarship of teaching.

*Note: The phrase, "describe for your campus," includes "describe for your role players (provost, funders, advisory committee), your faculty learning community members, and, where appropriate, your entire campus."