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What I Did on My Spring Vacation: Faculty Learning Community
Initiatives in South Korea, Alaska, and Saudi Arabia
Milton D. CoxCenter for the Enhancement of Learning, Teaching and
University AssessmentDirector, Lilly Conference on College Teaching
Editor-in-Chief, Journal on Excellence in College Teaching and the Learning Communities Journal
Miami Universitycoxmd@muohio.edu
http://www.muohio.edu/FLC
Faculty Learning Communities
FLCs in first year, called teams, “no framework” Aims: enhancing personal teaching competence,
forming a close bond between other professors, and improving the quality of the teaching and learning
25 teams, cognate departments 5-10 members in each team Each team meets 5 times a semester Each FLC receives 2 million won (=$1800 USD) Managed by teaching and learning center Funding from the Ministry of Education in Korea. Each person in a team has a SoTL project
My Korea University Sessions
Recognition of FLC awards
Designing and Implementing Faculty Learning Communities to Foster the Scholarship of Teaching and Learning: Effective Projects, Assessment, Presentations, and Publication
New Faculty Orientation
Recommendations for Advising and Mentoring Students: Engaging Intellectual Development and Community to Enhance Connections
Faculty Learning Communities
http://www.uaf.edu/arbhta/2010-lilly-arctic-institu/
In 5th year
University of Alaska Fairbanks
Rural health and human services, adult learning
Elders attend
Talking circle
Drumming circle
Faculty Learning Communities
Involving Community in Learning: Making Connections for Your Classroom and Campus, Your Students and Colleagues
Forming Learning Communities for Teachers in Higher Education Using the Faculty and Professional Learning Community Model
The Challenge and Need
Establishing online distance FPLCs
Faculty Learning Communities
Eight 90 Minute Seminars Over 3 Days Participants: 24 women, 12 men
1. Involving Community in Learning: Making Connections for Your Classroom and Campus, Your Students and Colleagues
2. An Overview of Faculty and Professional Learning Communities and Their Outcomes for Faculty, Students, and Institutions
3. Details About Faculty and Professional Learning Communities, Selecting an FPLC Topic, and Getting Started
Eight 90 Minute Seminars Over 3 Days
4. Developing the Scholarship of Teaching and Learning in FPLCs: Resources and Recommendations for Projects, Presentation, and Publication
5. Forming – Storming – Norming – Performing – Adjourning: Facilitating and Participating in Effective Faculty and Professional Learning Communities
6. Evaluation of Program Components, Faculty Development, Student Learning, and Other Aspects of FPLCs. Designing and Implementing Faculty and Professional Learning Communities: Planning for and Engaging the 30 Components
Eight 90 Minute Seminars Over 3 Days
7. Designing and Implementing Faculty and Professional Learning Communities: Planning for and Engaging the 30 Components
8. Follow-Up Consultation and Planning With Respect to All Facets of FPLCs: Design, Implementation, Facilitation, Project Development, SoTL, and Evaluation
Faculty Learning Communities
We Established 3 FLCs:
Thinking ability
Building character
Motivation
Programming Challenges in Saudi Arabia
Ice breaker as mixer
Cooperative learning groups
Jigsaws
Consulting during breaks
Explaining a SoTL teaching project
The future: Getting the women’s FLCs to meet at the same time as the men’s
Programming That Worked in Saudi Arabia
Cooperative learning groups
Consulting during breaks
Homework for next day
Selecting FLC topic, membership, symbol, title
South Korea, Alaska, Saudi Arabia Summary
Interest in, hunger for, hope of community
Interest in but struggle to engage SoTL
Faculty development is seized by “new” institutions
Teaching and learning centers exist and engage faculty development similar to that in mainland U. S.
Value of faculty and professional learning communities
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