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Faculty Learning Communities’ Faculty Learning Communities’ Impacts: Results of a National SurveyImpacts: Results of a National Survey
Andrea L. Beach, Ph.D.Andrea L. Beach, Ph.D.
Western Michigan UniversityWestern Michigan UniversityMilton D. Cox, Ph.DMilton D. Cox, Ph.D
Miami UniversityMiami University
The Professional and Organizational Development Network The Professional and Organizational Development Network October 30, 2005October 30, 2005
Purpose of this SessionPurpose of this Session
Overview of Miami University’s 3-year FIPSE Overview of Miami University’s 3-year FIPSE funded FLC dissemination project, funded FLC dissemination project, “Developing Faculty Learning Communities to “Developing Faculty Learning Communities to Transform Campus Culture for Learning”Transform Campus Culture for Learning”
Presentation of results of follow-up surveyPresentation of results of follow-up survey
Discussion of survey resultsDiscussion of survey results
FLCs Defined FLCs Defined
Year-long, cross-disciplinary communities of Year-long, cross-disciplinary communities of 8-12 faculty members who collaboratively 8-12 faculty members who collaboratively engage in the exploration and implementation engage in the exploration and implementation of new (to them) teaching approaches.of new (to them) teaching approaches.
Cohort or Topic basedCohort or Topic based Focus course or projectFocus course or project Structured or semi-structured curriculumStructured or semi-structured curriculum
About the FIPSE FLC Project . . .About the FIPSE FLC Project . . .
Miami University and six adapting institutions: Miami University and six adapting institutions: Claremont Graduate University, Indiana University Claremont Graduate University, Indiana University
Purdue University Indianapolis, Kent State Purdue University Indianapolis, Kent State University, Notre Dame University, Ohio University, University, Notre Dame University, Ohio University, and The Ohio State Universityand The Ohio State University
Project sought to test the “Miami Model” and the Project sought to test the “Miami Model” and the success of mentored, accelerated adaptation – 12 success of mentored, accelerated adaptation – 12 FLCs at each institution in 3 years.FLCs at each institution in 3 years.
Individual Individual Classroom Classroom ActivitiesActivities
Individual Individual PartnershipsPartnerships
This FLC CommunityThis FLC Community
Miami Model: How FLC Components Are ConnectedMiami Model: How FLC Components Are Connected
Program Program ObjectivesObjectives
Program Program GoalsGoals
Presidents’ Presidents’ Day RetreatDay Retreat
All FLC All FLC presentpresent
The The Literature Literature
Knowledge Knowledge BaseBase
IndividualIndividualand Joint Efforts:and Joint Efforts:The ScholarshipThe Scholarship
of Teaching and Learningof Teaching and Learning
MentorsMentors
Student Student AssociatesAssociates
Other Other AssociatesAssociates
SeminarsSeminarsRetreatsRetreats
Lilly Lilly Teaching Teaching
ConferenceConferenceAttendanceAttendance
Lilly West Lilly West ConferenceConference
Focus Focus Course: Course:
Syllabus Syllabus TGI TGI
CATsCATsSGIDSGID
VideotapeVideotapeMini-PortfolioMini-Portfolio
Teaching Teaching ProjectProject
More Information on FLCsMore Information on FLCs
National Survey of FLCs – lists US and National Survey of FLCs – lists US and Canadian FLCsCanadian FLCs http://www.cgu.edu/include/FLCList.xlshttp://www.cgu.edu/include/FLCList.xls
Information about and Resources for FLCsInformation about and Resources for FLCs http://www.units.muohio.edu/flc/index.shtmlhttp://www.units.muohio.edu/flc/index.shtml
Miami’s Student Learning SurveyMiami’s Student Learning Survey http://http://
homepages.wmich.edu/~abeach/FLCAssessment.hhomepages.wmich.edu/~abeach/FLCAssessment.htmtm
Follow-up SurveyFollow-up Survey
In Spring semester, 2005, we used a web-based In Spring semester, 2005, we used a web-based survey to follow-up with the participants and survey to follow-up with the participants and facilitators of the FLCs created by the FIPSE project, facilitators of the FLCs created by the FIPSE project, as well as Miami University FLC participants from as well as Miami University FLC participants from the same time frame. (UND declined)the same time frame. (UND declined)
Survey developed by Miami U. and based on The Survey developed by Miami U. and based on The Teaching Goals Inventory (Angelo & Cross, 1993)Teaching Goals Inventory (Angelo & Cross, 1993)
648 invitations sent with 2 follow-up reminders.648 invitations sent with 2 follow-up reminders. 395 responses, for an overall response rate of 61%395 responses, for an overall response rate of 61%
Survey ResultsSurvey Results
Demographics:Demographics: 32% Assistant Professors32% Assistant Professors 20% Associate20% Associate 13% Full 13% Full 13% Graduate Students13% Graduate Students
59% Female59% Female 41% Male41% Male
Type of FLCType of FLC 22% Cohort22% Cohort 52% Topic52% Topic 26% Multiple/other 26% Multiple/other
Participation LevelsParticipation Levels 77% Participants only 77% Participants only 16% Participant and 16% Participant and
facilitatorfacilitator 6% Facilitator6% Facilitator
Survey Results: Faculty ChangesSurvey Results: Faculty Changes Top impacts in themselves faculty reported as a result Top impacts in themselves faculty reported as a result
of participation (on 5 point scale: 1= no impact, 5 = of participation (on 5 point scale: 1= no impact, 5 = very substantial impact):very substantial impact): 1. Perspective on teaching and learning and other aspects 1. Perspective on teaching and learning and other aspects
of Higher Education beyond their own discipline. Mean = of Higher Education beyond their own discipline. Mean = 3.93 3.93
2. Interest in the teaching process. Mean =3.862. Interest in the teaching process. Mean =3.86 3. Understanding of and interest in Scholarship of 3. Understanding of and interest in Scholarship of
Teaching (SoTL). Mean = 3.8Teaching (SoTL). Mean = 3.8 4. View of teaching as an intellectual pursuit. Mean = 4. View of teaching as an intellectual pursuit. Mean =
3.743.74 Total effectiveness as a teacher. Mean = 3.55Total effectiveness as a teacher. Mean = 3.55
Survey ResultsSurvey Results
Change in student learning believed to have resulted from Change in student learning believed to have resulted from individual FLC project (1=no amount, 5=a very substantial individual FLC project (1=no amount, 5=a very substantial amount):amount): Mean = 3.29, 46% reported a substantial or very substantial Mean = 3.29, 46% reported a substantial or very substantial
amount. 33% reported moderate amount. In total, 79% amount. 33% reported moderate amount. In total, 79% reported AT LEAST a moderate amount of change from reported AT LEAST a moderate amount of change from this.this.
Change in student learning believed to be a result of change in Change in student learning believed to be a result of change in faculty personal attitudes about teaching:faculty personal attitudes about teaching: Mean = 3.10, 35% reported substantial or very substantial Mean = 3.10, 35% reported substantial or very substantial
amount, 38% reported moderate amount. In total, 73% amount, 38% reported moderate amount. In total, 73% reported at least moderate amount of change from this. reported at least moderate amount of change from this.
Survey ResultsSurvey Results
FLC Project Undertaken. 6 project areas with over FLC Project Undertaken. 6 project areas with over 100 responses: 100 responses: Revised a course (160)Revised a course (160) Learned about/incorporated approaches to reach different Learned about/incorporated approaches to reach different
learning styles (150)learning styles (150) Designed & employed technology in a course (141)Designed & employed technology in a course (141) Designed guidelines for learning processes (e.g., Designed guidelines for learning processes (e.g.,
discussions) (123)discussions) (123) Investigated/improved grading schemes or rubrics (110)Investigated/improved grading schemes or rubrics (110) Surveyed students to obtain information to incorporate into Surveyed students to obtain information to incorporate into
teaching (104)teaching (104)
Survey ResultsSurvey Results
Student Learning Outcomes Changed as a Student Learning Outcomes Changed as a Result of FLC Activities:Result of FLC Activities: 23 of 31 items rated 3.00 or above (moderate 23 of 31 items rated 3.00 or above (moderate
amount). Most means were between 3.0 and 3.5 amount). Most means were between 3.0 and 3.5 on a 5-point scale.on a 5-point scale.
8 rated under 3.00, but only 1 (internships) under 8 rated under 3.00, but only 1 (internships) under 2.52.5
Survey ResultsSurvey Results
Top Student Learning Outcomes Changes. Top Student Learning Outcomes Changes. Development of:Development of:
An ability to work productively with others (3.50)An ability to work productively with others (3.50) Openness to new ideas (3.46)Openness to new ideas (3.46) A capacity to think for oneself (3.44)A capacity to think for oneself (3.44) Understanding of perspectives/values of course or discipline (3.39)Understanding of perspectives/values of course or discipline (3.39) Ability to think holistically (3.39)Ability to think holistically (3.39) Ability to think creatively (3.38)Ability to think creatively (3.38) Ability to synthesize and integrated information and ideas (3.37)Ability to synthesize and integrated information and ideas (3.37) Improved learning of concepts and theories (3.36)Improved learning of concepts and theories (3.36) Problem solving skills (3.35)Problem solving skills (3.35) Ability to apply principles and generalizations already learned to Ability to apply principles and generalizations already learned to
new problems and situations (3.35)new problems and situations (3.35)
Survey ResultsSurvey Results
Assessments used to Judge Changes in Student Assessments used to Judge Changes in Student Learning:Learning: 9 of 21 rated over 3.0 (a moderate amount), 9 of 21 rated over 3.0 (a moderate amount), Top 5:Top 5:
Better class discussion and engagement (3.58)Better class discussion and engagement (3.58) Better classroom atmosphere (3.50)Better classroom atmosphere (3.50) Better papers and writing assignments (3.46)Better papers and writing assignments (3.46) Students more interested (3.46)Students more interested (3.46) More successful achievement of existing learning More successful achievement of existing learning
objectives (3.38)objectives (3.38)
Survey ResultsSurvey Results
Teaching and Learning Approaches that Teaching and Learning Approaches that Resulted in Changed Student Learning:Resulted in Changed Student Learning: 5 rated over 3.55 rated over 3.5
Active learning (4.07)Active learning (4.07) Student centered learning (3.99)Student centered learning (3.99) Discussion (3.84)Discussion (3.84) Cooperative or collaborative learning (3.84)Cooperative or collaborative learning (3.84) Writing (3.54)Writing (3.54)
Another 5 rated over 3.0Another 5 rated over 3.0
DiscussionDiscussion
Results at adapting institutions were largely the same Results at adapting institutions were largely the same as at Miami University – only 4 variables were as at Miami University – only 4 variables were statistically significantly different (using t-tests), and statistically significantly different (using t-tests), and adapting institutions rated these higher:adapting institutions rated these higher: Faculty awareness of how to serve student learning needs Faculty awareness of how to serve student learning needs
(p=.04)(p=.04) Improved student learning of terms and facts (p=.03)Improved student learning of terms and facts (p=.03) Better student performance on tests (p=.04)Better student performance on tests (p=.04) Faculty reporting revitalization (p=.006)Faculty reporting revitalization (p=.006)
DiscussionDiscussion
Overall, faculty report at least moderate changes in Overall, faculty report at least moderate changes in student learning as a result of their participation in student learning as a result of their participation in FLCs, 1 to 3 years after their participation.FLCs, 1 to 3 years after their participation.
Faculty identified numerous learning outcomes in Faculty identified numerous learning outcomes in which they had observed or measured student change, which they had observed or measured student change, particularly in students’ abilities to think holistically, particularly in students’ abilities to think holistically, critically, and creatively, as well as their ability to critically, and creatively, as well as their ability to work productively with others. work productively with others.
Faculty noted better discussions and class Faculty noted better discussions and class atmosphere, as well as better written work, as ways atmosphere, as well as better written work, as ways they judged student learning improvements.they judged student learning improvements.
DiscussionDiscussion
Next stepsNext steps Experimental design – test the knowledge base and Experimental design – test the knowledge base and
attitudes of students in a focus course prior to a attitudes of students in a focus course prior to a faculty member’s participation, and after.faculty member’s participation, and after.
Survey the AI facilitators of FLCs about their Survey the AI facilitators of FLCs about their processes of facilitating faculty learning.processes of facilitating faculty learning.
Expanding into other sectors or areas – health Expanding into other sectors or areas – health professions, HBCUs, Community Colleges, 4-year professions, HBCUs, Community Colleges, 4-year comprehensive institutions.comprehensive institutions.