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Faculty and professional learning communities, as well as communities of practice. Learning-focused groups formed with specific and common goals.
Updated on 2009-09-08
Created on 2009-06-10
Category: Schools & Education
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What are Faculty Learning Communities?
Some definitions and links.
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Faculty Learning Communities: What Are They?
A faculty learning community (FLC) is a group of trans-disciplinary faculty, graduate students and professional staff group of size 6-15 or more (8 to 12 is the recommended size) engaging in an active, collaborative, yearlong program with a curriculum about enhancing teaching and learning and with frequent seminars and activities that provide learning, development, transdisciplinarity, the scholarship of teaching and learning, and community building.
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A faculty learning community (FLC) is a group of trans-disciplinary faculty, graduate students and professional staff group of size 6-15 or more (8 to 12 is the recommended size
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active, collaborative, yearlong program
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Evolution of Wenger's concept of community of practice
CoP was originally developed to provide a template for examining the learning that happens among practitioners in a social environment, but over the years there have been important divergences in the focus of the concept. Lave and Wenger's earliest publication (1991) centred on the interactions between novices and experts, and the process by which newcomers create a professional identity. In the 1998 book, the focus had shifted to personal growth and the trajectory of individuals' participation within a group (i.e., peripheral versus core participation). The focus then changed again in 2002 when CoP was applied as a managerial tool for improving an organization's competitiveness.
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Lave and Wenger's earliest publication (1991) centred on the interactions between novices and experts, and the process by which newcomers create a professional identity.
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Explicit knowledge is codified information such as peer-reviewed articles, rules, and guidelines, which can be readily shared among people. However, to apply this knowledge in practice, practitioners must make sense of the concrete information in the context in which it is used. This process of establishing meaning can be facilitated by discussions with colleagues and mentors or by observing how others apply the knowledge and then try it themselves [1-4].
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Professional Learning Communities: What Are They And Why Are They Important?: Introduction
n education circles, the term learning community has become commonplace. It is being used to mean any number of things, such as extending classroom practice into the community; bringing community personnel into the school to enhance the curriculum and learning tasks for students; or engaging students, teachers, and administrators simultaneously in learning - to suggest just a few.\n\nThis paper focuses on what Astuto and colleagues (1993) label the professional community of learners, in which the teachers in a school and its administrators continuously seek and share learning and then act on what they learn. The goal of their actions is to enhance their effectiveness as professionals so that students benefit. This arrangement has also been termed communities of continuous inquiry and improvement.
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30 Components for a Faculty Learning Community
The degree of engagement in the components selected for an FLC can vary and may differ by type of FLC and institution. As an institution's experience with FLCs increases, the degree of engagement with each component and number of components involved will usually increase. When appropriate, the components should be considered globally with respect to the overall FLC Program and locally for each particular FLC. The links indicated below connect to more information and examples.
The material in this section of the website is organized by component to support the development of those components involved in directing an FLC Program and facilitating an FLC. -
Introducing Online Learning at a Small College through a Faculty Learning Community
As online learning in higher education continues to grow, the diversity of institutions offering such options also grows. However, small private institutions have been the slowest to adopt online learning (Allen & Seaman, 2006). The challenge for the smaller institution is often the lack of technological resources and support for faculty. The demand for online learning requires that smaller institutions find creative ways to successfully introduce online learning options. This paper examines the use of a Faculty Learning Community to introduce online learning at a small college and shares the outcomes of the process.
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Faculty Learning Communities - Educational Development Office - Miller School of Medicine at the University of Miami
There are two categories of Learning Communities. One category comprises the cohort-based communities. These are aimed at enhancing the individual growth of the members in teaching, learning, career or personal development. Examples of cohort-based learning communities at the UMSM are: Departmental Chairs for Enhancing Leadership, Orientation for Junior Faculty, Faculty Interested in Education as a Career Path. The Second category, topic-based communities, are aimed at specific teaching and learning need, issue, or opportunity. Examples of topic-based learning communities suggested at the UMSM are problem-based tutoring, portfolio development, geriatric education and small group learning.
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Implementing a STEM Faculty Learning Community
PPT slides summarizing a STEM FLC at Howard University. Detailed, research-based.
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Riverside Community College FLCs and FIGs
From a board reported dated 12/9/2008, multiple examples of faculty learning communities and faculty interest groups at California's Riverside Community College.
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Academic Leadership Faculty Learning Communities and Teaching Portfolios as a Mentoring Model
At Broome Community College, we are exploring a model which fuses the reflective scholarship of the teaching portfolio, the efficiency of a cohort-focused faculty learning community, and the cross-disciplinary sharing of an issue-focused faculty learning community. Milton Cox (1995) proposed a department-centered approach to developing teaching portfolios as a means of increasing the importance of undergraduate education. Broome’s model expands upon this idea to create a community in which a few excellent faculty veterans can effectively mentor several junior faculty members through their mutual efforts in the creation of teaching portfolios.
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Google Notebook for Ridgewater FLC Discussion
Questions and discussion notes for and from 6/12/09 discussion at Ridgewater College on faculty learning communities/communities of practice, and how to best facilitate them.
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Lane Community College Teaching Squares Program
The purpose of the Teaching Squares program is to improve teaching skills and build community through a non-threatening process of classroom observation and shared reflection. The process involves the best aspects of peer evaluation - observation and discussion - while excluding judgment and evaluation. "Squares" are usually comprised of four faculty members from diverse disciplines who observe each others' classes. Participants in a square learn about the best practices of other faculty in order to improve their own teaching.
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LA City College Teaching Squares Guide
Provides detailed guide and timeline. From Los Angeles City College
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ACS Science Reform Program - Teaching Squares
The Associated Colleges of the South provide an excellent site with a Teaching Squares Participant Handbook and related materials (link to Handbook) used with the permission of Anne Wessely from St. Louis Community College, a principal developer of this tool.
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Teaching Circles at Century College
What is a teaching circle? A teaching circle is a group of 6-9 faculty members who will work closely together for one semester to focus on an issue(s) related to improving teaching and learning. The circle is interdepartmental in nature and is self-directed within the guidelines of the teaching circle program. The atmosphere of the circle is intended to foster openness and trust in a risk free environment of mutual support and discovery.
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Teaching Circle Forms & Templates - Century College
Teaching Circles--Roster, Forms, & Templates for organizing and running a teaching circle.
Teaching Circles at Century are a form of faculty learning community. -
Jean Lave, Etienne Wenger and communities of practice
The idea that learning involves a deepening process of participation in a community of practice has gained significant ground in recent years. Communities of practice have also become an important focus within organizational development and have considerable value when thinking about working with groups. In this article we outline the theory and practice of such communities, and examine some of issues and questions for informal educators and those concerned with lifelong learning.
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we
often assume that
learning 'has a beginning and an end; that it is best separated from the
rest of our activities; and that it is the result of teaching -
Their model of
situated learning proposed that learning
involved a process of engagement in a 'community of practice'. - 4 more annotations...
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From Teaching to Learning (Barr & Tagg, 1995)
Was thinking about John's great work at the institute, and looked this up for easy access online (no ordeal of walking to my file cabinets required).
Barr, R.B. & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, November-December, 13-25. -
Faculty Inquiry Toolkit
Faculty inquiry is a form of professional development by which teachers identify and investigate questions about their students’ learning. The inquiry process is ongoing, informed by evidence of student learning, and undertaken in a collaborative setting. Findings from the process come back in the form of new curricula, new assessments, and new pedagogies, which in turn become subjects for further inquiry.
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