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