Based on the work of Based on the work of

Dr. Milt Cox and Dr. Laurie RichlinDr. Milt Cox and Dr. Laurie Richlin

Presented byPresented by

Noreen Light – nlight@sbctc.edu Noreen Light – nlight@sbctc.edu

Jane Lister Reis – jreis@sccd.ctc.eduJane Lister Reis – jreis@sccd.ctc.edu

Faculty Development through

Faculty Learning Communities (FLCs)

• A self-organized group of faculty A self-organized group of faculty (departmental, cross-disciplinary, (departmental, cross-disciplinary, institution- or state-wide) who work institution- or state-wide) who work collaboratively over an extended period collaboratively over an extended period of time to investigate, research, apply of time to investigate, research, apply and assess a strategy for the and assess a strategy for the improvement of teaching and learning.improvement of teaching and learning.

What is a Faculty Learning Community

(FLC)?

Why are they effective?Why are they effective?• Faculty learning communities help establish Faculty learning communities help establish

community connections and achieve most of the community connections and achieve most of the outcomes of student learning communities: outcomes of student learning communities: increased interest in learning, retention, active increased interest in learning, retention, active learning, rate of intellectual development, and civic learning, rate of intellectual development, and civic contributions to the common good. The safety and contributions to the common good. The safety and support engendered in a community enable risk support engendered in a community enable risk taking and the achievement of both individual and taking and the achievement of both individual and team objectives. Evidence shows that FLCs provide team objectives. Evidence shows that FLCs provide effective "deep learning" that encourages and effective "deep learning" that encourages and supports faculty to investigate, attempt, assess, and supports faculty to investigate, attempt, assess, and adopt new methods of teaching.adopt new methods of teaching. – – Laurie Richlin, Director, Faculty Development, Laurie Richlin, Director, Faculty Development, Charles Drew University of Medicine and ScienceCharles Drew University of Medicine and Science

• A committeeA committee

• A book clubA book club

• An action research project or inquiry projectAn action research project or inquiry project

• A task forceA task force

• A social group or organizationA social group or organization

• A “cadre”A “cadre”

But it IS: a structure and process for solving But it IS: a structure and process for solving teaching and learning teaching and learning issues/challenges/problems collaboratively in issues/challenges/problems collaboratively in an educational settingan educational setting

What They Are Not:

• ResponsivenessResponsiveness• RelevanceRelevance• RespectRespect• OpennessOpenness• EmpowermentEmpowerment• Safety and trustSafety and trust• CollaborationCollaboration• ChallengeChallenge• EnjoymentEnjoyment• Esprit de corpsEsprit de corps

10 Necessary Qualities:

For instance:For instance:

• A group of ESL teachersA group of ESL teachers

• New facultyNew faculty

• A math department across the skill A math department across the skill levelslevels

• Part-time/adjunct facultyPart-time/adjunct faculty

• All department chairsAll department chairs

How They Can Be Organized: Cohort Based Around A Common Inquiry:

For instance:For instance:

• Using difference to enhance learningUsing difference to enhance learning

• Team teachingTeam teaching

• Using cooperative learning to Using cooperative learning to enhance teachingenhance teaching

• Ethics across the curriculumEthics across the curriculum

• 11stst generation college students generation college students

Topic Based (can include exempt staff, classified and students)

How might FLCs help?

“How might we make the problematization of teaching a matter of regular communal discourse? How might we think of teaching practice, and the evidence of student learning, as problems to be investigated, analyzed, represented, and debated?”

-- Randy Bass, “The Scholarship of Teaching: What’s the Problem” Inventio, February 1999

Think/Pair/Share:

What have you observed in your class about your students’ learning that intrigues you? (“Patterns of Misunderstanding” - Norden)

What core disciplinary concept or skill were you teaching?

What’s the key research question?

On your campus, who are the key people

you would like to invite to be part of this inquiry group?

• Wiki – http://wiki.atlcommunity.sbctc.eduWiki – http://wiki.atlcommunity.sbctc.edu

• Text: Cox, M.D. & Richlin, L. (2004). Text: Cox, M.D. & Richlin, L. (2004). Building Building Faculty Learning Communities:Faculty Learning Communities: New Directions New Directions for Teaching and Learningfor Teaching and Learning, No. 97. San , No. 97. San Francisco: Jossey-BassFrancisco: Jossey-Bass

• www.Insites.org (CLIPS model)www.Insites.org (CLIPS model)

• Websites: Faculty Learning Communities New Websites: Faculty Learning Communities New Developer’s Institute and Conference; Ohio Developer’s Institute and Conference; Ohio Learning Network Learning Network

Places for Support

• Let your campus know you’re Let your campus know you’re interested in starting FLCs on your interested in starting FLCs on your campuscampus

• Contact Noreen and let her know of Contact Noreen and let her know of your interest; your interest; nlight@sbctc.edu nlight@sbctc.edu

• Stay connected – let’s work as a Stay connected – let’s work as a state-system to help bring this state-system to help bring this movement aboutmovement aboutto support to support

Next Steps:

Questions?Questions?