Assessing Faculty Learning Communities
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Building Faculty Learning Communities
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Author : Milton D. Cox
language : en
Publisher: John Wiley & Sons
Release Date : 2011-10-07
Building Faculty Learning Communities written by Milton D. Cox and has been published by John Wiley & Sons this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011-10-07 with Education categories.
Changing our colleges and universities into learning institutions has become increasingly important at the same time it has become more difficult. Faculty learning communities have proven to be effective for addressing institutional challenges, from preparing the faculty of the future and reinvigorating senior faculty, to implementing new courses, curricula, and campus initiatives on diversity and technology. The results of faculty learning community programs parallel for faculty members the results of student learning communities for students, such as retention, deeper learning, respect for other cultures, and greater civic participation. The chapters in this issue of New Directions for Teaching and Learning describe from a practitioner's perspective the history, development, implementation, and results of faculty learning communities across a wide range of institutions and purposes. Institutions are invited to use this volume to initiate faculty learning communities on their campuses. This is the 97th issue of the quarterly journal New Directions for Teaching and Learning.
Assessing Faculty Learning Communities
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Author :
language : en
Publisher:
Release Date : 2005
Assessing Faculty Learning Communities written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005 with categories.
This study examines the effectiveness of faculty learning communities in one institution of higher education. Specifically, the study examined the changes in teaching methodology, epistemology, scholarship and service made by faculty members who participated in a year-long faculty learning community initiative. It also examined the role of the faculty learning community as a structure that helps to facilitate those changes. The study used survey research and qualitative techniques. All thirty-nine members of the faculty learning community initiative were surveyed to determine their perspective on the role of the learning community in their academic career. Ninety-two percent of the respondents report the learning community experience was moderately to highly useful in their academic careers. Seventy-nine percent reported a great to moderate amount of change in their teaching methods. Eighty-seven percent reported a change in their epistemological beliefs. Seventy-nine percent reported scholarship and 62 % reported service activities directly linked to the faculty learning community experience. Seven faculty members were followed to determine the extent of changes that were made in teaching, service, and scholarship. The participants were interviewed, were observed in their classrooms, and had their syllabi examined for evidence of change. Six of the seven participants made changes in their teaching methods that paralleled the pedagogy studied in their learning community. Six of the seven participants also showed increases in service and scholarship directly related to their faculty learning community experience. In all cases, the scholarship was the scholarship of teaching and learning rather than disciplinary scholarship. All seven participants reported the learning community was vital to making changes. The learning community provided moral support and shared ideas and procedures. None of the seven participants appeared to have changed their epistemological beliefs because of their faculty learning community experience, a finding very different from the survey results.
Faculty Learning Communities
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Author : Kristin N. Rainville
language : en
Publisher: IAP
Release Date : 2024-03-01
Faculty Learning Communities written by Kristin N. Rainville and has been published by IAP this book supported file pdf, txt, epub, kindle and other format this book has been release on 2024-03-01 with Education categories.
This edited book on Faculty Learning Communities (FLCs) provides and explores powerful examples of FLCs as a impactful form of professional learning for faculty in higher education. The chapters describe faculty learning community initiatives focused on diversity, equity, and belonging in higher education. Contributing authors provide a framework for faculty learning communities and how these communities can offer faculty a place and space to explore antiracist and social justice-oriented teaching. show the impact of faculty learning communities on teaching practices or student learning, and describe how these communities of practice can lead to institutional change. The book’s foreword, by Milton D. Cox, investigates the past and future of faculty learning communities focused on diversity and equity.
Developing Faculty Learning Communities At Two Year Colleges
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Author : Susan Sipple
language : en
Publisher: Taylor & Francis
Release Date : 2023-07-03
Developing Faculty Learning Communities At Two Year Colleges written by Susan Sipple and has been published by Taylor & Francis this book supported file pdf, txt, epub, kindle and other format this book has been release on 2023-07-03 with Education categories.
This book introduces community college faculty and faculty developers to the use of faculty learning communities (FLCs) as a means for faculty themselves to investigate and surmount student learning problems they encounter in their classrooms, and as an effective and low-cost strategy for faculty developers working with few resources to stimulate innovative teaching that leads to student persistence and improved learning outcomes.Two-year college instructors face the unique challenge of teaching a mix of learners, from the developmental to high-achievers, that requires using a variety of instructional strategies and techniques. Even the most experienced teachers can find this diversity demanding.Faculty developers at many two-year colleges still rely solely on the one-day workshop model that, while useful, rarely results in sustained student-centered changes in pedagogy or the curriculum, and may not be practicable for the growing cohort of part-time faculty members.By linking work in the classroom with scholarship and reflection, FLCs provide participants with a sense of renewed engagement and stimulate collegial exploration of ways to achieve educational excellence. FLCs are usually faculty-instigated and cross-disciplinary, and comprise groups of six to fifteen faculty that work collaboratively through regular meetings over an extended period of time to promote research and an exchange of experiences, foster community, and develop the scholarship of teaching. FLCs alleviate burnout and isolation, promote the development, testing, and peer review of new classroom strategies or technologies, and lead to the reenergizing and professionalization of teachers.This book introduces the reader to FLCs and to the Scholarship of Teaching and Learning, offering examples of application in two-year colleges. Individual chapters describe, among others, an FLC set up to support course redesign; an “Adjunct Connectivity FLC” to integrate part-time faculty within a department and collaborate on the curriculum; a cross-disciplinary FLC to promote student self-regulated learning, and improve academic performance and persistence; a critical thinking FLC that sought to define critical thinking in separate disciplines, examine interdisciplinary cross-over of critical thinking, and measure critical thinking more accurately; an FLC that researched the transfer of learning and developed strategies to promote students’ application of their learning across courses and beyond the classroom. Each chapter describes the formation of its FLC, the processes it engaged in, what worked and did not, and the outcomes achieved.Just as when college faculty fail to remain current in their fields, the failure to engage in continuing development of teaching skills, will equally lead teaching and learning to suffer. When two-year college administrators restrain scholarship and reflection as inappropriate for the real work of the institution they are in fact hindering the professionalization of their teaching force that is essential to institutional mission and student success.When FLCs are supported by leaders and administrators, and faculty learn that collaboration and peer review are valued and even expected as part of being a teaching professional, they become intrinsically motivated and committed to collaboratively solving problems, setting the institution on a path to becoming a learning organization that is proactive and adept at navigating change.
Building Faculty Learning Communities
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Author : Milton D. Cox
language : en
Publisher: John Wiley & Sons
Release Date : 2004-05-21
Building Faculty Learning Communities written by Milton D. Cox and has been published by John Wiley & Sons this book supported file pdf, txt, epub, kindle and other format this book has been release on 2004-05-21 with Education categories.
Changing our colleges and universities into learning institutions has become increasingly important at the same time it has become more difficult. Faculty learning communities have proven to be effective for addressing institutional challenges, from preparing the faculty of the future and reinvigorating senior faculty, to implementing new courses, curricula, and campus initiatives on diversity and technology. The results of faculty learning community programs parallel for faculty members the results of student learning communities for students, such as retention, deeper learning, respect for other cultures, and greater civic participation. The chapters in this issue of New Directions for Teaching and Learning describe from a practitioner's perspective the history, development, implementation, and results of faculty learning communities across a wide range of institutions and purposes. Institutions are invited to use this volume to initiate faculty learning communities on their campuses. This is the 97th issue of the quarterly journal New Directions for Teaching and Learning.
Assessment Essentials
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Author : Trudy W. Banta
language : en
Publisher: John Wiley & Sons
Release Date : 2014-10-20
Assessment Essentials written by Trudy W. Banta and has been published by John Wiley & Sons this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-10-20 with Education categories.
A comprehensive expansion to the essential higher education assessment text This second edition of Assessment Essentials updates the bestselling first edition, the go-to resource on outcomes assessment in higher education. In this thoroughly revised edition, you will find, in a familiar framework, nearly all new material, examples from more than 100 campuses, and indispensable descriptions of direct and indirect assessment methods that have helped to educate faculty, staff, and students about assessment. Outcomes assessment is of increasing importance in higher education, especially as new technologies and policy proposals spotlight performance-based success measures. Leading authorities Trudy Banta and Catherine Palomba draw on research, standards, and best practices to address the timeless and timeliest issues in higher education accountability. New topics include: Using electronic portfolios in assessment Rubrics and course-embedded assessment Assessment in student affairs Assessing institutional effectiveness As always, the step-by-step approach of Assessment Essentials will guide you through the process of developing an assessment program, from the research and planning phase to implementation and beyond, with more than 100 examples along the way. Assessment data are increasingly being used to guide everything from funding to hiring to curriculum decisions, and all faculty and staff will need to know how to use them effectively. Perfect for anyone new to the assessment process, as well as for the growing number of assessment professionals, this expanded edition of Assessment Essentials will be an essential resource on every college campus.
Expanding The Vision Of Faculty Learning Communities In Higher Education
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Author : Kristin N. Rainville
language : en
Publisher: IAP
Release Date : 2024-04-01
Expanding The Vision Of Faculty Learning Communities In Higher Education written by Kristin N. Rainville and has been published by IAP this book supported file pdf, txt, epub, kindle and other format this book has been release on 2024-04-01 with Education categories.
This edited book on Faculty Learning Communities (FLCs) explores the ways in which FLCs have expanded across platforms, spaces, and focus while maintaining the core values and elements of original FLCs. The first section investigates ways that FLCs support faculty retention, teaching, and scholarship. The second section offers examples of FLCs focused on teaching that is responsive to student learning. The third section explores the move to online and virtual FLCs. The fourth section explores FLCs that create and foster faculty belonging, communities of care, and the integration of mindfulness. The fifth section looks at multi-year, long-term progression and impact of FLCs. The book’s foreword, by Milton D. Cox, investigates the evolution of leadership of and within faculty learning communities as they expand.
Developing Outcomes Based Assessment For Learner Centered Education
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Author : Amy Driscoll
language : en
Publisher: Taylor & Francis
Release Date : 2023-07-03
Developing Outcomes Based Assessment For Learner Centered Education written by Amy Driscoll and has been published by Taylor & Francis this book supported file pdf, txt, epub, kindle and other format this book has been release on 2023-07-03 with Education categories.
The authors--a once-skeptical chemistry professor and a director of assessment sensitive to the concerns of her teacher colleagues--use a personal voice to describe the basics of outcomes-based assessment. The purpose of the book is to empower faculty to develop and maintain ownership of assessment by articulating the learning outcomes and evidence of learning that are appropriate for their courses and programs. The authors offer readers a guide to the not always tidy process of articulating expectations, defining criteria and standards, and aligning course content consistently with desired outcomes. The wealth of examples and stories, including accounts of successes and false starts, provide a realistic and honest guide to what's involved in the institutionalization of assessment.
College Science Teachers Guide To Assessment
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Author : Thomas R. Lord
language : en
Publisher: NSTA Press
Release Date : 2009
College Science Teachers Guide To Assessment written by Thomas R. Lord and has been published by NSTA Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with Education categories.
This guide is divided into four sections comprising 28 peer-reviewed chapters. It covers general assessment topics and traditional and alternative assessment techniques. A series of how-to assessment practices utilized in the field and practical tips to enhance assessment in the college science classroom are included.
Sustaining And Improving Learning Communities
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Author : Jodi Levine Laufgraben
language : en
Publisher: John Wiley & Sons
Release Date : 2004-06-28
Sustaining And Improving Learning Communities written by Jodi Levine Laufgraben and has been published by John Wiley & Sons this book supported file pdf, txt, epub, kindle and other format this book has been release on 2004-06-28 with Education categories.
Sustaining and Improving Learning Communities is the long awaited follow-up to the groundbreaking book Creating Learning Communities. The authors continue their exploration of the concept of learning communities as an innovation in undergraduate curricular instruction that allow students to actively participate in their own education, and deepen and diversify their college experience. Jodi Levine Laufgraben and Nancy S. Shapiro address a wide range of topics such as campus culture for sustaining learning communities, learning communities and the curriculum, pedagogies, and faculty development.