Amanda Bernasconi, MPA Carmen Veloria, Ed.D Debra Harkins, Ph.D Patricia Hogan, Ph.D

TimeTopic 11:15 amStart Where Your At! 11:30 amPartnerships in Higher Education Collaboration Faculty Professional Learning Community (FPLC) What are they? How do they function? Definition Promising Practices: formation and organization 11:55 amFPLC: Service Learning at Suffolk University What where the goals? Who are the players? How do we go against the grain? 12:15 pmQ & A, Discussion

»In thinking of your own institution, what is ONE strength and ONE challenge you face in trying to form collaborative partnerships? »Place your strength and challenge in the “parking lot” We aim to address the commonalities of these issues throughout our presentation and more specifically during the Q & A, discussion section

»“If universities wish to address the many wrongs and injustices of society, they might begin by seeking ways to help their students become more thoughtful and perceptive about these issues.” − Derek Bok

Learning Processes in an Organization Level Process Individual Intuiting (ideas, insights vision) Interpreting (language, conversation, dialogue) Team/Group Integrating (shared understanding) Organization Institutionalizing (routines, systems, rules) Crossan, Lane & White (1999)

»A special kind of university community practice »Use of small group collaboration for professional development »Structured and continuous community »Supported financially and through university resources »Voluntary and operates by consensus »Emphasis on team goals to improve teaching and learning

To increase faculty and staff interest in teaching and learning by providing a safe and supportive space to investigate, attempt, assess, and adopt innovative teaching methods via small group collaboration.

1.Supportive and shared leadership 2.Shared values and vision 3.Collective learning and application of learning 4.Supportive environment 5.Shared personal practice

Participants Group size Length of FPLC Focus Meetings Findings

Address teaching, learning, and developmental needs of important cohort of faculty or staff particularly affected by isolation, fragmentation, stress, neglect, or chilly climate in the academy Year long Curriculum shaped by participants FPLCs often make positive impact on culture of institution over years if given multi-year support

 Address campus or divisional teaching and learning need, issue, or opportunity  Faculty and professional staff members propose topics to FPLC director who call for applications across the institution  FPLC may end with issue of concern satisfactorily explored and addressed

1.Apply FPLC 2.Early planning 3.Retreat (beginning and end of year) 4.Participants preparation 5.Seminars and retreat 6.Work on project 7.Presentations in spring 8.Opening and closing retreat at end of year 9.Continuation of project during summer or upcoming year 10.Publication

»Safety and Trust »Openness »Respect »Responsiveness »Collaboration »Relevance »Challenge »Enjoyment »Esprit de Corps »Empowerment

KerryAnn O'Meara & Aimee LaPointe Terosky (2010): Engendering Faculty Professional Growth, Change: The Magazine of Higher Learning, 42:6,

»Working Against the Grain … Silos in Higher Ed. »Service-learning courses as a mandatory part of the general education core »Embedded in the University’s mission statement and in the strategic plan »Faculty Professional Learning Community (FPLC)

»To increase the values and feasibility of faculty engagement in civil engagement and SL on campus »To Explore the integration of SL into course design & content (across the disciplines »To serve as a source of collegial support

Upward Bound Program Discipline-based Projects Conceptualizing our Work Service day at partnership school Special Projects with UB Students Including the Needs/Voice(s) of Community Partner Meaningful Integration Scholarly Pursuits Praxis

» Service Day at Partnership School » Funding of Library resources » Intentional and Integrated Programming » Scholarly Pursuits