1. Teaching in the 21st Century: The Role of Faculty Development and Learning Communities in Transforming Learning in a New Century
Laura Pipe, M.S.
Jennifer Stephens, Ph.D.
The University of North Carolina at Greensboro
University Teaching and Learning Commons

2. Who We Are Laura Pipe, M.S. Jennifer Stephens, Ph.D.
Coordinator of Faculty Development
Former Director of Learning Communities
Kinesiology Instructor
Jennifer Stephens, Ph.D.
Coordinator of Residential College Development
Educator and Educational Developer
Social Foundations of Education Instructor
Self-Introductions

3. Workshop Targets
Provide a history of the Residential Colleges and Learning Communities at UNCG.
Present a model of learning communities as vehicles for faculty development.
Brainstorm ideas for incorporating faculty development into the learning communities model on your campus.
Share lessons learned from UNCG’s experience.
Jennifer - Workshop overview -3 minutes total with introductions

4. History: From Meiklejohn to Warren Ashby
Laura - 3 minutes
Ashby:
The Student
Holistic integration of academic and personal lives
Self-motivated and responsibly free
The Academic Subject
Expectation of studying and research on part of students and faculty
Relaxed and free learning environment
The “Student-Teacher” Relationship
Faculty as research professors/instructors
Unique relationships to explore topics more deeply
A Community with Values
Facilitation of connections during times of change
Bring personal and past experiences into the learning environment

5. History: From Ashby/Strong/Grogan to…
Warren ASHBY Residential College
1970: First- and Second-Year Residential Academic Program
Cornelia STRONG College
1994: Four-Year Residential Non-Curricular Program
Jennifer - 2 minutes
Ashby
Weekend Retreat
Semiformal
Diversity Dinner
Foust Stock
Pizza and Pumpkins
Haunted House and Rocky Horror Picture Show
Thanksgiving Dinner
Strong: Designed by the College of Arts & Sciences to provide extra-curricular residential experience for CAS majors.
Monday Movie Night
Tuesday & Holiday Tea
Friday Lunch
Coffee Bar
Croquet Tournament
Halloween Dance
Valentine’s Day Dance
Murder Mystery
Spring Regatta
Grogan: Organized around academic interest groups (FIGs) called Learning Communities at UNCG. Each LC led by a Faculty Fellow. Upper-class resident Peer Academic Leaders (PALs) facilitated co-curricular programming.
TeamQuest Challenge
Bronze-Level Leadership Challenge
Friday Night Flags
Night of the Arts
Valentine Ball
Grogan at a Glance
Ione GROGAN College
1997: First-Year Residential Academic Program

6. History: LLCs to… 2009-2014 Strategic Plan
Called for all FTIC students to be in an LC
2014: 60% of the FTIC cohort enrolled
Laura – 2 minutes
Due to changed budgets and leadership priorities on campus, the LCs, separate from the RCs, were moved to Enrollment Management. This created a disruption in the LC process that led to the LCs being disbanded; however, faculty were able to maintain the unique and essential mission of the RCs.

7. History: The RCs Today The Residential Colleges Ashby: Multiliteracy
through the Liberal Arts
Strong: Sustainable Communities
Grogan: Professional Self
Jennifer – 5 minutes
Positioned in Academic Affairs (UTLC)
First- and Second-Year Faculty-Led Curricular & Co-Curricular Residential Academic Programs
Full-time instructional and administrative staff in the RCs (responsible for Core, Capstone, and Co-Curricular Programming).
Other faculty hired to teach RCO courses.
Ashby & Strong: 120 students (Freshmen & Sophomores) each.
Grogan: 300 students (220 Freshmen & 80 Sophomores).

8. UNCG’s RC Model: Core & Capstones
3 Core Courses
Satisfy University’s General Education Core Requirements
Make Interdisciplinary Connections Via Individual College’s Conceptual Framework
Utilize SLOs & Competencies
Capstone Course
Semester-Long Guided/Field Research Project (WI)
Culminates with Contribution at RC Unconference
Final Core Requirement to “Graduate” from Program
Final Contribution to e-Portfolio
Jennifer, continued

9. UNCG’s RC Model: RCO Courses & Co-Curricular Programming
Taken by Students in All 3 RCs
Satisfy University General Education Core Requirements (SLOs) in 12 Categories
Co-Curricular Programming
Individual RC Traditions
Pan-RC Programs
Debra Turner Bailey Global Citizenship Lectures
Holiday Social
Unconference
Minerva Research Magazine
Jennifer, continued

10. Faculty Teaching Fellows: Faculty Development
Faculty Certifications
Workshops
Future Faculty Program
Summer Teaching Institutes
Brown Bag Innovative Teaching Series
Faculty Gatherings
New Faculty Orientation/Colloquium
Course (Re)Design & Observations
Laura – 10 minutes
Faculty Certificate Program
Allows for a series of singular workshops with a central focus
Partnering with the Future Faculty Program in the Graduate School
They TA or teach for the RCs as long as they can be credentialed in the appropriate content area
Summer Teaching Institute
Focused on Global Learning, General Education, Scaling Courses, Transitioning to Online, Infusing Research Skills, RC Philosophy
Brown Bag Innovative Teaching Series
Faculty Center Gathering
Showcases the expertise within the RC staff and recruiting faculty participants
New Faculty Orientation/Teaching and Learning Colloquium
The hope is that the faculty fellows will be able to share their experience with redesigning their courses through the RCs
Observations
Developing a draft of training, rubric, and guide
The RCs will pilot a classroom observation program that will be expanded to the rest of campus
Training/Rubric
What is good critical feedback?
Why is confidentiality important?
How to provide good, specific examples of areas for improvement
How to celebrate the positive but also provide effective critique for areas for growth
Two-Page Guide
Before, During, and After Visit
Things to Avoid
Rubric
Specific pedagogical methods and strategies to look for in teaching
Prompts notions of what “good teaching” looks like
Guides faculty toward pedagogy

11. Faculty Teaching Fellows: Field-Testing Innovative Pedagogies
Course (Re)Design
Ceramics in America, Pottery in N.C.
Mythology
The Mindful Use of Media N O B I E
Final
Grade
QuestLab ®
Level
Student Learning Outcome F
Quest Lab 1: Imagining Your Symbol 1
SLO 1, SLO 6
Quest Lab 2: Interpreting a Popular Religious Object 2
SLO 1, SLO 3, SLO 5
Quest Lab 3: Media Log Assignment 3
SLO 2
Quest Lab 4: Religion and Play 4
SLO 1, SLO 4
Quest Lab 5: Hacking a Game for Education
(midterm) 5
SLO 1, SLO 2, SLO3, SLO4, SLO5, SLO6
Quest Lab 6: A Theological interpretation 6
SLO1, SLO2, SLO3, SLO4, SLO 5 M D D-
Quest Lab 7: A Mythological interpretation 7
SLO 1, SLO 2, SLO 3, SLO 4, SLO 5
Quest Lab 8: An Ideological interpretation 8 D+
Quest Lab 9: The Play of Ethics 9 C-
Quest Lab 10: An Open Interpretation 10
SLO 1, SLO 2, SLO 3, SLO 4, SLO 5, SLO 6 C
Quest Lab 11: Creating an Avatar 11
SLO 2, SLO 6 C+
Quest Lab 12: Analyzing a Religious Practice 12 B-
Quest Lab 13: Analyzing a Religious Community 13
End
Game
B or B+
Quest Lab 14: Small Research Paper
(Final) 14 A-
Quest Lab 15: The Boss: Poster 15 A
Quest Lab 16: The Mod: Exceptional Project 16
Bonus
Material
+/-
one
level
Class participation may lower or raise your level by one (see attached rubric).
Jennifer – 5 minutes
Ceramics in America, Pottery in N.C.
Format: Hybrid
Utilizes mapping software to pin sites, photos, and short descriptions of artwork found in different regions of N.C.
Final assignment links the pins on the map to a webpage that includes a high quality, properly captioned image from an artist, a formal analysis of the work, and a contextualization of the object discussed in light of class readings and lectures.
Mythology
Format: Large Lecture
Explicitly incorporates four primary components of research into the class:
Finding/creating a question (inquiry process);
Modeling an answer/argument (methods);
Supporting the model/argument (information literacy); and
Presenting questions and findings (dissemination).
The Mindful Use of Media
Format: Educational Roleplaying Game (Classcraft)
Utilizes Gamification (Leveled QuestLabs/Written Assignments) to introduce how religious practice is being transformed and challenged by digital technologies

12. Brainstorming Snowball Activity
Jennifer – 6 minutes

13. Lessons Learned Need a Transition Plan
Alignment with University’s and Unit’s strategic plan (directed by leadership), in that order
Integrated and operational website
Alignment of application process with Enrollment Management
Stable and consistent supervision of students
Shared resources (between LCs) and advising responsibilities (across campus)
Formalization of operational procedures and curriculum mapping (can be difficult for long-standing staff)
Laura – 3 minutes

14. Lessons Learned Need to Balance Teaching and Administrative Loads
Need to Coordinate and Differentiate Roles of Staff in Academic and Student Affairs
Need to Gain Faculty Support
Laura, continued

15. University Teaching and Learning Commons
Contact Us
Laura Pipe, M.S.
Jennifer Stephens, Ph.D.
University Teaching and Learning Commons
UNCG McIver Building
P.O. Box 26170
Greensboro, NC 27402
Jennifer – 1 minute