2. 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

3. 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

4. Faculty Learning Communities  http://www.uaf.edu/arbhta/2010-lilly-arctic-institu/ http://www.uaf.edu/arbhta/2010-lilly-arctic-institu/  In 5 th year  University of Alaska Fairbanks  Rural health and human services, adult learning  Elders attend  Talking circle  Drumming circle

5. 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

6. 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

7. 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

8. 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

9. Faculty Learning Communities We Established 3 FLCs:  Thinking ability  Building character  Motivation

10. 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

11. Programming That Worked in Saudi Arabia  Cooperative learning groups  Consulting during breaks  Homework for next day  Selecting FLC topic, membership, symbol, title

12. 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