1. Based on the work of Dr. Milt Cox and Dr. Laurie Richlin Presented by Noreen Light – nlight@sbctc.edu Jane Lister Reis – jreis@sccd.ctc.edu Faculty Development through Faculty Learning Communities (FLCs)

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

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

4. A committee A committee A book club A book club An action research project or inquiry project An action research project or inquiry project A task force A task force A social group or organization A social group or organization A “cadre” A “cadre” But it IS: a structure and process for solving teaching and learning issues/challenges/problems collaboratively in an educational setting What They Are Not:

5. Responsiveness Responsiveness Relevance Relevance Respect Respect Openness Openness Empowerment Empowerment Safety and trust Safety and trust Collaboration Collaboration Challenge Challenge Enjoyment Enjoyment Esprit de corps Esprit de corps 10 Necessary Qualities:

6. For instance: A group of ESL teachers A group of ESL teachers New faculty New faculty A math department across the skill levels A math department across the skill levels Part-time/adjunct faculty Part-time/adjunct faculty All department chairs All department chairs How They Can Be Organized: Cohort Based Around A Common Inquiry:

7. For instance: Using difference to enhance learning Using difference to enhance learning Team teaching Team teaching Using cooperative learning to enhance teaching Using cooperative learning to enhance teaching Ethics across the curriculum Ethics across the curriculum 1 st generation college students 1 st generation college students Topic Based (can include exempt staff, classified and students)

8. 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

9. 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?

10. Wiki – http://wiki.atlcommunity.sbctc.edu Wiki – http://wiki.atlcommunity.sbctc.eduhttp://wiki.atlcommunity.sbctc.edu Text: Cox, M.D. & Richlin, L. (2004). Building Faculty Learning Communities: New Directions for Teaching and Learning, No. 97. San Francisco: Jossey-Bass Text: Cox, M.D. & Richlin, L. (2004). Building Faculty Learning Communities: New Directions for Teaching and Learning, No. 97. San Francisco: Jossey-BassBuilding Faculty Learning Communities:Building Faculty Learning Communities: www.Insites.org (CLIPS model) www.Insites.org (CLIPS model) Websites: Faculty Learning Communities New Developer’s Institute and Conference; Ohio Learning Network Websites: Faculty Learning Communities New Developer’s Institute and Conference; Ohio Learning NetworkFaculty Learning Communities New Developer’s Institute and Conference Ohio Learning NetworkFaculty Learning Communities New Developer’s Institute and Conference Ohio Learning Network Places for Support

11. Let your campus know you’re interested in starting FLCs on your campus Let your campus know you’re interested in starting FLCs on your campus Contact Noreen and let her know of your interest; nlight@sbctc.edu Contact Noreen and let her know of your interest; nlight@sbctc.edu Stay connected – let’s work as a state- system to help bring this movement about to support Stay connected – let’s work as a state- system to help bring this movement about to support Next Steps:

12. Questions?