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What are faculty learning communities?
A faculty learning community (FLC) is a group of faculty and professionals from various disciplines who meet over a defined period of time. The specific purpose of each FLC varies, but they all are based on the premise that the opportunity to work together in a supportive and collaborative environment contributes to successful faculty and staff development. FLCs can be topic or cohort based. Topic-based communities allow a group of faculty to explore their mutual interest in a specific area. Cohort-based communities focus on the unique needs of faculty and staff at a specific stage of their career or in certain roles (academic advisor, department chair, etc.). The learning community approach to faculty development is more structured, long-lasting, and goal-oriented than brown bag discussions, book clubs, and workshops. Learning communities are also small and flexible to the needs of their members. Perhaps most importantly, learning communities are a grassroots way to meet a wide variety of needs and interests.
Each learning community requires at least one member to serve as the facilitator of that group. The facilitator’s job is to help the community meet its objectives through scheduling meetings, retreats, and other events, selecting readings and other material for discussion, and working with other campus stakeholders involved with faculty development to help assess the effectiveness of their faculty learning community.
For more general information about FLCs visit the following website:
Why do we have faculty learning communities at Brockport?
Many faculty and staff report feeling isolated and disconnected from their peers outside of their department. The primary goal of the FLC program is to address this sense of isolation. FLCs also address career span professional development for faculty. While the cohort model obviously accomplishes this initiative, the topic model gives faculty at various stages of their career a way to meet their needs. For example, FLCs for faculty going up for tenure or full professorship can be proposed. FLCs decentralize faculty development thus helping faculty and staff take ownership over their professional development in a way that programs run directly by CELT and other departments cannot.
How will faculty learning communities be implemented in 2016-2017?
Faculty and staff interested in facilitating a FLC submit a proposal based on the guidelines that follow this program description. After the facilitator proposals are received, the proposed topics/cohorts are sent out to all faculty and staff to ascertain interest in the communities. The communities are selected based on the quality of the facilitator proposal and number of faculty and staff interested in participating. FLCs must have at least 6 but no more than 12 members. Once the communities are selected, the facilitators meet with the CELT director to begin planning their communities. The facilitators are required to attend a one-day facilitator orientation in summer 2016 (specific date to be determined based on facilitator schedules). The facilitators also continue to work with the CELT director during the summer of 2016. Once the communities begin in the fall of 2016, it is expected that each FLC will meet at least once every two weeks. The individual FLC participants also need to agree to present on what they accomplished as a result of their participation in their FLC sometime during 2017-18 academic year.
What resources will be provided for faculty learning communities?
The facilitators of each FLC will receive $2,500 extra service compensation. Each learning community will also receive up to $250 per participant (maximum of $2,500) to be used toward professional development costs related to participation in the community. Examples of relevant expenses include: books, software, meals, off-campus retreats, travel to conferences, external presenters, etc. CELT staff will assist with planning activities, reserving rooms, ordering food, making travel arrangements, etc. The facilitators also meet with the CELT Director once a month as a group to discuss FLC progress and needs.
What is the timeline for the faculty learning community selection & implementation process?
|April 11, 2016||Facilitator proposals for FLCs due|
|April 29, 2016||Faculty applications for participation in FLCs due|
|May 6, 2016||2016-2017 FLCs selected and facilitators notified|
|Finals Week, 2016||End of year/kick-off lunch for 2015-16 and 2016-17 FLCs|
|Summer 2016||Faculty Learning Community Facilitator Orientation: Facilitators work with CELT Director to plan communities|
|Fall-Spring 2016-17||FLCs run and facilitators meet with CELT director|
|Fall-Spring 2017-18||FLC members present on accomplishments|
Faculty Learning Communities & Facilitators
Click on the FLC title to view a report summarizing that FLC's accomplishments, what they learned about the topic, and who to contact for information about the topic.
"Alumni Engagement and Networking in the Broader Community" – Celia Watt (Public Administration)
"Advanced Statistical Methods for the Analysis of Non-Experimental Data" – Elliot Weininger (Sociology)
"Using Evidence-Based Practices to Guide and Refresh Online Teaching" – Jie Zhang (Education & Human Development) and Pam Haibach (KSSPE)
"Disability Studies" – Jessica Sniatecki (Health Science)
"Using Mobile Technologies for Student Learning and Engagement" – Pat Maxwell (Drake Library)
"Writing and Learning in the Disciplines" – Robert Baker (English)
"Thinking about Teaching the Intersections of Science, Ethics and Public Policy" – Susan Orr (Political Science)
"New Faculty FLC" – Tamoya Christie (Accounting, Economics, Finance & MIS)
"The Flipped Classroom: Best Practices and Strategies for Implementation and Assessment" – Laurie Cook (Biology)
"Student-Faculty Collaborative Research" – Denise Copelton (Sociology)
"Integrative Learning of Global Perspectives" – Eric Kaldor (Sociology)
"New Faculty" – Michael Ray (Health Science)
"Hybrid Teaching and Learning" – Jie Zhang (Education & Human Development)
"The Sustainability Imperative: Investigating Approaches to Integrating Sustainability within the Brockport Curriculum" – James Cordeiro (Business Administration & Economics)
"Bringing Classes Alive with Case Studies" – Dale Hartnett (Communication)
"Maximizing the Student Internship/Practicum Experience" – Heidi Byrne (Kinesiology Sport Studies & Physical Education)
"New Faculty Learning Community" – Holly Perry (Recreation & Leisure Studies)
"Large Classes" – Craig Mattern (Kinesiology Sport Studies & Physical Education)
"Student Leadership"– Lauren Lieberman (Kinesiology Sport Studies & Physical Education)
"Popular Culture" – Merrill Melnick (Kinesiology Sport Studies & Physical Education)
"Technology and Comprehension" – Pat Maxwell (Drake Library)
"New Faculty" – Jason Morris (Mathematics)
"Conducting Qualitative Research and Analyzing Descriptive Data" – Douglas Feldman (Anthropology)
"Online Blended Learning: An FLC for Faculty of All Levels of Experience" – Pamela Beach (Kinesiology, Sport Studies, & Physical Education)
"Exploring Service Learning" – Dale Hartnett (Communication)
"Dialogue on Diversity" – Chris Price (CELT Director)
"Using Research as a Teaching Tool" – Jason Dauenhauer (Social Work)
"Writing College Textbooks" – Amy Guptill (Sociology/Delta College)Report
"Active Learning" – Dawn Jones (Mathematics)
"Quantitative Research in the Social and Behavioral Sciences" – Celia Watt (Health Science)