Faculty online learning communities: A model for sustained teaching transformation

Abstract

Many physics faculty are aware of and interested in using research-based instructional strategies. However, knowledge and motivation are not sufficient to support successful and sustained adoption. To address this problem, we present a faculty online learning community (FOLC) model for educational change and describe its application (the New Faculty Workshop FOLC, NFW-FOLC) to provide a year of support to new faculty following attendance at the Physics and Astronomy New Faculty Workshop. FOLCs are an extension of the faculty learning community model. Here we present the theoretical underpinnings of the general FOLC model, the design principles of our particular NFW-FOLCs, and the learning objectives for NFW-FOLC participants. We demonstrate the efficacy of our NFW-FOLCs by analyzing postexperience interviews with participants from the first four NFW-FOLC cohorts. The primary motivation given by faculty for joining our FOLCs is to improve their teaching as they learn more about teaching strategies, get implementation help, and connect to a broader community. These motivations align with our NFW-FOLC design principles. Participants overwhelmingly report the experience was valuable and impacted them positively with the most commonly reported impacts of NFW-FOLC membership being changes in their implementation of teaching strategies, increased reflection about teaching, increased confidence as teachers, increased knowledge about teaching, benefits to their students, time saved, and gaining a resource. The reported impacts provide evidence that the NFW-FOLC is successfully meeting its goals. We argue that the reported impacts are uniquely supported by the FOLC model of professional development. We advance FOLCs as a generalizable model of professional development offering a number of advantages over traditional reform efforts as well as traditional Faculty Learning Communities.

Analyzing a faculty online learning community as a mechanism for supporting faculty implementation of a guided-inquiry curriculum

“…The 15 specific potential benefits were based on (1) impacts identified through interviews with participants of a FOLC serving new physics and astronomy faculty (Dancy et al, 2019 ), (2) the research team’s ongoing analyses of Next Gen PET FOLC meetings, (3) interviews conducted in summer 2018 with a selection of Next Gen PET FOLC members after their first year in the FOLC, and (4) the goals for FOLC participants. For example, some of the benefit statements were designed to test impacts (like time and efficiency) in the Next Gen PET FOLC environment that had been identified through research on a different FOLC (Dancy et al, 2019 ). Additionally, we hoped one of the impacts of participating in the FOLC would be increased confidence and motivation in teaching, and so three of the survey items had to do with attitudes toward teaching.…”

“…I especially enjoy the support and encouragement from my FOLC group. The meetings really motivate me to do better, and to be accountable for my teaching and students.” Affective support (e.g., encouragement) can act to motivate participants to continually improve their instruction and additionally lead to a productive sense of accountability regarding their teaching practice (Corrales et al, 2020 ; Dancy et al, 2019 ).…”

“…Given the online nature of FOLCs, they can bring together isolated faculty who may be the only person with a given interest at their institution. This model has been shown to be effective at supporting physics and astronomy faculty in implementing RBISs, enhancing their pedagogical knowledge, and increasing their teaching reflection (Corrales, Goldberg, Price, & Turpen, 2020 ; Dancy, Lau, Rundquist, & Henderson, 2019 ).…”

“…Recognizing the challenge of this implementation work, faculty will also need affective support (i.e., encouragement and moral support), during this process. Affective concerns (lack of confidence, fear, lack of motivation) have been identified as barriers to adoption of RBISs (Sturtevant & Wheeler, 2019 , and references therein), and positive affective impacts have been identified as an important outcome of participation in a FOLC (Corrales et al, 2020 ; Dancy et al, 2019 ).…”

Participation in an online community of high school physics teachers

“…I got so wrapped up in the math that I kept having to rewind the video...If anyone has tips or tricks for the math in this unit, I'd love to hear them. Talking about difficulties in a community is an important aspect that reflects established trust [10,11]. Conversely, weeks with more approachable content typically lowered activity.…”