Overcoming Pedagogical Solitude: The Transformative Power of Discipline-Specific Faculty Learning Communities

Tovar, Mariela; Jukier, Rosalie; Ferris, Jennie; Cardoso, Kristen

doi:10.1002/tia2.20026

Cited by 8 publications

(5 citation statements)

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“…Faculty learning communities (FLCs), which are small groups of faculty who meet regularly over an extended period of time with the objective of improving their teaching ( Cox, 2004 ), are also designed to take advantage of collegial support. FLC participants have reported that the experience helps them change their teaching, for instance, by building their confidence in experimenting with different teaching strategies ( Tovar et al. , 2015 ) and promoting use of student-centered teaching practices ( Polich, 2008 ; Light et al.…”

Section: Introductionmentioning

confidence: 99%

Colleagues as Change Agents: How Department Networks and Opinion Leaders Influence Teaching at a Single Research University

Andrews

Conaway

Zhao

et al. 2016

LSE

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Section: Introductionmentioning

confidence: 99%

Colleagues as Change Agents: How Department Networks and Opinion Leaders Influence Teaching at a Single Research University

Andrews

Conaway

Zhao

et al. 2016

LSE

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“…Returning to FLCs, since 2004, the topic has received little attention. Past scholarship has examined cross-disciplinary faculty communities (Hubball & Albon, 2007) and discipline-specific faculty learning communities (Addis et al, 2013;Tovar, Jukier, Ferris, & Cardoso, 2015) yet additional studies are necessary in order to confirm the effectiveness of and motivations behind faculty learning communities (Glowacki-dudka & Brown, 2007;Hubball & Albon, 2007).…”

Section: Faculty Learning Community (Flc)mentioning

confidence: 99%

Understanding the Participation, Perceptions, and Impacts of Engineering Faculty Learning Communities: A Mixed Method Approach

Long¹,

Eddington²,

Pauly³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Linda Hughes-Kirchubel received her master's in organizational communication from Purdue University, where she works in the College of Health and Human Sciences. A former journalist, she has earned national recognition for her work. She is pursuing her Ph.D. at Purdue using mixed methods to study intersections among media, marginalized populations and disenfranchised grief. In addition, she has coauthored chapters in a Springer book series called "Risk and Professor Kokini's research activities include the study of failure mechanisms and design of high-temperature advanced materials such as functionally graded and composite ceramic thermal barrier coatings. He also works on interdisciplinary research related to the biomicromechanics of ECM-cell interactions.He is an ASME Fellow (2002) As important community assets for sustainable development of engineering education, faculty Learning Communities (FLCs) play an important role in facilitating faculty development and career transitions. Viewing FLCs as community-based programs with great diversity, the current research argues that engaging with new/junior engineering faculty as a learning community has important impacts to engineering education for students, institutions, and the communities that we work with and live in (Cox 2004). Specifically, guided by theories about communities of practice and socialization, we investigate the participation, outcomes, and perceptions of a New Faculty Learning Community (NFLC) program in the College of Engineering of a large Midwestern research university and discuss lessons learned from the design of these programs. The research followed a two-phase sequential mixed methods design that employed a survey and follow-up interviews. Survey results indicated that the most highly ranked benefits of NFLC included providing opportunities to connect with other new faculty, fostering a sense of community, and learning professional development strategies. Interviews further revealed NFLC offered a welcoming space for advice seeking, networking, informal mentoring, and served as a symbol of leadership support for faculty success. However, quantitative analyses indicated that proactive personality, rather than NFLC participation itself, was a statistically significant predictor of faculty members' feelings of identification, acculturation, involvement with their department/college, and their overall feelings of meaningfulness of and happiness in life, offering important insights for designing community-based educational initiatives to fostering proactive mindset and behaviors of faculty. The findings reinforce the positive impact of FLCs in faculty learning and pose suggestions for FLCs to encourage and foster proactive behaviors for the success and wellbeing of the community of engineering faculty.

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Section: Flc Formation and Activitiesmentioning

confidence: 99%

“…FLCs are a transformative practice in which faculty participate in groups of usually between six and 15 members, to generate an actionable goal or product [10], [11], [12]. They are based on the premise that universities are places of learning for all, including faculty, and can be a way to foster collaboration [12]. FLCs have been demonstrated as valuable for cross-campus collaborations [12], [13], faculty development [14], curriculum development [15], generating teaching resources [16], and scholarship of teaching and learning [14], [17], [18].…”

Section: Flc Formation and Activitiesmentioning

confidence: 99%

“…They are based on the premise that universities are places of learning for all, including faculty, and can be a way to foster collaboration [12]. FLCs have been demonstrated as valuable for cross-campus collaborations [12], [13], faculty development [14], curriculum development [15], generating teaching resources [16], and scholarship of teaching and learning [14], [17], [18]. Additionally, FLCs have been shown to reduce the isolation among faculty [12], [19].…”

Section: Flc Formation and Activitiesmentioning

confidence: 99%

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A Faculty Learning Community for Building Sustainable Open Educational Resources: Creating a Departmental Video Tutorial Library

Nissenson,

Wachs,

Fuqua

et al.

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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Cal Poly Pomona) is a primarily undergraduate institution and part of the 23-campus California State University system. In 2013, the Mechanical Engineering Department at Cal Poly Pomona started a video tutorial library on YouTube named CPPMechEngTutorials that has grown to over 600 videos across 16 courses (https://www.youtube.com/channel/UCZScjkZuVuvwa-JVA3mHO3w). The video library was a collaborative effort that involved over half of the department's full-time faculty who either created videos, allowed their lectures to be recorded, or contributed ideas and feedback during the planning of videos. The videos have accumulated over 11 million views and the YouTube channel has over 100,000 subscribers as of May 1, 2022, making the video library one of Cal Poly Pomona's largest outreach efforts. Since the YouTube platform provides limited options for the organization of videos, links to the videos are organized in a user-friendly manner at a website named ME Online (www.cpp.edu/meonline). A detailed discussion of the creation of ME Online and how its videos have been used to experiment with novel pedagogies is presented in Nissenson et al. ( 2019) [1]. The authors previously conducted two studies exploring the potential impact of ME Online on mechanical engineering students at Cal Poly Pomona. Nissenson et al. ( 2019) administered a survey to 340 mechanical engineering students across sophomore, junior, and senior levels, which revealed the majority of participants watched ME Online videos at least a few times per month, 88% felt the videos have had a positive impact on their education, and 79% felt the videos improved their grades in at least one class. Fuqua et al. ( 2021) administered a survey to 110 senior level mechanical engineering students and conducted focus groups [2]. They found at least 80% of the students rated the videos as "moderately" to "very" helpful, useful, satisfying, confidence-inducing, and enjoyable. Additionally, 96% of the students provided favorable ratings about the trustworthiness of the video library, most students trusted the ME Online videos more than other videos available online, and 88% of the students reported they expect to use ME Online to study for licensing exams, graduate school, professional work, and/or just to learn new things. Students preferred videos made by known faculty members at Cal Poly Pomona rather than videos made by faculty at other institutions. 2021) also explored the potential for video libraries like ME Online to help address achievement gaps among historically disadvantaged groups. Latinx students and first-generation students used ME Online more frequently than other students, and generally rated the resource more highly than other groups. They noted the importance of being able to pause and control the pace of delivery, which is especially useful for non-native English-speaking students. The authors provided suggestions for improving video libraries such as focusing on courses that have higher failure rates, frequently reminding students about the resour...

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Overcoming Pedagogical Solitude: The Transformative Power of Discipline-Specific Faculty Learning Communities

Cited by 8 publications

References 11 publications

Colleagues as Change Agents: How Department Networks and Opinion Leaders Influence Teaching at a Single Research University

Colleagues as Change Agents: How Department Networks and Opinion Leaders Influence Teaching at a Single Research University

Understanding the Participation, Perceptions, and Impacts of Engineering Faculty Learning Communities: A Mixed Method Approach

A Faculty Learning Community for Building Sustainable Open Educational Resources: Creating a Departmental Video Tutorial Library

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