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

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

doi:10.3998/tia.17063888.0034.110

Cited by 4 publications

(4 citation statements)

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“…Examples of these benefits include providing a safe environment for problem-solving, development of projects designed to improve teaching and scholarship, a place to receive feedback, and a place to receive support for pedagogical changes. Although a departure from what the research suggests, Tovar et al (2015) found that participation in discipline-specific FLCs can help develop a sense of community fostered by discussions on teaching and learning. Data from the Tovar et al’s study suggest that FLCs can help mitigate the isolating environment experienced in the academy.…”

Section: Flcsmentioning

confidence: 68%

Fostering a Sense of Community Among Black Faculty Through a Faculty Learning Community

et al. 2020

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The atmosphere at many colleges and universities in the United States presents unique challenges for Black faculty including racism. It is well established that Black faculty, especially those at predominantly White institutions (PWIs), work in potentially hostile, unfriendly, and negative environments. Other concerns for Black faculty at PWIs include lack of mentors and tenure politics. Examples of tenure politics include a lack of guidance regarding the tenure and promotion process, a sense of isolation and lack of collegiality, and the inability to speak out on unfair treatment for fear of retribution during the tenure and promotion process. Black faculty often choose self-isolation, conformity, and silence as coping strategies. However, these strategies rarely address the associated psychological and social stress. Faculty learning communities (FLCs) have been touted as a better alternative. FLCs bind faculty together thereby providing a much-needed support for Black faculty struggling to survive in a predominantly White environment. This article is premised on the experiences of six Black FLC participants at one PWI. We recommend that PWIs should actively support the attempt(s) by Black faculty to create safe spaces such as an FLC, which can foster a sense of belonging and build their confidence. An additional recommendation is that PWIs should employ the services of a chief diversity officer to help create and maintain programs that enhance Black faculty experiences and make them more successful.

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Section: Flcsmentioning

confidence: 68%

Fostering a Sense of Community Among Black Faculty Through a Faculty Learning Community

et al. 2020

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“…We have identified specific aspects -building a community of participants [38]- [40] and engaging external mentors -that support instructors in adopting this new practice. These aspects then serve as recommendations for others planning to engage in pedagogic change efforts.…”

Section: Discussionmentioning

confidence: 99%

Adopting a New Practice: Open Source Experiences in the Classroom

Dziallas

Fincher

Ellis

et al. 2022

2022 IEEE Frontiers in Education Conference (FIE)

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This Research Full Paper describes a case study of educators changing practice as a result of interactions with an open source software community. It examines an NSF-funded initiative designed to expose educators to humanitarian free and open source software (HFOSS) communities and, in turn, to support them in involving their students in these communities as part of their classroom experience. To date, more than 150 faculty from over 120 different institutions have participated in the initiative's faculty development workshops. In this work, we conducted in-depth interviews with 24 workshop participants. The interviews explored how faculty had adopted HFOSS in the classroom, the hurdles and successes they encountered, and how their teaching had changed, among other questions. Some of the themes we identify in our data -obstacles to adoption, such as a lack of time, and the importance of the institutional contextconfirm prior findings in the literature on pedagogical change. However, this work also identifies several additional nuances that have not previously been reported and emphasizes common aspects among educators who successfully adopted a practice.

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“…In our study, work climate related to colleagues was positively correlated to active learning competence. Academic colleagues can have a large impact on mentoring, building confidence, and promoting conversation to foster change in teaching practices (Tovar et al 2015). For example, FLC can provide a space for faculty to engage with others interested in best pedagogical practices.…”

Section: Research Question #1: How Does Work Climate Influence Motiva...mentioning

confidence: 99%

Instructor Perception of Incorporating Active Learning in College of Agriculture Classrooms

Karcher

Guberman

Bonem

et al. 2022

TLI

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Significant numbers of studies declare the effectiveness of “active learning” and numerous universities develop programs to support the incorporation of active learning methods, yet despite various incentives, adoption is met with resistance. This work shares the results of a study of instructor perceptions about active learning at a large research university in the United States. Instructor motivation, perceptions of competence and autonomy (related to colleagues and administrators), experience in training programs, as well as actual practices were explored with regard to active learning. Drawing on self-determination theory, this exploratory study will help universities in developing strategies for increasing the adoption of evidence-based teaching practices. Our results suggest that the work climate related to colleagues, gender, and participation in a Faculty Learning Community influenced both the implementation and motivation to implement active learning in the classroom.

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

Cited by 4 publications

References 0 publications

Fostering a Sense of Community Among Black Faculty Through a Faculty Learning Community

Fostering a Sense of Community Among Black Faculty Through a Faculty Learning Community

Adopting a New Practice: Open Source Experiences in the Classroom

Instructor Perception of Incorporating Active Learning in College of Agriculture Classrooms

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