Faculty Learning Communities

Layne, J. Gregg; Froyd, Jeffrey E.; Morgan, Jim; Kenimer, A. L.

doi:10.1109/fie.2002.1158114

Cited by 26 publications

(22 citation statements)

References 4 publications

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“…The seminars bore characteristics of a topic-based faculty learning community as described by Layne, Froyd, Morgan, and Kenimer (2002), Cox and Richlin (2004) and Gottlieb (2009). Specifically, the seminars were Voluntary: Faculty joined the group in response to offers from the campus service-learning office; Structured: The readings and discussions were designed to challenge and engage participants as they interacted with and learned from others in the group; Goaloriented: Each faculty participant developed a new service-learning course during the seminar; Interdisciplinary: Participants represented different academic disciplines so that varied perspectives were shared; Safe: The seminars made it possible for participants to discuss issues and questions about teaching openly and in confidence; and Supportive: The seminars were affirming, validating participants' concepts of student learning while also challenging them to apply new ideas gained through the seminar.…”

Section: Faculty Learning Communities and Service-learningmentioning

confidence: 99%

Using Learning Communities to Build Faculty Support for Pedagogical Innovation: A Multi-Campus Study

Furco¹,

Moely²

2012

The Journal of Higher Education

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Section: Faculty Learning Communities and Service-learningmentioning

confidence: 99%

Using Learning Communities to Build Faculty Support for Pedagogical Innovation: A Multi-Campus Study

Furco¹,

Moely²

2012

The Journal of Higher Education

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“…Building a community of support enables institutional culture and climate to change over time because, "People create the climate, not vice versa" (Trower, 2009, p. 42). By providing opportunities for reflection, dialogue, and community building (Layne, Froyd, Morgan, & Kenimer, 2002), minority junior faculty can combat isolation and stress, which may result in retention and higher tenure rates (Camacho et al, 2014;Cox, 2004).…”

Section: The Impact Of Climate On Minority Junior Facultymentioning

confidence: 99%

Creating a New Mindset: Building Lasting Supports for Minority Junior Faculty

Chai¹,

Harte²,

Gilbert³

et al. 2015

IRHE

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One of the priorities at the Midwestern institution, where this study was conducted, was to create a more diverse faculty body. Beyond hiring, one component of addressing this priority was fostering a supportive environment in which all junior faculty have the tools to be successful. An initiative known as the New Faculty Collaborative, designed to create a climate of support for all junior faculty ultimately created a support network for junior minority faculty. This paper presents research based on the experiences of the New Faculty Collaborative participants.

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“…A defining characteristic of FLCs is that all members are equal learners and are often focused on specific project goals (Cox, 2004). Faculty opted to use the FLC design because of the inherent collaborative nature, the propensity to elicit emergent change, and previous positive experiences with them (Cox, 2004;Layne, Froyd, Morgan, & Kenimer, 2002;Richlin & Cox, 2004). The community-oriented nature of these faculty groups also provides support for implementation of novel practices (Rogan, 2007).…”

Section: Approachmentioning

confidence: 99%