This edited book on Faculty Learning Communities (FLCs) explores the ways in which FLCs have expanded across platforms, spaces, and focus while maintaining the core values and elements of original FLCs. The first section investigates ways that FLCs support faculty retention, teaching, and scholarship. The second section offers examples of FLCs focused on teaching that is responsive to student learning. The third section explores the move to online and virtual FLCs. The fourth section explores FLCs that create and foster faculty belonging, communities of care, and the integration of mindfulness. The fifth section looks at multi-year, long-term progression and impact of FLCs. The books foreword, by Milton D. Cox, investigates the evolution of leadership of and within faculty learning communities as they expand.
Foreword: Recommendations for New FLC Leaders as the FLC World Expands;
Milton D. Cox.
Part I: Flcs To Support Faculty Retention, Teaching, And Scholarship.
Chapter
1. Exploring How Faculty Learning Communities Support Faculty
Retention and Performance; Kara Rosenblatt, Marķa D. Avalos, Kevin Badgett,
and Yolanda Salgado.
Chapter
2. Faculty Learning Communities as a Fulcrum for Advancing the
Scholarship of Engagement; Glenn A. Bowen.
Chapter
3. Interest-Based, Interdisciplinary Faculty Learning Communities in
Teacher Education: Discovering Common Professional Interests to Enhance
Higher Education Student Support; Aimee H. Barber, Tori K. Flint, Marietta S.
Adams, K-Lynn McKey, Micah Bruce-Davis, and Dianne F. Olivier.
Chapter
4. The Untapped Gold Mine for Designing Effective Scholarship of
Teaching and Learning (SoTL) Training Opportunities at the Institutional
Level; Carrol L. Warren, Michelle E. Bartlett, Maria T. Gallardo-Williams,
and Diane D. Chapman.
Part II: Flcs To Support Faculty And Student Learning.
Chapter
5. Making an IMPACT: A Self-Determination Theory-Based Approach to
FLCs; Emily Bonem, Chantal Levesque-Bristol, Allison Russell, Erica Lott,
Daniel Guberman, and David Nelson.
Chapter
6. Creating a Holistic, Continuous Approach to Learning Communities:
From Unconference to Teaching Circles to Focused Reflection; Kathleen
Kavanagh, Alexander Cohen, Erin Blauvelt, Dhara Trivedi, Christopher C.
Robinson, Ben Galluzzo, Tom A. Langen, Seema Rivera, and Laura Perry.
Chapter
7. Community Matters: Faculty Learning Communities as a Way to Create
Sustained Relationships and Shared Resources; Faye Linda Wachs, Juliana
Fuqua, Paul Nissenson, Deanna Miranda Barrios, Brooke Jones, Harmony Nguyen,
and Cecilia Nguyen.
Chapter
8. Collegiality and Community in FLCs as Catalysts for Pedagogical
Change; Linda C. Hodges, Sarah Swatski, and Kerrie L. Kephart.
Chapter
9. Unlocking Educational Futures for Students: Communities of
Practice, FLCs and SoTL Strategies Transforming Curricular Development and
Student Success; Bonnie Mullinix.
Chapter
10. Implementing Change Strategies Through Faculty Learning
Communities; Nicole A. Suarez, Song Wang, Brian K. Sato, Andrea Aebersold,
Stacey Brydges, and Stanley M. Lo.
Part III: Expanding Flcs By Going Online.
Chapter
11. A Framework for Creating, Facilitating, and Sustaining an Online
Community of Practice for Instructors in Higher Education; Alysia C. Wright,
Lyliam J. Jardine, Lorelei Anselmo, and Patti Dyjur.
Chapter
12. Creating Online Faculty Learning Communities Using the
Cross-Classroom Collaborative Project-Based Learning Framework; Paul A.
Walcott.
Chapter
13. Does Size Matter? Support for Large Group Virtual Faculty
Learning Communities; Danielle Aming and Angela Atwell.
Chapter
14. Tapestries of Teaching, Scholarship, and Personal Growth: Stories
From a Community of Practice; Maureen P. Hall, Libby Falk Jones, Narelle
Lemon, and Agnes B. Curry.
Part IV: Flcs To Create Faculty Belonging, Care, And Mindfulness.
Chapter
15. Using Faculty Learning Communities to Create a Contemplative
Community on Campus; Jocelyn Ahlers, Jill Weigt, Ranjeeta Basu, Marie Thomas,
Jennifer Jeffries, Pamela Redela, and Rajnandini Pillai.
Chapter
16. Using the FLC Model to Support: Teaching and Belonging Among
Adjunct Faculty; Teresa Focarile and Brittnee Earl.
Chapter
17. (Re)thinking How We Care in Higher Education: A Pedagogy of
Belonging as an Individual and Collective Act in the Academy; Narelle Lemon.
Chapter
18. Reflections in Real Time: The Work of Creating a Faculty Learning
Community in Contemplative Pedagogy and Practice; Justine A. Dunlap.
Part V: Multiyear Faculty Collaborations.
Chapter
19. Synergies of Collaboration: Creating Brave Spaces; Carolyne J.
White, Corrine Glesne, and Colleen Bell.
Chapter
20. Climbing the Icy Steps Together: Three Educators Learning,
Writing, Loving, Teaching, and Growing; Alicia Bitler, Kim Sloan, Ebtissam
Oraby.
About the Contributors.
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