Expanding Academic Development at Professional Conferences: An Assessment of a Compressed Faculty Learning Community
Abstract
The authors present an assessment of a seminar conducted at an academic conference using a faculty learning community (FLC) format. The purpose was to evaluate the utility of using components of an FLC in a five-hour seminar to create an improved professional development experience. The results were mixed. Although the seminar enhanced faculty development and
learning, the compressed timeframe limited opportunities for discussion, processing, and work on individual projects that are central to FLC success. Suggestions for how this format could work to transform academic development at future conferences are included.
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