“I Have Made Peace With the Fact That Teaching Is a Process”: Reflections From a Faculty Learning Community for First-Year Faculty
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lcjAbstract
The authors describe a faculty learning community (FLC) that was developed to address the uncertainty of the retention, tenure, and promotion (RTP) process for a first-year faculty cohort at a public, teaching-intensive university. Participants reported in reflections (n = 48) that the FLC was an effective space for faculty to work on their teaching practice, discuss the RTP process, develop work-life balance, and find community. Qualitative analysis also revealed insights into the progression of affect and mindsets across the FLC.
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