Modified Faculty Learning Communities as Reflective Scholarship— A Progress Report
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lcjAbstract
Faculty development is critically important to student success. Despite this, many faculty development initiatives do not translate into sustained, professional learning focusing on curricular work. This research study focused on first-year experiences during a two-year project that concentrated on developing faculty knowledge and practice around High-Impact Practices (HIPs) instruction. The qualitative study looked at the benefits and difficulties involved in structuring faculty learning communities (FLCs) as professional development. Preliminary results found that in a long-term, modified FLC utilizing discipline-specific projects, members gained knowledge and teaching skills, developed collaborative practices, and showed overall satisfaction.
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