Understanding the Motivations to Join a Faculty Learning Community: Are We Missing a Piece of the Puzzle?
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lcjAbstract
This article reports the composition of a university-wide faculty learning community (FLC) on implementing active pedagogy in
interactive learning spaces and its members’ specific motivations for joining. Survey respondents reported their main reasons for joining were the opportunity for professional development, the belief that FLC interaction enhances learning, and the access to new Interactive Learning Space classroom resources. Overall, this FLC appealed to a wide variety of instructors, however, some groups (for example, female, humanities, early-career faculty) participated at higher rates than the general university population. This article is the first to explore gendered effects on faculty motivations for joining a teaching-focused FLC.
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