Shifting Professional Identities: Reflections on a Faculty Learning Community Experience
Abstract
The authors, members of a faculty learning community at Kent State University, explore the professional impact that the learning community process had on them two years after the experience. As its members approached the tenure and promotion process, they collaborated to identify the impact, if any, that the learning community experience has had on their classroom practices, professional development within the university, and other scholarly endeavors. Most importantly, the group identified a lasting shift in their thinking about teaching and learning that reflected a move from an instructional to a learning perspective. Other related themes in this project are also identified.
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