Modifying Courses for a New Economic Reality: A Statewide Solution Involving Faculty Learning Communities
Abstract
This study analyzes the impact of a condensed 6-month faculty learning community (FLC) model on a variety of both FLC facilitators’ and FLC participants’ professional-development outcomes at 14 California State University (CSU) campuses during budget-tight times. The majority of FLC facilitators were faculty development center directors, who recruited 4-11 faculty from diverse disciplines to join an FLC that was focused on a facilitator-selected topic within the theme of Course Modifications for Our New Reality (referring to CSU system-wide mandatory two-day-per month faculty-furlough program instituted in the fall of that year). Predicting that FLCs were potentially useful vehicles for organizational change, members of the FLCs at each campus met on a regular basis to address current issues resulting from the CSU’s substantial budget shortfall of $625 million—issues such as fewer class-meeting days, increased class size, and poor faculty morale. At the conclusion of the year’s FLC work, the CSU’s system-level faculty development unit surveyed both FLC facilitators and participants, and the outcomes reported here indicate that the FLC approach as designed was successful but could be improved. As a result, the CSU system has funded FLCs for a second year and has made the modifications as indicated by the survey.
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