Faculty Learning Communities: Chancellor’s Learning Scholars for Student Success
Editat de Jeffery W. Galle, Denise Pinette Domizien Limba Engleză Hardback – 11 dec 2021
The program is set in motion by nominations for facilitators (Chancellor's Learning Scholars, CLS) from institutional academic leaders, an individual application, and confirmation. Training for the CLS is provided by the system's Office of Faculty Development and supported by directors of the institutional teaching centers. The formation of each FLC, the identification of course products and changes emerging from the FLC, and the full story of each FLC is contained in the annual report. All told, the program has involved 2500 faculty and thousands of course changes.
Finally, the book offers evaluation of three types-by USG office, by system's teaching center directors, and by the analysis of the final reports submitted each year.
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Specificații
ISBN-13: 9781475855647
ISBN-10: 1475855648
Pagini: 120
Dimensiuni: 161 x 228 x 14 mm
Greutate: 0.35 kg
Editura: Bloomsbury Publishing
Colecția Rowman & Littlefield Publishers
Locul publicării:New York, United States
ISBN-10: 1475855648
Pagini: 120
Dimensiuni: 161 x 228 x 14 mm
Greutate: 0.35 kg
Editura: Bloomsbury Publishing
Colecția Rowman & Littlefield Publishers
Locul publicării:New York, United States
Cuprins
Preface: Jeffery Galle
Introduction: Jeffery Galle
Chapter 1: Chancellor's Learning Scholars: Pedagogy and Faculty Learning Communities
Jeffery Galle
Chapter 2: Implementing a System-Wide Faculty Development Program
Denise Pinette Domizi
Chapter 3: Successes and Challenges for CTLs Partnering with a System-wide Faculty Learning Community Program: Three Case Studies
Jamie Landau, Anna Higgins-Harrell, Ren Denton
Chapter 4: Representative Reports: The Products and Outcomes of the First Two Years
Jeffery Galle
Chapter 5: Uses of Lessons Learned for Larger Audiences
Jeffery Galle
Introduction: Jeffery Galle
Chapter 1: Chancellor's Learning Scholars: Pedagogy and Faculty Learning Communities
Jeffery Galle
Chapter 2: Implementing a System-Wide Faculty Development Program
Denise Pinette Domizi
Chapter 3: Successes and Challenges for CTLs Partnering with a System-wide Faculty Learning Community Program: Three Case Studies
Jamie Landau, Anna Higgins-Harrell, Ren Denton
Chapter 4: Representative Reports: The Products and Outcomes of the First Two Years
Jeffery Galle
Chapter 5: Uses of Lessons Learned for Larger Audiences
Jeffery Galle
Recenzii
Anyone who believes that U.S. higher education should change, and everyone who believes that it can't change, should take the time to read this book. Faculty Learning Communities will give you a new vision of what the faculty role can become in achieving both meanings of student success-higher levels of completion and higher levels of student readiness for the future.
Many educators, and this reviewer as well, have ardently championed High Impact Practices or HIPs (first year seminars, undergraduate research, community-based learning, internships, capstones, etc.). HIPs are evidence-based pedagogies that lead to higher levels of student persistence and higher achievement of learning outcomes, such as critical thinking and problem-solving, that educators and employers both consider "essential."
The University System of Georgia (USG) made HIPs a system-wide priority, and tapped campus-nominated Chancellor's Learning Scholars (CLS) to lead the reform-with equity as a core value-across all twenty-six USG campuses.
So then what happened? Vividly upending the canard that faculty reflexively resist innovation, Faculty Learning Communities shows us, in often riveting detail, how very smart scholar-teachers enlarged the HIPs directive by embedding it in a rich, ambitious effort to engage faculty leaders on every campus, not just with HIPs but with the core concepts of active, hand-on, inclusive, and integrative learning that HIPs at their best have in common.
Boldly, in a strong and reciprocal partnership between the system and campus-level teaching and learning centers, USG charted an ambitious goal of involving all full-time USG faculty with the scholarship on "what works" in fostering purposeful learning, and with the goal of embedding active learning practices in all courses, not just the two or three HIPs courses that administrators hope students will take.
Was this easy? Of course not - and this brave design for systemic change was launched before the pandemic. And yet they persisted.
The portrait of faculty and administrative creativity that emerges from these pages will give every reader new reasons for hope-and new understanding of where equity-minded student success initiatives should go.
Many educators, and this reviewer as well, have ardently championed High Impact Practices or HIPs (first year seminars, undergraduate research, community-based learning, internships, capstones, etc.). HIPs are evidence-based pedagogies that lead to higher levels of student persistence and higher achievement of learning outcomes, such as critical thinking and problem-solving, that educators and employers both consider "essential."
The University System of Georgia (USG) made HIPs a system-wide priority, and tapped campus-nominated Chancellor's Learning Scholars (CLS) to lead the reform-with equity as a core value-across all twenty-six USG campuses.
So then what happened? Vividly upending the canard that faculty reflexively resist innovation, Faculty Learning Communities shows us, in often riveting detail, how very smart scholar-teachers enlarged the HIPs directive by embedding it in a rich, ambitious effort to engage faculty leaders on every campus, not just with HIPs but with the core concepts of active, hand-on, inclusive, and integrative learning that HIPs at their best have in common.
Boldly, in a strong and reciprocal partnership between the system and campus-level teaching and learning centers, USG charted an ambitious goal of involving all full-time USG faculty with the scholarship on "what works" in fostering purposeful learning, and with the goal of embedding active learning practices in all courses, not just the two or three HIPs courses that administrators hope students will take.
Was this easy? Of course not - and this brave design for systemic change was launched before the pandemic. And yet they persisted.
The portrait of faculty and administrative creativity that emerges from these pages will give every reader new reasons for hope-and new understanding of where equity-minded student success initiatives should go.