Faculty Learning Communities

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2. Objectives for each FLC

Prior to the call for applications, the Program Director and the Facilitator of a particular FLC should agree on the objectives that will achieve the goals. The FLC Facilitator should always keep in mind the goals and objectives of his or her FLC. Accomplishment of these goals is usually the focus of some evaluation outcomes at mid- and end-of-year reports. For example, if an FLC was established to promote an inclusive classroom climate, then the FLC Program Director and that Facilitator will determine the observable behaviors of faculty and students that will indicate change as a result of participation in that FLC.

An Example: The objectives of Miami’s Teaching Scholars Community for Early-Career Faculty are to provide participants with the following:

Information on teaching and learning

Opportunities to observe, assess, and practice innovative teaching and uses of technology

Time and financial support for individual investigations of teaching and learning problems and projects

Development of syllabi, including articulation of clear learning objectives

Strengthening of basic teaching skills, for example, leading class discussions, testing, and balancing both lecture and active learning

Clearer communication with students

Ways to build a course around assessment of learning, for example, determining that students achieve stated learning objectives

Investigation and incorporation of ways that difference can enhance teaching and learning

A multiplicity of ways to gather and provide information for both formative and summative evaluation of teaching

Opportunities to share ideas and advice with faculty mentors and student consultants

Awareness of teaching as an intellectual pursuit and exploration of ways to engage in the scholarship of teaching

Interdisciplinary colleagueship and support from current and former teaching scholars and mentors

Opportunities to share, via outreach, their enthusiasm and experience with other new faculty

This project has been supported in part by a grants from the US Department of Education Fund for the Improvement of Post-Secondary Education (FIPSE) and the Ohio Board of Regents.