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.
