The degree of engagement in the components selected for an FLC
can vary and may differ by type of FLC and institution. As an institution's
experience with FLCs increases, the degree of engagement with each component
and number of components involved will usually increase. When appropriate,
the components should be considered globally with respect to the overall
FLC Program and locally for each particular FLC. The links indicated below
connect to more information and examples.
The material in this section of the website is organized
by component to support the development of those components involved in
directing an FLC Program and facilitating an FLC.
Click on an item below for more information on that item.
Mission and Purpose
|
| 1 |
D |
Goals for the institution (What
do you want the FLC Program to accomplish?) |
| 2 |
FD |
Objectives for an FLC (How
do you plan to bring about the above goals through specific objectives
for an FLC?) |
Curriculum
|
| 3 |
D |
What FLCs to offer for the year
(cohorts, topics) |
| 4 |
FD |
What issues and opportunities to address
within each FLC |
Administration
|
| 5 |
FD |
Leadership of the FLC Program and facilitation of an FLC |
| 6 |
FD |
Selection procedures and criteria
for membership in each FLC (striking a balance among disciplines,
needs, gender, experience) |
| 7 |
FD |
Public relations (advertising
each FLC, recruiting applicants, and publicizing FLC activities and
accomplishments) |
| 8 |
FD |
Financial support and budgets |
Connections
|
| 9 |
F |
Community (bonding of participants
within the FLC; support; safety) |
| 10 |
FD |
Partnerships (bridging to and
cosponsoring with other programs and units inside and outside the
institution) |
| 11 |
FD |
Engagement: (serving the broader
community: student and faculty organizations, K-12, other institutions,
state-wide agencies, etc.) |
Affiliated Participants
|
| 12 |
FD |
Faculty, TAs, administrative, or staff partners
(mentors, consultants, practitioners, etc.) |
| 13 |
F |
Student associates (undergraduate
peer mentors, TAs, consultants, etc) |
Meetings and Activities
|
| 14 |
F |
Seminars (length, frequency,
topics; selection procedures by participants) |
| 15 |
F |
Retreats (getting away, working
and learning together) |
| 16 |
F |
Conferences (getting away, learning
from others) |
| 17 |
F |
Social amenities and gatherings |
Scholarly Process (Overview)
|
| 18 |
F |
The literature (articles and
focus book) |
| 19 |
F |
Focus course or project (syllabus,
TGI, CATs, SGID, pilot, assessment) |
| 20 |
F |
Individual teaching project or
other project |
| 21 |
FD |
Presentations, both on campus
and at conferences (by individual members of the FLC and/or the entire
group) |
| 22 |
F |
Course or project mini-portfolio
(prepared by each FLC member for his or her focus course or project) |
| 23 |
F |
Publication (usually in a later
year after the FLC) |
| 24 |
F |
The scholarship of teaching
and learning |
|
|
| 25 |
FD |
Of faculty or staff development of the participants: Case
report, Likert and open-ended survey,
and Results |
| 26 |
D |
Of FLC program components: Case
report, Likert and open-ended survey,
and Results |
| 27 |
FD |
Of student learning in the classes of FLC participants:
Survey and Results |
Enablers/Rewards (Overview)
|
| 28 |
FD |
Reassigned (release) time for participants and the FLC
facilitator |
| 29 |
FD |
Professional expenses for participants and the FLC facilitator |
| 30 |
FD |
Recognition by provost, deans, department chairs, colleagues |
