Office of Faculty Development

Faculty Learning Communities

The Office of Faculty Development and Faculty Center for Excellence in Teaching (OFD/FaCET) invites faculty to apply for Faculty Learning Communities (FLC) in the following areas

  1. TEAM-BASED TEACHING & LEARNING
  2. DIVERSITY, MULTICULTURAL LEARNING, & SOCIAL JUSTICE/a>
  3. COMMUNITY ENGAGEMENT & SOCIAL RESPONSIBILITY
  4. TEACHING WITH TECHNOLOGY
  5. MID-CAREER FACULTY
  6. QUARTER-TO-SEMESTER CONVERSION

Faculty Learning Communities (FLCs) bring together groups of faculty from across disciplines to discuss pedagogical topics (see above), to collaborate and to develop strategies for enhancing teaching and learning and grow as teacher-scholars. During sessions facilitated by Faculty in Residence, we explore ways to create environments that challenge, excite, and inspire a passion for learning among ourselves and our students. In the process, we foster a supportive community of reflective teachers.

FLC fellows attend scheduled meetings, typically equivalent to 4 hours per month during February, March, April, and May (dates and times for each FLC are included in individual descriptions). All FLCs meet on Friday February 1st, 12:00-2:00 pm. A final work product or presentation will be shared at a gathering open to the University community on Friday, June 7th from 12:00-2:00.

Compensation for FLC Fellows is $500.

To apply, send a brief cover letter (approximately 500 words) and curriculum vitae by email attachment to Jessica Weiss, Interim Director, in the Office of Faculty Development by 5 pm, Tuesday, January 22, 2013. jessica.weiss@csueastbay.edu. Your letter should describe your area of interest from the 6 FLCs above, any experience you have in this area, what you can contribute to CSUEB and your colleagues through this program, specific ways you will apply what you learn in your teaching, and your commitment to the meetings specified in the FLC descriptions below. If you apply for more than one FLC, please submit a separate cover letter for each FLC and rank FLCs according to your preference. FLCs are open to all faculty including lecturers who have winter and spring quarter teaching assignments or assigned time. Late applications will be considered if all openings are not filled. For more information, contact Jessica Weiss (5-2829).

Your application for FLC membership should include the following check list (cut and paste into your letter):

  • I teach or have assigned time in Winter and Spring quarters, 2013
  • I plan to apply my FLC topic in my courses or to my research, scholarship, and/or creative activity.
  • I am interested in working/sharing with other faculty
  • I can attend all scheduled days of my FLC (specific dates/times are included in each FLC description)

EVALUATION CRITERIA

  • interest in the topic of the community
  • experience in the area of the community
  • application of the topic to your instructional or professional development
  • contributions you intend to make to the department, college, University
  • commitment to meetings

Every effort will be made to ensure that FLCs represent faculty from across all disciplines. You will be notified by email no later than January 25, 2013.

A link to the call for FLCS will be sent in an email later this week. Please see attachment for the full call.

FACULTY LEARNING COMMUNITY CALLS 2013

FACULTY LEARNING COMMUNITY FOR TEAM-BASED TEACHING AND LEARNING

Facilitator:  Bridget Ford, Department of History

Would you like to generate powerful and memorable learning experiences for students? Our faculty learning community will support instructors in designing new syllabi or stand-alone assignments making use of team-based learning strategies.  

Purpose:

  • Explore the pedagogy and practice of team-based learning in a wide variety of disciplines
  • Motivate faculty to incorporate team-based learning into introductory as well as advanced courses, small and large (including “mega”) classes, and hybrid, online or traditional formats
  • Develop rigorous curricula and assignments for students using team-based learning methods
  • Generate strategies to motivate students to take an active and engaged role in the classroom

Activities:

  • Read and discuss scholarly literature on the pedagogy and practice of team-based learning
  • Strategize the nuts-and-bolts practice of team-based learning in varied teaching formats
  • Create rigorous syllabi, assignments, and learning outcomes for team-based course work
  • Establish criteria for assessing team-based student work
  • Visit individual classes using a team-based approach

Outcomes:

  • Acquire a greater understanding of the pedagogy and practice of team-based learning
  • Prepare and test rigorous curricula and assignments drawing upon team-based learning methods in a wide variety of courses
  • Create a community of teacher-scholars familiar with team-based learning practices to sustain and expand this curricular approach at CSU East Bay

Proposed Meeting Dates and Times (all on Fridays):

  • Friday, February 1—“Kick-Off Luncheon,” noon-2PM
  • February 8—10AM-12PM
  • February 15—10AM-12PM
  • March 8—10AM-12PM
  • April 5—10AM-12PM
  • April 19—10AM-12PM
  • May 3—10AM-12PM
  • May 17—10AM-12PM
  • May 31—10AM-12PM
  • June 7—Final all-FLC Symposium, noon-2PM

FACULTY LEARNING COMMUNITY FOR DIVERSITY AND MULTICULTURAL LEARNING

Facilitator: Gary Li, Department of Geography & Environmental Studies

Diversity is one of CSUEB’s greatest strengths and knowledge of diversity and multicultural competencies are an institutional learning outcome. Together the members of this FLC will collaborate to explore pedagogies and curriculum related to diversity and multiculturalism.

Purpose:

  • Create multicultural/global learning outcomes across disciplines
  • Improve multicultural/global competence of faculty
  • Promote and sustain creative and scholarly approaches to diversity and multicultural competence

Activities:

  • Engage in focused inquiry about how cultural, racial, and gender diversity affects learning
  • Apply different multicultural strategies in the classroom
  • Share multicultural resources with campus community
  • Meet with participants from last year’s FLC to hear/discuss gains made in their scholarship, teaching, and service experiences

Outcomes:

  • Develop multicultural learning outcomes
  • Incorporate multiculturalism into a course or program
  • Collaborate on the creation of a University level presentation on diversity

Dates and Times (all on Fridays):

  • February 1—noon-2PM (Kick-off)
  • February 8—10AM-12PM
  • February 15—10AM-12PM
  • March 8—10AM-12PM
  • April 5—10AM-12PM
  • April 19—10AM-12PM
  • May 3—10AM-12PM
  • May 17—10AM-12PM
  • May 31—10AM-12PM
  • June 7—noon-2PM (Final Symposium)

FACULTY LEARNING COMMUNITY FOR COMMUNITY ENGAGEMENT and SOCIAL RESPONSIBILITY

Facilitator: E. Maxwell Davis, Department of Human Development

The FLC for Community Engagement and Social Responsibility will be a fun, collaborative space for faculty to explore how community engagement pedagogies like service learning, internships and fieldwork can be used to promote social responsibility.

Purpose:

  • Explore the theories and practices associated with community engagement on campus
  • Explore the ways in which community engagement can promote social responsibility
  • Develop and support interdisciplinary faculty networking around these interests
  • Support work on scholarly publications and presentations about community engagement
  • Develop new visions for creative and varied ways that community engagement practices can be employed at the course, department, college and University levels at CSUEB

Activities:

  • Read and discuss literature on community engagement & social responsibility on campus
  • Network with faculty interested in community engaged teaching, learning & scholarship
  • Strategize and share resources for developing University-community partnerships
  • Workshop papers and presentations on community engagement and social responsibility
  • Develop resources and models to promote multi-level institutional support for community engaged teaching, learning and scholarship at CSUEB

Outcomes:

  • Deepen understanding of how community engagement can promote social responsibility
  • Develop practical skills and resources to support and sustain faculty networks and University-community partnerships for service learning, internships and fieldwork
  • Generate papers and presentations on community engagement & social responsibility
  • Raise faculty awareness of opportunities for and achievements around community engagement and the promotion of social responsibility at CSUEB

Proposed FLC Meeting Dates and Times (All on Fridays):

  • Initial all FLC luncheon:  Friday, February 1, 12:00 to 2:00 pm
  • Friday, February 8, 10:00 am to 12:00 pm
  • Friday, February 22, 10:00 am to 12:00 pm
  • Friday, March 8, 10:00 am to 12:00 pm
  • Friday, March 22, 10:00 am to 12:00 pm
  • Friday, April 5, 10:00 am to 12:00 pm
  • Friday, April 19, 10:00 am to 12:00 pm
  • Friday, May 3, 10:00 am to 12:00 pm
  • Friday, May 17, 10:00 am to 12:00 pm
  • Final all FLC meeting/symposium: Friday, June 7, 12:00 to 2:00 pm

FACULTY LEARNING COMMUNITY FOR TEACHING WITH TECHNOLOGY

Facilitator: Korey Brunetti, University Libraries

The Faculty Learning Community for Teaching with Technology is a fun, collaborative space for instructors to explore how to reshape learning environments with instructional technologies.

Purpose:

  • Discuss rationale and methods for enhancing learning environments with instructional technology
  • Identify resources which support teaching with technology
  • Discover technologies that promote active learning and student engagement
  • Explore accessibility issues involved in the creation of materials and in the use of technologies

Activities:

  • Experiment with technologies, including web tools and devices such as tablet computers, that support teaching and learning
  • Use tools that facilitate online delivery of course content (Voicethread, video embedding, Jing, etc.)
  • Create online showcase of faculty applications of educational technologies
  • Share insight, experiences and best practices  in developing and using instructional content for online, hybrid, and device-enhanced teaching

Outcomes:

  • Acquire a greater understanding of the uses of different technologies and tools, and the ability to differentiate among these to determine which are best used to accomplish various teaching and learning objectives
  • Contribute to a Google site or other online clearinghouse of faculty-reviewed tools and other resources for using instructional technology in the classroom
  • Share new knowledge of teaching with technology with colleagues
  • Create a plan for incorporating appropriate technologies into teaching

Dates and Times* :

  • All-FLC Kickoff meeting:  Friday February 1st, 12:00-1:00
  • Friday  February 8, 10:00 am to 12:00 pm
  • Friday  February 22, 10:00 am to 12:00 pm
  • Friday  March 8, 10:00 am to 12:00 pm
  • Friday  March 15, 10:00 am to 12:00 pm
  • Friday  April 12, 10:00 am to 12:00 pm
  • Friday  April 26, 10:00 am to 12:00 pm
  • Friday  May 10, 10:00 am to 12:00 pm
  • Friday  May 24, 10:00 am to 12:00 pm
  • Final all FLC meeting/symposium: Friday June 7, 12:00 to 2:00 pm

*(note: some meetings may be conducted via Skype chat or Google+ groups)

FACULTY LEARNING COMMUNITY FOR MID-CAREER FACULTY

Facilitator: Jessica Weiss, History/Faculty Development

The Faculty Learning Community for Mid-Career Faculty is a supportive, collaborative environment to recharge intellectual batteries, explore professional possibilities, and provide structure to set goals in motion.

Purpose:

  • Create a supportive environment for mid-career faculty to discuss professional and instructional goals
  • Understand the multiple responsibilities mid-career faculty shoulder and explore ‘best practices’ for balancing teaching, scholarship, and service along with family/self care
  • Promote and sustain creative and scholarly teaching, research, and writing at this career stage.

Activities:

  • Engage in focused inquiry about how midcareer faculty nurture their scholarship, teaching and careers
  • Create structures of mutual support to set and accomplish goals
  • Review literature on faculty development at mid career
  • Clarify and set professional goals

Outcomes:

Participants will

  • Create a one-, two-, or three-year plan of professional development
  • Make progress on one or two steps toward professional goal or goals such as a conference, research, or book proposal or literature review
  • Collaborate to create a presentation on mid-career professional development for campus or faculty development audience

Dates and Times (all on Fridays):

  • February 1—Kick-off Luncheon, 12-2 pm.
  • February 8—10 am-12 pm
  • February 15—10 am-12 pm
  • March 1 –10 am-12 pm
  • April 12—10am -12 pm
  • April 19—10 am-12 pm
  • May 3—10 am-12 pm
  • May 17—10am -12 pm
  • May 31—10am-12 pm
  • June 7—Final all-FLC Symposium, 12-2 pm

QUARTER-TO-SEMESTER CONVERSION

Facilitator:  Aline Soules, University Libraries

What’s best for our students—quarters or semesters? This FLC will explore the pedagogical benefits and challenges of these term lengths as well as the most effective way to transition between the two.

Purpose:

  • Compare the pedagogical impact on effective teaching and engaged learning in quarter and semester term lengths
  • Identify the pedagogical challenges in transitioning to semesters
  • Develop recommendations on how to achieve the best pedagogical outcomes for students both during transition and subsequently

Activities:

  • Discuss key issues related to quarters, semesters, and the transition between the two
  • Identify articles to enhance discussion and share with the CSUEB community
  • Consult faculty, students, and staff in the CSU and beyond to identify the benefits and challenges of term lengths and transition
  • Establish a schedule for participants to take turns leading discussions
  • Prepare a poster and short report on the findings of the FLC

Outcomes:

  • Each participant will have
  • identified readings to share with the university
  • participated in consulting appropriate faculty, students, and staff
  • led and participated in FLC discussions
  • contributed to the poster and report

Dates and Times (All on Fridays):

  • February 1 – “Kick-Off Meeting,” 12 – 2 p.m.
  • February 8 – 10 a.m. – 12 p.m.
  • February 22 – 10 a.m. – 12 p.m.
  • March 8 – 10 a.m. – 12 p.m.
  • April 5 – 10 a.m. – 12 p.m.
  • April 12 – 10 a.m. – 12 p.m.
  • April 26 – 10 a.m. – 12 p.m.
  • May 10 – 10 a.m. – 12 p.m.
  • May 24 – 10 a.m. – 12 p.m.
  • June 7 – Final all-FLC symposium 12 – 2 p.m.

Remember your application should include the following check list (cut and paste into your application):

  • I teach in Winter and Spring quarters, 2013 or have release time
  • I plan to apply my FLC knowledge in my courses or to my research, scholarship, and/or creative activity.
  • I am interested in working/sharing with other faculty
  • I can attend all scheduled days of my FLC (specific dates/times are included)
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