Encouraging Faculty Learning Community Engagement Through Co-Facilitation

scroll

Keywords:

Mentoring, Engagement, Faculty Development

Presented by:

Krista Klocke, Iowa State University

Key Statement:

Engagement is key to faculty belonging. See an example of how a Faculty Learning Community encouraged engagement through co-creation, co-facilitation, and resource development.

Abstract:

This poster provides two examples of new Faculty Learning Communities (FLCs) launched through faculty interest and support. In fall 2023, two new communities formed focused on large enrollment courses and fundamentals of teaching. In both, faculty became co-facilitators of the FLC, informally mentored participants, and contributed content to a toolkit of advice for those new to teaching, and those new to teaching large enrollment courses. A process for how other teaching centers can encourage faculty engagement through co-creating and leading FLCs will be shared, as well as ideas for developing teaching toolkits to meet the needs of instructors.

Learning Outcomes:

1. Identify strategies and processes of co-creation, co-facilitation, and resource development.
2. Connect the context of the examples to their own needs and interests as instructors.
3. Adapt the strategies shared in the example to their own institution with the goal of creating a more engaged community of instructors.

Hear it from the author:

Encouraging Faculty Learning Community Engagement Through Co-FacilitationKrista Klocke, Iowa State University

00:00 / 00:58

TRANSCRIPT:

Hi, my name is Krista Klocke, and I am the Instructor Development Coordinator at Iowa State University’s Center for Excellence in Learning and Teaching, or CELT. I am presenting on the creation and evolution of two faculty learning communities in the 2023 to 2024 academic year, and the strategies and lessons I learned from that process. In the fall of 2023, as the new Instructor Development Coordinator at CELT, I was tasked with creating two faculty learning communities to meet the needs of the instructors we work with. Both communities were prompted by faculty interest and were co-facilitated by myself and by other faculty members. However, over the course of the academic year, our learning communities evolved into communities of practice as we adjusted our strategies of co-facilitation and resource creation to best meet the needs of the faculty who partnered with us, and of our audiences. Please come and hear more about the lessons and strategies I learned through this experience! I look forward to talking to you!

DOWNLOAD POSTER

References

Blaisdell, M. L., & Cox, M. D. (2004). Midcareer and senior faculty learning communities: Learning throughout faculty careers. New Directions for Teaching and Learning, 97, 137¬-148.

Shulman, G. M., Cox, M. D., & Richlin, L. (2004). Institutional considerations in developing a faculty learning community program. New Directions for Teaching and Learning, 97, 41-49.

Stowell, N. F., Gunn, A. A., Ambush, H., Mbatu, R. S., Crampsie, C., Moore, L., Wadlinger, N., & Rote, W. (2020). Implementing a cross-discipline early career faculty learning community: A case study. The Journal of Faculty Development, 34(1), 5-11.