Center for Teaching & Learning at The University of Georgia
Center for Teaching & Learning at The University of Georgia
Faculty Learning Communities | ||
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Introduction to FLCs | |
Faculty Learning Communities (FLCs) build on the experience of student
learning communities, first proposed over seventy years ago by John
Dewey and others to address increasing specialization, isolation, and The detachment of academic life is even more pervasive now, and the need
for a holistic and collective understanding of how we can assist
learning is that more urgent. The time seems auspicious for a program of An FLC consists of six to twelve faculty from different disciplines who
agree to meet about every three weeks to consider their topic of mutual
interest and to learn from each other. At the end of the academic year, According to Miami University’s mathematics professor and FLC guru, Milton Cox, FLCs contribute measurably to faculty retention and satisfaction, intellectual development, and greater civic and academic contribution; they heighten focus on student learning, assessment, and learning objectives; and they serve to introduce and strengthen scholarly teaching and the scholarship of teaching and learning. The FLCs for next year will begin at a luncheon meeting Friday, May 1 (Reading Day), with Vice-President for Instruction Jere Morehead and FLC participants for this and the coming year. FLCs at UGA are organized and sponsored by the Center for Teaching and Learning. Register for a Faculty Learning Community here. Registration deadline is April 17, 2009.
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| FLCs for 2009/2010 | ||
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Academic Upcycling: Improving Student Scholarship through Assignment Design Today's undergraduates think of themselves as savvy researchers who can find anything they need using Google or Wikipedia, whether they're writing a paper or looking for a movie listing. Prying them away from the unmediated Internet and into the realm of serious academic research is one of the important challenges facing pedagogy today. This Faculty Learning Community will explore ways to infuse active-learning research activities into the classroom without necessarily requiring the traditional research paper. |
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Collaborative Learning and Critical Thinking: Theory and Practice We often say that we want our students to be “critical thinkers,” but how can we use collaborative learning methods in the classroom to promote critical thinking? This FLC will explore the theory and practice of in-class collaborative learning methods as an approach to promote higher-order thinking and problem-solving skills. |
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Creativity & Innovation This FLC will explore how creativity and innovation can draw from and be applied to education, science, industry, economics, and technology, and how individuals and organizations can think and solve problems creatively, without boundaries and perhaps without reliance on just word, images, or equations. |
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(Re)Creating Courses for Significant Learning Consider this FLC the course-design equivalent of “This Old House,” “Extreme Makeover,” or “Field of Dreams.” But if you build it, will they learn? Starting out with the premise that most pedagogical problems and challenges can be addressed through careful course design, this FLC will begin with some reading, discussion, and reflection about what we want our students to know and be able to do after they take our respective classes. |
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Reacting to the Past “Reacting to the Past” is an innovative pedagogy using historical games, which engage students in active learning as they lead each other in explorations of great texts in the history of ideas. The games are appropriate not only for courses in history and Western civilization, but also in anthropology, communications, education, English, history of science, philosophy, political science, religion, and women’s studies. Participants in this FLC will experience Reacting by playing one of the current games. They will explore the use of Reacting pedagogy in a wide variety of courses and classroom settings and the process of creating their own games. |
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The Shift to the Visual
One hundred and eighty-three years ago there was one photograph in the world. |
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Globalizing the Curriculum: Trends, Driving Forces, Cross-Cultural Exchanges [continuing from 08-09] The numbers of international students and faculty at UGA are also on the rise, increasing the chances of cultural exchange throughout the university, Athens and surrounding communities. Are UGA students prepared to interact and thrive in this new community of diversity? The goal of this FLC is to offer an opportunity for faculty to share their best practices, techniques and resources about how they make their curricula “global” in terms of preparing UGA students for the world within and beyond U.S. borders |
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Interdisciplinary Qualitative Research Workgroup [continuing from 08-09] Do you love exploring and trying to make sense of the different epistemological and theoretical approaches to interviewing and observing and collecting and analyzing documents and other artifacts? Qualitative research methods, design, and conceptual frameworks draw from all of the academic areas that study human behavior and experience. |
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Text-Only Version |
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