FLCs for 2010-2011

Making the Academic More than academic: Exploring Opportunities to Connect Classroom Learning with Civic Engagement

Jill Severn and Jan Levinson
Here at the University of Georgia, civic engagement has long been at the core of its educational and outreach mission as a land grant institution.  This FLC will explore some new approaches such as National Issues Forums Institute’s deliberative dialogues ,  Everyday Democracy’s Study Circles, and The World Café model as creative tools for transforming academic learning into lifelong knowledge and engagement with the broader world.   The FLC will also evaluate the challenges and implications of this meshing of academic learning with civic engagement for students and for instructors.


The Stories We Could Tell: Negotiating Socioeconomic Class Issues in the Academy

Bob Fecho


The Teaching, Doing, and Mentoring of Qualitative Research Faculty Learning Group 2010-2011

Melissa Freeman and Jerry Gale


Storytelling

David Noah


FLC for international faculty

Karen Braxley and Paul Quick


Scholarship of Teaching and Learning (SoTL) FLC

Denise Domizi and Sherry Clouser


Green Leaves:  Ecocrit Conversations

Ron Balthazor and Paul Quick


Globalizing the Curriculum: Trends, Driving Forces, Cross-Cultural Exchanges

Uttiyo Raychaudhuri


Work-Life Balance

Chris Franklin and Mark Huber
MIS As a result of the Spring 2010 Academic Affairs Faculty Symposium at Unicoi State Park, the group tasked with considering the topic of work-life balance in the “New Normal” (doing more with less) recommended that the weekend conversation continue through a Faculty Learning Community. Topics for discussions in this FLC may include setting expectations, improving communication, managing technology, and how the University administration can facilitate balance.  Proceedings from the Faculty Symposium will be available on the Teaching Academy Web site.


Teaching and Learning Online

Sherry Clouser
As online courses become more popular, it is possible that many of us will be asked to teach online in the near future. Are we prepared? This FLC will explore best practices for designing and teaching online courses, including synchronous and asynchronous methods. Experienced online teachers as well as beginners are welcome to join.  


Everything You Wanted to Know About Teaching But Were Afraid to Ask:  Exploring teaching topics in higher education

Tom Reichert and Paul Quick
Designed for faculty interested in exploring what other people are doing in their classes to improve teaching and student learning as well as motivation, this FLC will explore topics determined by the group and discussed at meetings with the goal of implementing small or large changes in course design, teaching technique, use of classroom time, teaching and learning activities, active learning, improving assignments and more. Dr. Reichert is an Advertising professor in the Grady College whose teaching specialties include an array of advertising courses, as well as media sales and political campaign strategy. Dr. Paul Quick is the coordinator of faculty and TA programs at the Center for Teaching and Learning.


Teaching Within Social Networks

Christen Bradley, Melinda Camus, Nicole Hurt, Lincoln Larson, Matthew Lovelace, Greg Moss, Luanna Prevost, Nancy Riley, Denise Domizi
Given the ubiquity of social networking tools such as Facebook and Twitter, this group of graduate students assisted by CTL faculty member Denise Domizi explored how the type of online forum used affects student participation in online discussion. Our study compares the use of two internet forums for supplemental discussion: a university-distributed learning management system (eLC) and Facebook. Use of a quasi-experimental, mixed-methods design allowed us to investigate how student engagement varies across two sections of the same class. Two introductory courses—Philosophy and Women’s Studies—have been included in the study, and student responses were tracked throughout the spring 2010 semester. Descriptive statistics from a pre-course questionnaire, as well as preliminary findings on student engagement in discussions are presented. Plans for further analyses—both quantitative and qualitative—are ongoing.

More Information . . . [pdf]