Announcing the 2018-19 Faculty Learning Communities
We're excited to announce these Faculty Learning Communities for the 2018–19 academic year! Faculty Learning Communities (or FLCs) bring together small, interdisciplinary groups of faculty who meet twice a month over the academic year to study and address an issue in teaching and learning. FLCs are a great way to meet colleagues and expand your knowledge of teaching! With the help of the Provost's Office and Educational Technology Services, we are able to offer fourth FLC this year on Active Learning.
If you're interested in joining one of these FLCs, please fill out our interest form. If you have questions about FLCs, please email the CTE at firstname.lastname@example.org.
Walking the Walk: Teaching Cultural Competence, Awareness, and Humility Facilitator: Dellanira Garcia
By 2050, almost half of the U.S. population will be comprised of ethnic minorities (U.S. Census, 2010). USF is recognized as a “university with a global perspective that educates leaders who will fashion a more humane and just world.” In order to advance our vision, undergraduate and graduate students must learn to lead, teach, and embody culturally competent knowledge and skills. This FLC will bring faculty from multiple disciplines together to discuss the teaching of cultural competence, cultural awareness, and cultural humility. We’ll explore pedagogical exercises and innovative techniques for graduate and undergraduate courses. We’ll discuss learning outcomes in these domains for undergraduate and graduate students, explore how to develop and grade assignments, and how to effectively measure culturally competent knowledge and skills.
Multimodal Communication across the Curriculum and in the Disciplines Facilitators: Cathy Gabor and Michelle LaVigne
This FLC will address head-on the perceived lack of expertise in teaching rhetoric, among the non-Rhetoric faculty. By forming a deep understanding of communication practices and expectations in the various disciplines represented, this FLC will allow us to define what oral and written rhetoric means in various fields, as well as discuss best pedagogical strategies for teaching students to communicate in their majors, in their future careers, and as productive citizens at and beyond USF. We will start by looking at the most notable publications on writing and communication in the majors to understand and articulate the epistemologies that inform how we conceive of and assess skillful student communication in written, oral, and digital formats. Then, we will formulate strategies for teaching communication across USF that grow out of our deep faculty collaboration.
Threshold Concepts for the Liminal Student Facilitator: Billy Riggs
Threshold concepts are conceptual gateways that lead to previously inaccessible ways of thinking. Threshold concepts often are troublesome obstacles for students, but once grasped, they have a transformative and even irreversible impact. Members of this FLC will work together to identify threshold concepts in their fields, and to explore the pedagogical challenges and opportunities that accompany them. Our goal will be to develop new or redesigned course materials, supplemental teaching resources, and reflective narratives about our own pedagogical decisions.
Active Learning at USF Facilitator: Susan Prion
The purpose of this Faculty Learning Community is to bring faculty and staff together to explore, share and articulate current best practices for effective active learning in our classrooms at USF. Research suggests that the incorporation of active learning encourages student engagement, reinforces concepts, provides an opportunity for students to process and create personal connections to material, and creates a sense of community. This FLC will review current literature, discuss pedagogical advantages and disadvantages of active learning, consider how to apply active learning instructional strategies across different types of learning spaces at USF, and culminate in the development of resources for the broader faculty community in their active learning endeavors.