It Takes a Village: Building Courses in a Learning Community

Francine Glazer, PhDAssistant Provost and Director,

Center for Teaching and LearningNew York Institute of Technology

October 17, 2013

After this session, you will be able to:

• Explain the principles and benefits of a successful faculty learning community (FLC)

• Create a process for selecting projects• Integrate lessons learned from a successful

New York Institute of Technology FLC• Identify potential resources and create a

timeline and structure for an FLC

Definitions

• Online courses– 80 – 100% of their contact hours online

• Blended courses– 30 – 80% of their contact hours online

• Enhanced courses– 0 – 30% of their contact hours online

Source: Allen, I. E., Seaman, J., & Garrett, R. (2007)

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Definitions

• Blended courses– 30 – 80% of their contact hours online– Content delivery, active learning both online and

face-to-face• Flipped courses– 100% of their contact hours face-to-face– Content delivery online, in advance– Contact hours used for active learning

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FLC – definition, principles

• Cross-disciplinary• 8-12 participants• Individual projects, common theme• Cohort- or topic-based• Collaborative year-long program

Characteristics of FLCs

• Safety, trust• Openness• Respect• Responsiveness• Collaboration• Relevance• Challenge• Enjoyment• Esprit de corps

The Quiet Signal• The teacher signals for

quiet, often with a raised hand.

• Students complete their sentences.

• Students raise their hands and alert classmates to the signal.

Where do we start?

• Individual proposals– Think through your project and commitment

• Scheduling: a critical component for success

• Shared goals• Determine topics

The hardest part…

Changing roles of content

• Foundational knowledge• Use content, don’t

“cover” it• Tool to develop learning

skills

NYIT FLC

• Health Professions, Fine Arts• 8 participants • 7 participants

• Time commitments!• Support from chairs, dean• Flexible thinking

NYIT FLC

• Early Summer Institute:– Blended – Alignment: goals, objectives, assessment, content– Chunking the content

• Biweekly meetings• Synergy!• Individual meetings, alternate weeks

Good Resources Matter!

• Strong instructional design• Models good practice• Worksheets

NYIT FLC

• Course development timetable

• Learner-centered course objectives• Alignment of learning objectives, activities• Reliance on exams• Student buy-in• Students “gaming the system” – modifications

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