TY - JOUR
T1 - Implementing a Cross-Discipline Early Career Faculty Learning Community: A Case Study
AU - Stowell, Nicole Forbes
AU - Gunn, AnnMarie Alberton
AU - Ambush, Harris
AU - Mbatu, Richard S.
AU - Crampsie, Camielle
AU - Moore, LaSonya
AU - Wadlinger, Nathan
AU - Rote, Wendy M.
N1 - 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. Journal of Faculty Development, 34(1) 5-11. https://www.ingentaconnect.com/content/magna/jfd/2020/00000034/00000001/art00001#expand/collapse
PY - 2020/1/1
Y1 - 2020/1/1
N2 - This research was conducted to determine the effect of Faculty Learning Communities (FLCs) on the experience and satisfaction of faculty early in their career development. FLCs are cohorts of faculty, graduate students, and/or staff who meet over an academic year to engage in collaboration and discussion about teaching and learning based on a specific theme or topic. During the 2017-2018 academic year, seven (n=7) early career faculty and two mentor faculty formed a New/Early Career Faculty Learning Community at a mid-sized university in the southeast. Through interviews and surveys of these members, it was determined FLCs increase scholarly activity, fuse connections between interdisciplinary faculty, and foster higher levels of collegiality within an institution. Finally, implications of the benefits and suggestions of developing FLCs are provided.
AB - This research was conducted to determine the effect of Faculty Learning Communities (FLCs) on the experience and satisfaction of faculty early in their career development. FLCs are cohorts of faculty, graduate students, and/or staff who meet over an academic year to engage in collaboration and discussion about teaching and learning based on a specific theme or topic. During the 2017-2018 academic year, seven (n=7) early career faculty and two mentor faculty formed a New/Early Career Faculty Learning Community at a mid-sized university in the southeast. Through interviews and surveys of these members, it was determined FLCs increase scholarly activity, fuse connections between interdisciplinary faculty, and foster higher levels of collegiality within an institution. Finally, implications of the benefits and suggestions of developing FLCs are provided.
KW - Early career faculty, Faculty learning communities, Innovative teaching, New faculty
UR - https://digitalcommons.usf.edu/fac_publications/3921
UR - https://www.ingentaconnect.com/content/magna/jfd/2020/00000034/00000001/art00001#expand/collapse
M3 - Article
JO - Default journal
JF - Default journal
ER -